2. How has the student’s family been involved in the problem-solving process? Staff and 0 1 2 3 4 families No information is Concerns about the The student’s family The student’s family and A variety of information sharing share available at this time. student have not been has been informed have had several approaches have been used on a information shared with the about school opportunities to share and consistent basis. and problem student’s family. concerns. They have exchange ideas about solve had some strategies to support the Conversations between the together The school and family opportunities to learn student. student’s family and staff do not yet have a how the school consistently include mutual problem cooperative working proposes to address Mutual problem solving solving, information about family relationship. the concerns. occurs regularly. values, and the student’s interests and experiences. Opportunities for the Opportunities for the family school and family to to participate in their child’s Varying opportunities for the family mutually problem schooling are often available. to participate in their child’s have not occurred. schooling are consistently available. Translation is 0 1 2 3 4 provided Materials are not Some materials are Written materials are Written materials are consistently No information is translated into the translated into the usually translated into the translated into the student’s home available at this time. student’s home student’s home student’s home language. language. language. language. An interpreter is usually An interpreter is consistently An interpreter is not An interpreter is available and offered. available and offered. offered to the family. sometimes available and offered. Comments 3. Was there a mismatch between the student's race, culture or unique background and experiences and the school environment that may contribute to the student's learning or behavior difficulties? If applies, check the If applies, complete the rubric. “A” . “B” A. Race, culture, and unique background and experiences are not a primary factor in the student’s learning or behavior difficulties in school.  The student’s race, culture and unique background and experiences may be a factor. Our team’s analysis indicates: Student’s 0 1 2 3 4 culture, No The student has few The student has The student has regular The student has regular language and information is opportunities to share occasional opportunities to share opportunities to share information his/her life experiences opportunities to his/her life experiences regarding his/her life experiences
2. How has the student’s family been involved in the problem-solving process? Staff and families share information and problem solve together 0 1 2 3 4 No information is available at this time. Concerns about the student have not been shared with the student’s family. The school and family do not yet have a cooperative working relationship. The student’s family has been informed about school concerns. They have had some opportunities to learn how the school proposes to address the concerns. Opportunities for the school and family to mutually problem have not occurred. The student’s family and have had several opportunities to share and exchange ideas about strategies to support the student. Mutual problem solving occurs regularly. Opportunities for the family to participate in their child’s schooling are often available. A variety of information sharing approaches have been used on a consistent basis. Conversations between the student’s family and staff consistently include mutual problem solving, information about family values, and the student’s interests and experiences. Varying opportunities for the family to participate in their child’s schooling are consistently available. Translation is provided 0 1 2 3 4 No information is available at this time. Materials are not translated into the student’s home language. An interpreter is not offered to the family. Some materials are translated into the student’s home language. An interpreter is sometimes available and offered. Written materials are usually translated into the student’s home language. An interpreter is usually available and offered. Written materials are consistently translated into the student’s home language. An interpreter is consistently available and offered. Comments 3. Was there a mismatch between the student's race, culture or unique background and experiences and the school environment that may contribute to the student's learning or behavior difficulties? If “A” applies, check the . If “B” applies, complete the rubric.  A. Race, culture, and unique background and experiences are not a primary factor in the student’s learning or behavior difficulties in school. The student’s race, culture and unique background and experiences may be a factor. Our team’s analysis indicates: Student’s culture, language and 0 1 2 3 4 No information is The student has few opportunities to share his/her life experiences The student has occasional opportunities to The student has regular opportunities to share his/her life experiences The student has regular opportunities to share information regarding his/her life experiences
CRChecklist2.docx