heritage is available at with others in the his/her life experiences with others in the with others in the classroom. This valued this time. classroom. with others in the classroom. information is considered when classroom. instructional activities are planned. The student does not The student occasionally see self represented in The student seldom sees self represented in The student consistently sees self the curriculum and sees self represented the curriculum and represented in the curriculum and classroom materials. in the curriculum and classroom materials. classroom materials. classroom materials. The student has few The student has several The student has numerous relationships with staff The student has some relationships with staff or relationships with or peers that or peers that are relationships with staff peers that are trusting, are trusting, reciprocal and trusting, reciprocal and or peers that are reciprocal and supportive. supportive. trusting, reciprocal and supportive. supportive. 0 1 2 3 4 Student has the opportunity No The student has few The student has The student has regular The student has regular to utilize prior information is opportunities to build on occasional opportunities to build on opportunities to build on prior knowledge & available at prior knowledge and opportunities to build prior knowledge and knowledge and experiences. learning style this time. experiences. on prior knowledge and experiences. preferences experiences. The student’s classroom are The student The student’s classroom experiences are consistently accommodated experiences a few The student experiences frequently connected to his/her culture via classroom activities with experiences some incorporate varied community experiences and varied learning style classroom activities learning style activities activities that use varied learning activities and with varied learning and interactions. styles and interactions. interactions. style activities and interactions. Student 0 1 2 3 4 understands No The rules and Some rules and Most of the and All rules and expectations are the rules and information is expectations are implied expectations are expectations are explicitly taught, visually displayed, expectations available at but not reviewed reviewed explicitly and reviewed explicitly and and regularly reviewed to ensure this time. explicitly and regularly regularly with the regularly with the student. the student’s learning and with the student. student. understanding. The student frequently The student seldom The student participates in school The student consistently participates in school occasionally activities designed to participates in school activities activities designed to participates in school increase engagement designed to increase engagement increase engagement activities designed to and connection to school. and connection to school. and connection to increase engagement school.
heritage is valued available at this time. with others in the classroom. The student does not see self represented in the curriculum and classroom materials. The student has few relationships with staff or peers that are trusting, reciprocal and supportive. his/her life experiences with others in the classroom. The student seldom sees self represented in the curriculum and classroom materials. The student has some relationships with staff or peers that are trusting, reciprocal and supportive. with others in the classroom. The student occasionally sees self represented in the curriculum and classroom materials. The student has several relationships with staff or peers that are trusting, reciprocal and supportive. with others in the classroom. This information is considered when instructional activities are planned. The student consistently sees self represented in the curriculum and classroom materials. The student has numerous relationships with or peers that are trusting, reciprocal and supportive. Student has the opportunity to utilize prior knowledge & learning style preferences are accommodated 0 1 2 3 4 No information is available at this time. The student has few opportunities to build on prior knowledge and experiences. The student experiences a few classroom activities with varied learning style activities and interactions. The student has occasional opportunities to build on prior knowledge and experiences. The student experiences some classroom activities with varied learning style activities and interactions. The student has regular opportunities to build on prior knowledge and experiences. The student’s classroom experiences frequently incorporate varied learning style activities and interactions. The student has regular opportunities to build on prior knowledge and experiences. The student’s classroom experiences are consistently connected to his/her culture via community experiences and activities that use varied learning styles and interactions. Student understands the rules and expectations 0 1 2 3 4 No information is available at this time. The rules and expectations are implied but not reviewed explicitly and regularly with the student. The student seldom participates in school activities designed to increase engagement and connection to school. Some rules and expectations are reviewed explicitly and regularly with the student. The student occasionally participates in school activities designed to increase engagement Most of the and expectations are reviewed explicitly and regularly with the student. The student frequently participates in school activities designed to increase engagement and connection to school. All rules and expectations are explicitly taught, visually displayed, and regularly reviewed to ensure the student’s learning and understanding. The student consistently participates in school activities designed to increase engagement and connection to school.
CRChecklist2.docx