| Purpose: To Guide Development of Team Composition,
Strength/Needs Profile
By Whom: Facilitator and family/youth during
initial and ongoing conversations and team meetings to pursue
information to be used in developing an action plan
Use: After/during initial conversations, use
info gained by probes to summarize pages 1-3 of CTPF.
Why: To Prepare for Efficient/Effective Action
Planning during Team Meetings |
Family
- Describe family involvement/participation with school personnel
- Describe the communication between school and family
- Describe the family’s knowledge of school rules, expectations,
and academic program
- Describe family values regarding education
- Describe the school’s awareness of family issues
- What is the parents’ awareness of school persons to contact
regarding academics, discipline, medical, and extracurricular activities?
- What is the school’s awareness of family member(s) to contact
regarding the student (who, when, where)?
- Discuss the school’s communication format regarding discipline,
academics, extracurricular activities (home visits, telephone, letter)
Home
- Discuss whether or not the basic needs are met (shelter, food,
supplies, field trip money, appropriate clothes for physical education,
fashionable clothes, etc.
- What mode of transportation is available (bus, cab, walk, weather
factors, etc.)
Emotional/Psychological
- What is the student’s attitude towards school?
- What are the students’ feelings about teachers (staff)?
- How does the student feel about his/her academic potential?
- What is the student’s belief in his/her future potential?
- What is the student’s ability to filter others’ opinions?
- Discuss how the student accepts responsibility for self (behavior)
- What are the student’s hopes, dreams, and goals?
- How is the student showing maturity?
- How is the student working towards independence?
- What is the student’s ability to make positive choices?
- What opportunities are available to the student to make choices
(academically, recreationally, and socially)?
- What is the student’s ability to resolve conflict positively?
– Describe the methods.
- What is the student’s ability to identify/acknowledge a range
of feelings?
- What is the student’s ability to seek positive support from
him or herself and teachers?
- What access does the student have for support to resolve conflict?
Social/Recreation
- Discuss whether or not the student has a self-selected positive
peer group
- Describe the status of the student among his/her peers (leader or
follower)
- Discuss the student’s ability to act independently of peer
group (can he/she entertain self? Is he/she aware of activities to
do by oneself?
- Discuss participation in school activities during school and outside
of school
- Describe attendance in extracurricular activities
- Describe student’s access to transportation support for extracurricular
activities
- Discuss leadership opportunities in extracurricular activities
- Discuss student’s access to activities at school relevant
to cultural factors (race, gender, age group)
- Describe best friend(s)
- Describe peer group (who does student “hang out” with?
- Describe parent involvement in student’s activities
- How does the student get financial support for extracurricular activities?
Educational
- Describe student/teacher communication patterns
- What are the teachers’ expectations for the student?
- How does the teacher feel about the students’ academic potential?
- Describe student’s typical day (whole or half day)
- Discuss student’s usage of free time during the school day
(morning, lunch time, after school), and behavior during transition
times
- Discuss student’s preparedness for class and readiness for
school
- Discuss student’s homework completion patterns
- Describe student’s on-task behaviors and study habits
- Discuss student’s preferred style of learning (hands-on or
pencil paper) and preferred learning environment
- Discuss teachers’ preferred style of teaching
- Discuss students’ grades
- Discuss knowledge and usage of, or access to, school academic support
services
- Describe student’s favorite subject/school person
Vocational
- Describe student’s general understanding of graduation requirements,
academic credits, etc.
- Discuss student’s participation in course selection
- Discuss community work experience opportunities
- Discuss student’s vocational options
- Discuss student’s opportunities to learn about careers
- Discuss student’s work experience opportunities thorough
school
- Discuss awareness of vocational strengths
Safety/Crisis
- Student’s ability to seek appropriate assistance when in
trouble/need
- Student’s awareness of violence/risk factors specific to the
building (avoiding gangs, students who get in trouble, drugs/alcohol
abuse, weapons)
- School’s awareness of contact person relevant to the student;
- Student’s understanding of the proper policy and procedures
when seeking help
- School’s development of specific policies and procedures regarding
crisis/safety issues
- School personnel’s awareness of intervention strategies for
specific students
- Implementation of team crisis plan
Cultural/Spiritual
- Describe activities and resources relevant to cultural/spiritual
beliefs
- Discuss staff awareness of cultural/spiritual conflict potential
and resolution strategies Describe how school exhibits positive reflection
of cultural/spiritual belief thorough curriculum, teaching styles,
building artifacts, holiday celebration, field trips, community awareness
- Describe student’s ability to identify a person in school
that is culturally sensitive to his/her needs (academic, emotional,
family, etc.)
- Describe how school personnel are skilled in cultural diversity
- Describe cultural competency opportunities available to school personnel
- Describe cultural competency opportunities available to students/families
Medical
Legal
- Discuss student/family’s awareness of school rules and policy
regarding attendance, behavior (fighting), substance abuse and weapons
- Discuss access to legal education advocate
- Discuss access to knowledge of surrogate parent
- Discuss awareness of appeal process
- Discuss access to documentation
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