The Checklist for Culturally Responsive Practices in Schools Directions: Respond to questions 1-7 below by checking the description that most closely matches the results of the interventions tried and the student’s performance. Comments may be added by typing in the comment box below each question. Were the interventions tried based on data and provided at an appropriate frequency, intensity and duration? If applies, check the If applies, complete the rubric. “A” . “B” A. The interventions tried were based on data and implemented with fidelity. This is not a primary factor in the student’s learning or behavior difficulties in  school. The fidelity of the interventions may be a factor. Our team’s analysis indicates: 0 1 2 3 4 Interventions are based on No The intervention The intervention The intervention selected The intervention selected was data information is selected was based selected was based on: was based on: based on: available at on: the in SIMS the in SIMS, the in SIMS, and “flag” “flag” “flag” this time. the in SIMS, previous previous assessment consistently administered, “flag” and assessment information, frequent and varied previous information, and teacher’s observation of assessments. assessment teacher’s the student’s information. observation of the performance, and Progress monitoring probes student’s ongoing classroom were frequently administered Progress monitoring performance. assessments. and used to determine whether was not attempted. the intervention was effective. Progress monitoring Progress monitoring was was infrequently attempted at least at the attempted. beginning and end of the intervention. 0 1 2 3 4 Interventions are No Interventions were Interventions were Interventions were usually Interventions were consistently information is unable to be provided inconsistently provided provided at the frequency, provided at the frequency, the available at with the frequency, at the frequency, intensity and duration intensity and duration planned appropriate this time. duration, or intensity intensity, and duration planned for the student. for the student. frequency, planned. planned. intensity, Implementation allows Implementation allows teams to and duration The effectiveness of It is likely that a to draw conclusions draw conclusions regarding the the intervention cannot different schedule of regarding the effectiveness effectiveness of the be determined. intervention of the intervention. intervention. implementation would result in better student progress. Comments
The Checklist for Culturally Responsive Practices in Schools Directions: Respond to questions 1-7 below by checking the description that most closely matches the results of the interventions tried and the student’s performance. Comments may be added by typing in the comment box below each question. Were the interventions tried based on data and provided at an appropriate frequency, intensity and duration? If “A” applies, check the . If “B” applies, complete the rubric.  A. The interventions tried were based on data and implemented with fidelity. This is not a primary factor in the student’s learning or behavior difficulties in school. The fidelity of the interventions may be a factor. Our team’s analysis indicates: Interventions are based on data 0 1 2 3 4 No information is available at this time. The intervention selected was based on: the “flag” in SIMS, and previous assessment information. Progress monitoring was not attempted. The intervention selected was based on: the “flag” in SIMS previous assessment information, and teacher’s observation of the student’s performance. Progress monitoring was infrequently attempted. The intervention selected was based on: the “flag” in SIMS, previous assessment information, teacher’s observation of the student’s performance, and ongoing classroom assessments. Progress monitoring was attempted at least at the beginning and end of the intervention. The intervention selected was based on: the “flag” in SIMS, and consistently administered, frequent and varied assessments. Progress monitoring probes were frequently administered and used to determine whether the intervention was effective. Interventions are the appropriate frequency, intensity, and duration 0 1 2 3 4 No information is available at this time. Interventions were unable to be provided with the frequency, duration, or intensity planned. The effectiveness of the intervention cannot be determined. Interventions were inconsistently provided at the frequency, intensity, and duration planned. It is likely that a different schedule of intervention implementation would result in better student progress. Interventions were usually provided at the frequency, intensity and duration planned for the student. Implementation allows to draw conclusions regarding the effectiveness of the intervention. Interventions were consistently provided at the frequency, intensity and duration planned for the student. Implementation allows teams to draw conclusions regarding the effectiveness of the intervention. Comments
CRChecklist2.docx