and connection to The student frequently The student consistently receives The student seldom school. receives encouragement encouragement and support. receives and support. encouragement and The student support. occasionally receives encouragement and support. Comments Were language differences a factor contributing to the student’s learning and/or behavioral difficulties? If applies, check the If applies, complete the rubric. “A” . “B” A. Language differences are not a primary factor in the student’s learning or behavior difficulties in school.  Language differences may be a factor. Our team’s analysis indicates: Student’s 0 1 2 3 4 language skills No The student’s use and The student’s use and The student’s use and The student’s use and are assessed information is understanding of oral understanding of oral and understanding of oral and understanding of oral and written available at and written language is written language is written language is language is consistently and this time. not assessed. assessed quizzes and assessed prior to the continually assessed. end of lesson tests. start and at the end of instruction. Interventions 0 1 2 3 4 are provided No The student does not The student sometimes The student usually The student experiences consistent to explicitly information is experience interventions experiences interventions experiences interventions and frequent interventions to teach the use available at to support the to support the to support the support the understanding and use and this time. understanding and use understanding and use of understanding of and use of oral and written language. understanding of oral and written oral and written language. of oral and written of oral and language. language. The student’s language level and written The student’s language vocabulary development is language skills The student’s language level and vocabulary The student’s language consistently matched to the and vocabulary development is sometimes and vocabulary language used in classroom development is not a matched to the language development is usually instruction. match to the language used in classroom matched to the language used in classroom instruction. used in classroom The student consistently has instruction. instruction. access to texts and other The student occasionally curriculum materials that are rich in The student rarely has has access to texts and The student usually has visuals. access to texts and access to texts and other
The student seldom receives encouragement and support. and connection to school. The student occasionally receives encouragement and support. The student frequently receives encouragement and support. The student consistently receives encouragement and support. Comments Were language differences a factor contributing to the student’s learning and/or behavioral difficulties? If “A” applies, check the . If “B” applies, complete the rubric.  A. Language differences are not a primary factor in the student’s learning or behavior difficulties in school. Language differences may be a factor. Our team’s analysis indicates: Student’s language skills are assessed 0 1 2 3 4 No information is available at this time. The student’s use and understanding of oral and written language is not assessed. The student’s use and understanding of oral and written language is assessed quizzes and end of lesson tests. The student’s use and understanding of oral and written language is assessed prior to the start and at the end of instruction. The student’s use and understanding of oral and written language is consistently and continually assessed. Interventions are provided to explicitly teach the use and understanding of oral and written language skills 0 1 2 3 4 No information is available at this time. The student does not experience interventions to support the understanding and use of oral and written language. The student’s language and vocabulary development is not a match to the language used in classroom instruction. The student rarely has access to texts and The student sometimes experiences interventions to support the understanding and use of oral and written language. The student’s language level and vocabulary development is sometimes matched to the language used in classroom instruction. The student occasionally has access to texts and The student usually experiences interventions to support the understanding of and use of oral and written language. The student’s language and vocabulary development is usually matched to the language used in classroom instruction. The student usually has access to texts and other The student experiences consistent and frequent interventions to support the understanding and use of oral and written language. The student’s language level and vocabulary development is consistently matched to the language used in classroom instruction. The student consistently has access to texts and other curriculum materials that are rich in visuals.