community resources them cope with the Family, school and community that might help them identified life stressor. Staff have provided some work together to support the cope with the assistance to help the success of the student. identified life stressor. student or family access community supports. Comments Were and environmental status factors contributing to the student’s learning and/or behavioral difficulties? If applies, check the If applies, complete the rubric. “A” . “B” A. Socio-economic status is not a primary factor contributing to the student’s learning or behavior difficulties in school.  B. Socio-economic status may be a factor. Our team’s analysis indicates: 0 1 2 3 4 Information about socio-economic status No information is Information about the The family provided some The family provided is consistent ongoing (SES) and how it available at this family’s socio-economic information about their some information about communication between the impacts learning time. status and how it impacts socio-economic status their socio-economic family and school about how and/or behavior is the student’s and how it impacts the status that may have socio-economic status impacts gathered performance in school student’s performance. impacted the student’s the student’s performance in has not yet been performance in the past. school. considered. The lack of a trusting relationship between Incomplete data is school and home limits available about current the information available. status. 0 1 2 3 4 Interventions are provided to reduce No information is The student has not yet The student has The student has often The student consistently impact available at this participated in experienced some experienced experiences interventions to time. interventions to reduce interventions to reduce interventions to reduce reduce the impact of the the impact of the family’s the impact of the family’s the impact of the family’s socio-economic status socio-economic status on socio-economic status on family’s socio-economic on his/her success in school. his/her success in his/her success in school. status on his/her school. success in school. 0 1 2 3 4 Student and family connect to community No information is The family has not yet The family has been The family has received The family has received supports available at this been provided with provided with print explanations about regular, direct assistance to time. information available material about available available community access community supports. community resources. community resources. resources.
community resources that might help them cope with the identified life stressor. them cope with the identified life stressor. Staff have provided some assistance to help the student or family access community supports. Family, school and community work together to support the success of the student. Comments Were and environmental status factors contributing to the student’s learning and/or behavioral difficulties? If “A” applies, check the . If “B” applies, complete the rubric.  A. Socio-economic status is not a primary factor contributing to the student’s learning or behavior difficulties in school. B. Socio-economic status may be a factor. Our team’s analysis indicates: Information about socio-economic status (SES) and how it impacts learning and/or behavior is gathered 0 1 2 3 4 No information is available at this time. Information about the family’s socio-economic status and how it impacts the student’s performance in school has not yet been considered. The family provided some information about their socio-economic status and how it impacts the student’s performance. The lack of a trusting relationship between school and home limits the information available. The family provided some information about their socio-economic status that may have impacted the student’s performance in the past. Incomplete data is available about current status. is consistent ongoing communication between the family and school about how socio-economic status impacts the student’s performance in school. Interventions are provided to reduce impact 0 1 2 3 4 No information is available at this time. The student has not yet participated in interventions to reduce the impact of the family’s socio-economic status on his/her success in school. The student has experienced some interventions to reduce the impact of the family’s socio-economic status on his/her success in school. The student has often experienced interventions to reduce the impact of the family’s socio-economic status on his/her success in school. The student consistently experiences interventions to reduce the impact of the family’s socio-economic status on his/her success in school. Student and family connect to community supports 0 1 2 3 4 No information is available at this time. The family has not yet been provided with information available community resources. The family has been provided with print material about available community resources. The family has received explanations about available community resources. The family has received regular, direct assistance to access community supports.
CRChecklist2.docx