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
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
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.
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.