SDS 3430
Family and Community Involvement in Education
Fall 2016 (Section 1123)
Norman Hall 260
Friday 8:30am-11:30am
Welcome to SDS 3430 "Family and Community Involvement in Education!” As you begin your first
semester in the College of Education Unified Elementary PROTEACH Program, we hope that you will
find this course to be stimulating, informative, and inspiring. This syllabus and the accompanying
readings and course materials have been organized in a notebook format with the hope that they will
serve as useful resources, not only as you complete the course requirements this semester, but also as
you progress into your teaching career.
Course Prerequisite: None
Instructor Information
Name: Yi-Wen Su
Background: Doctoral Student- Counselor Education
Office Location/ Mailbox: 1313C Norman Hall
Email Address: [email protected]
Office Hours: TBA and by appointment.
When emailing me please put in the subject line your last name and course number
EXAMPLE: In subject line: SDS3430/ Su: Question about….
Course Overview
Children's academic progress and social-emotional development depends to a large extent on the
involvement of their families in their education. This course, which is taught by a multidisciplinary
interdepartmental team, is designed to foster collaborative professional relationships with families that
are meaningful, respectful, and productive. Therefore, course assignments are designed:
1. To increase students' self-awareness about their beliefs and attitudes about families and their
impact on family-school relationships.
2. To orient students to the contributions that families make to their children's learning and
development.
3. To examine the cultural, ethnic, and socioeconomic influences which shape how roles are
defined between key adults at home and at school, and their impact on children's learning.
4. To assist students in developing effective communication practices which they can use to create
relationships with children's families, which enhance children's learning.
5. To introduce students to instructional and institutional strategies, which they can use to enhance
the interactions they have with children and their families, and issues related to, including ELLs,
Gifted and ESE.
A complete set of course objectives, as well as accomplished practices and competencies addressed by
this course, can be found in a separate section of this syllabus.
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Primary Methods of Instruction:
This course stresses the development of self-reflection and interpersonal communication and
collaboration skills through the use of dyadic and triadic interpersonal communication exercises, small-
and large-group discussion activities and assignments, simulations, role rehearsal and field-based
experiences, and critical reading of course materials.
Required Textbooks
Ada, A.F., Campoy, F.I. (2004). Authors in the Classroom: A transformative education process. Boston:
Allyn & Bacon. ISBN: 0-205-351-39-5
Amatea, E. (Ed.) (2012) Building culturally responsive family-school relationships. Upper Saddle River,
NJ: Pearson Education Inc. ISBN: 978-0-13-265705-1
Required Readings
Will be posted each week on our E-learning website.
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SDS 3430: Spring 2015 Tentative Class Meeting Schedule (Instructor reserves the right to amend the schedule as needed)
Week 1
8/26 Introduction & Course Overview; Introduction to
Funds of Knowledge; Why develop relationships
with families?
Read for today:
Syllabus
NASP Article
Due Today:
This is Me
personal inventory
Week 2
9/2
Changing paradigms of schooling & teaching
Read for today:
Amatea-Chapter 1, Chapter 2 (pg.19-41 ONLY)
AITC-Unit 5 (pg. 138-156)
AITC-Unit 10 (pg. 234-249)
Due today:
Let Me Introduce
Myself
Storybook/Artifact
Week 3
9/9
Families & schools as relationship systems:
Understanding how families influence children
and how schools influence families
Read for today:
Amatea-Chapters 4 & 5
AITC-Unit 7 (pg. 175-188)
McCaleb Article
Due Today:
Funds of Knowledge
pt 1
Week 4
9/16 Communication between schools & families
Read for today:
Amatea-Chapter 8
AITC-Unit 2 (pgs. 78-99)
Finders & Lewis Article
CTA Article
Ivey Chapter
Due today:
Personal Vision
Week 5
9/23 Reaching out & working with all families
(Culture and Contextualized Lessons)
Read for today:
Amatea-Chapter 9
AITC-Unit 1 (pg. 50-77)
Maher Article
Do’s & Don’ts Article
Best Practices Article
Home Visit Article
Due today:
Caregiver Welcome
Letter
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Week 6
9/30 Blocking Blame & Family-School Problem-Solving
Meetings
Read for today:
Amatea-Chapter 11
AITC-Unit 6 (pg. 157-174)
Tim Kelly Case Study
Due Today:
Student Funds of
Knowledge
pt 2
Week 7
10/7 Homecoming Break
Week 8
10/14
School & classroom ecology, climate-building
Read for today:
Amatea-Chapters 3 & 14
AITC-Chapter 3 (pg. 41-48)
Understanding & Utilizing Educational Support
Professionals (School Counselors, School
Psychologists, School Social Workers, etc.)
Read for today:
Barona & deBarona Article
ASCA Article
Due today:
Family Problem Solving
Meeting Letter
Exam #1 Online
Week 9
10/21
Poverty and Oppression
Read for today:
AITC-Chapter 2 (pg. 30-40)
Tim Kelly Case Study
Ponterotto Ch. 9
Week 10
10/28 Culture, Power, and Privilege
Read for today:
Amatea – Chapter 6
AITC-Chapter 1 (pg.10-29),
McIntosh Article
Ponterotto Ch.9
Family Diversity Group Presentation (1)
Due Today:
Student Funds of
Knowledge
pt 3
Contextualized Lesson
Plan
Week 11
11/4 Wrap up of Poverty/Oppression and Culture,
Power, and Privilege
Children and Violence, pt 1
Read for Today:
Amatea – Chapters 7 & 13
Family Diversity Group Presentations (2)
Due Today:
Food Stamp Challenge
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Week 12
11/11 Holiday
Week 13
11/18
Introduce Student-Led Conference
Read for today:
Amatea-Ch. 10
AITC–Unit 3 (pg. 100-119)
Family Diversity Group Presentations (2)
Due Today:
Funds of Knowledge
pt 4
Reflection-Implementation
of Contextualized
Instruction
Week 14
11/25 Thanksgiving Break
Week 15
12/2
Portfolio Presentation (Student-Led Conference
Format)
Student-Led Conferences
Read for today:
Amatea-Ch. 10
AITC–Unit 3 (pg. 100-119)
PowerPoint for Student-Led Conference
Student-Led Conference
Portfolio Presentation (Student-Led Conference
Format)
Student-Led Conferences
Due Today:
Portfolio Presentation
(Actual presentation)
Week 16
12/9 Reading Day (No class)
Week 17
12/16
Final Exam
Week
Exam Group 16B:
Fri., Dec. 16th , 10:00am – 12:30 pm
Final Exam-Online
Online Exam will be
opened on 12/2at 11:30 am
and the due date and time
is 12/16, at 12:30 PM.
The schedule might be changed. Please pay attention to any announcement on Canvas.
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Summary of Course Requirements and Assignments:
Points Assignment
75 points Participation/Attendance (5 points per week, average)
15 points Personal Vision
20 points “Let me introduce myself” Storybook/Artifact
20 points Caregiver Welcome Letter
15 points Student Funds of Knowledge Activity
20 points Student Funds of Knowledge Case Study
15 points Contextualized Instruction Lesson Plan & Rationale
20 points Contextualized Instruction Implementation & Reflection
10 points Food Stamp Challenge
25 points Exam #1
30 points Exam #2
20 points Family Problem-Solving Meeting Letter
35 points Family Diversity (Group) Project
30 points Portfolio Project (FINAL EXAM)
350 points TOTAL
NOTE: If you have any questions about a grade you receive on an assignment or an exam, it is your
responsibility to make arrangements with the instructor to discuss your concerns in a timely manner.
Please keep a record of all grades received during the semester and save all graded materials to place in
final portfolio. (See last page of this packet for a sample grade record.)
Grading: (There are no minus grades offered for this course.)
A 92-100%
B+ 90-91.9%
B 85-89.9%
C+ 79-84.9%
C 72-78.9%
The University of Florida Honor Code:
As students of the University of Florida, you have accepted the honor code, which governs all students.
For clarification or further explanation, please consult your undergraduate catalog or the University of
Florida Student Guide (online at www.dso.ufl.edu ).
Preamble: In adopting this honor code, the students of the University of Florida recognize that academic
honesty and integrity are fundamental values of the university community. Students who enroll at the
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university commit to holding themselves and their peers to the high standard of honor required by the
honor code. Any individual who becomes aware of a violation of the honor code is bound by honor to
take corrective action. A student-run Honor Court and faculty support are crucial to the success of the
honor code. The quality of a University of Florida education is dependent upon community acceptance
and enforcement of the honor code.
The Honor Code: We, the members of the University of Florida community, pledge to hold our peers
and ourselves to the highest standards of honesty and integrity. On all work submitted for credit by
students at the University of Florida, the following pledge is either required or implied: "On my honor, I
have neither given nor received unauthorized aid in doing this assignment."
Attendance
Due to the skill-building and experiential nature of course activities, it is essential that students (a)
attend all classes, (b) complete the assigned readings before each class meeting, and (c) actively
participate in all experiential and small group activities, which are an integral part of the course. We
expect you to be responsible not only for maximizing your own professional skill development, but also
for facilitating the skill development of others. Consequently, your absence and/or nonparticipation will
significantly influence your learning outcomes and those of your classmates.
No cell phones, laptops, or tablets unless using in a class activity. Please put these devices away
when class begins (you can lose participation points for use of these devices).
Attendance Policy
Students are expected to attend and participate in all class meetings.
Excused absences:
*2 or more excused absences require make-up work for each absence.
**A hard copy note must be provided for each absence, and it is your responsibility to speak with
the instructor and find out what is required for make-up work
**Of the 5 points earned per class (2 for attending and 3 for participation) 2 will be earned with
completion of the make-up work. Participation points (3 per class) cannot be made up.
Unexcused absences:
*4 or more unexcused absences result in automatic failure of the course.
*Neither attendance nor participation points can be made up (5 per class)
Students are expected to arrive on time for class and to remain for the entire class period. Tardiness
and leaving during the class session will be counted in the attendance grade.
Individual and group activities requiring participation will occur throughout the course.
Students are strongly urged to "save" absences for emergencies, illness, etc. (Please note: It is not
necessary to discuss with the instructor the reason for absences.)
No absences on dates of exams or other major assignments will be allowed. Exams may not be made
up without PRIOR permission of instructor.
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Students are responsible for all information and deadlines presented in the course (notes, readings,
assignments, etc.) regardless of any absence. It is not the responsibility of the instructor to provide
the student with this information. This is especially important as no late work is accepted.
You are responsible for each week’s in-class material and announcements, so if you must miss a
class make sure you have a fellow student take notes for you. If you have an excused absence, you
can earn your participation points by completing the regular work and a make-up assignment as
described on page 4 and handing it in no later than 1 week after your absence. By so doing, you will
also avoid the 5% final course grade penalty described above.
Online Discussion & Reflections
We may utilize the Discussion area in our E-Learning course website. If we do utilize discussions online
I expect you to participate in all online discussions with you own original posting, as well as respond to
your classmates. Written and online discussions and reflections will count towards your participation
points each week.
Examinations
Two examinations are scheduled during semester. The exams will cover content from class readings,
lectures, and discussions occurring during the semester. A final individual portfolio is required and due
on the date and time designated by the University Registrar.
NOTE: Final examination dates and times are assigned by the University of Florida's Office of the
Registrar and, regrettably, are not negotiable.
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Required For All Assignments
1) Labeling:
Every assignment you submit should include the following in the upper right hand corner on each page:
a) Name
b) Course Title and Section
c) Name of Assignment
Example:
Yi-Wen Su
SDS 3430, Section 1123
Personal Vision
2) All papers must be stapled.
3) Reflections should be done on loose leaf notebook paper standard size, no torn edges
4) All assignments will be turned in by hard copy.
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“Let Me Introduce Myself” Storybook/Artifact
Purpose: The purpose of this assignment is to give you an opportunity to explore and reflect upon your
own memories of your education and schooling and see how your family of origin has influence your
perceptions/experiences surrounding education. This is a two part assignment (creative and reflective).
Requirements: SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)
a) Type out your answers to the questions below. (This should not exceed 3 pages)
Type out questions and answers; Times New Roman or Arial Font; 1 inch Margins;
spell check
1. List some of the memorable items that were in your childhood home
2. List what was in your front yard/sidewalk/neighborhood
3. State the names of relatives that link you to your past
4. Include any frequently heard sayings or expressions
5. Name foods and dishes that you recall from family gatherings
6. Who was in your family as you were growing up?
7. What are some of your earliest memories of learning in your family?
8. Think of a time you learned something that was important to you. Who taught
you and how? How does that affect you now?
9. What are/were some of your family’s strengths? How did these strengths
affect/benefit you growing up in your family unit?
10. Did school learning seem similar to or different from the kinds of learning you
participated in at home?
11. What were some of your memorable experiences in school?
12. What do you recall about your family’s involvement in your school
experiences?
13. What important things do you think your caregivers felt they should teach you?
14. How did they teach these things?
15. How will your experiences affect, both positively and/or negatively, the way
you interact with your students’ families?
b) Construct a creative expression (i.e. collage, poem, short story, painting, etc) that symbolizes
your origins as a family member and learner. Use the Authors in the Classroom book as a
guide, showing ideas on what this creative expression can look like.
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Personal Vision of a Future Day as a Teacher
This assignment is to be no more than 3 pages in length (typed, double-spaced, with 12-point,
Times New Roman font, one-inch margins, no cover sheet, and spell-checked; SEE
“REQUIRED FOR ALL ASSIGNMENTS LABELING” {pg 9 of Syllabus}). We will
discuss your visions during class. Your answers should include the following information:
Imagine yourself five years from now. You are reflecting on your previous experience as you
prepare for the second semester. Describe the following:
Who do you envision you will be teaching? (Grade level? Type of student population, e.g.
race, socioeconomic status, disabilities?)
Where do you envision you will be teaching? (Geographic location, e.g. urban, rural,
suburban? Private school or public?)
What will you be teaching? (What curriculum? What subjects do you most enjoy teaching?
Why? What subjects do you least enjoy? Why?)
How will you be teaching? (How will you acknowledge diversity in your classroom? For
example, differences in race, social economic status, ethnicity, religion, parenting styles,
learning styles, individual students’ needs, including ELLs, gifted and ESE)
Who else are you interacting with? (How and when are you interacting with caregivers and
colleagues at your school? What do you appreciate most about your relationships with these
adults?
How will you interact with families that have different beliefs/traditions from your own?
Why are you teaching? (What underlying values guide your development as a teacher? What
is the legacy you want to leave to the children, families, other educators, and/or communities
with whom you work?)
Questions for Reflection- Come to class prepared to discuss the following questions:
What was it like creating your vision for this assignment? What was the hardest part to imagine?
The easiest part?
What kinds of assumptions begin to emerge about your role with families-and families’ role with
you?
What particular skills or experiences do you want to acquire through this course?
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Caregiver Welcome Letter
The purpose of this assignment is to provide you with the opportunity to create a letter that you (as a
teacher) would send home to the families of the students in your classroom and to consider the attitude
and information you would want to convey. Before writing, envision the milieu, social system, and
ecology of a school you are hypothetically working at when writing this letter. Refer to Amatea Chapter
8 (p.212-218) for further recommendations when working on this assignment.
Guidelines: SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)
1. Include the school’s name and address (this can be made up)
2. Include information about some of the activities that you have planned for the year
3. Include your philosophy on parent involvement, in terms that parents will understand (i.e. include
examples of how parents can be involved other than physically volunteering in the classroom)
4. Your letter should be attractively formatted and professional-looking. Be sure to check your
spelling and grammar- it would be a good idea to have someone else proofread your letter for you.
5. DO NOT use Times New Roman font. Letter should be inviting, MUST include appropriate use of
graphics/pictures/borders.
6. USE YOUR CREATIVITY! You want this to be inviting. (i.e. pamphlet, newsletter styles have been
used successfully in past)
7. Your letter MUST include your contact information (multiple ways for caregivers to contact you).
8. Think about how you can convey to parents that you welcome them and that you are excited about
the school year. Pay attention to how you word things (example using “we” instead of “I,”
“caregivers” instead of “parents,” etc)
9. Your parent welcome letter should be no more than 1 page (It should only be 1 page of information
to the caregivers; if you need space for caregivers to fill in contact info, you may use a 2nd page).
Note: Remember when working with ESOL students, it is appropriate to use the student and family’s
primary language in the letter when possible.
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Student Funds of Knowledge Project (in 4 parts)
Over the course of the semester, you will complete a Student Funds of Knowledge Project with
your practicum mentee. The goal of this project is to allow you to explore and discover your mentee’s
funds of knowledge and gain experience using that knowledge to contextualize instruction. Please refer
to the Class Meeting Schedule for specific due dates for this project.
The Student Funds of Knowledge project consists of four parts:
SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)
Part 1: Student Funds of Knowledge Activity (15 points, please see grading rubric)
For this part of the assignment, you will develop a get-to-know-you type activity to complete with your
mentee. The goal of this activity is to allow you to explore and discover various aspects of your
mentee’s funds of knowledge. The activity should be creative and engaging for your mentee. You can
use art supplies, games or music as part of the activity. This activity should be in addition to whatever
activities are already a part of your practicum site. For example, if the site requires you to create a
scrapbook with your mentee, you should not make a scrapbook for this activity. When designing this
activity, consider addressing issues such as family structure and roles, thoughts and beliefs about
education, language, culture, values, favorite activities and future goals. For the assignment, please turn
in a 1-2 page, double spaced summary of the activity you develop. Include enough details that the
reader could recreate the activity.
Possible sample questions to be answered through this activity include:
1) Who lives with you?
2) What is your favorite thing about where you live?
3) What is one thing your mom or dad or siblings say all the time (a favorite saying in your home)?
4) What is 1 thing you like to play?
5) What is 1 activity you like to do with your family?
6) What is a food your family likes to eat? What food is there when your family gets together?
7) What is your neighborhood like?
8) What do you like about school?
9) What is the most celebrated day in the year at your home?
10) What is the biggest change in your family and how has that affected you?
11) What movies, TV shows and/or books does your family enjoy?
12) What is the most important thing you ever learned? Who taught you and how?
13) What is the most fun you have ever had in a classroom?
14) What is your favorite thing to talk about?
15) What do you want to be when you grow up?
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Part 2: Student Funds of Knowledge Case Study (20 points, please see grading rubric)
For this part of the assignment, you will implement the activity designed in Part 1 in order to
explore your mentee’s funds of knowledge. After completing the activity, write a 3-4 page, double
spaced case study type description of your mentee. This case study is your conceptualization of the
child and should give the reader a very clear understanding of the mentee. Include basic descriptive
information, such as the child’s age, grade level, and school. The case study should not be solely
focused on academic characteristics or performance; instead, include a holistic view of the child (school
setting, home setting, community setting). Descriptions of the child’s family, culture, and background
should also be included. Be sure to include the child’s strengths and areas in need of improvement
(these can be both academic and non-academic). You may use headings to organize your case study
(such as “Family” or “Strengths”), but headings are not required.
Part 3: Contextualized Lesson (15 points, please see grading rubric)
For Part 3 of this assignment, develop a contextualized lesson based on the funds of knowledge
discussed in your case study. This lesson can address any subject or objectives, but it must include at
least one aspect of your mentee’s funds of knowledge. In addition to a written lesson, please submit a 1-
2 page, double spaced rationale for the lesson. This rationale should include the objectives hoped to be
addressed in the lesson, as well as a description for how the mentee’s funds of knowledge were
incorporated.
Part 4: Reflection-Implementation of Contextualized Lesson (20 points, please see grading rubric)
For the final part of this assignment, you should carry out the contextualized lesson developed in
part 3 with your mentee. Following that experience, write a 2-3 page, double spaced reflection paper
about the experience. The reflection paper may include (but isn’t limited to) the following questions:
What went well with this process? What did not go well?
What aspect did you most enjoy?
What was the biggest challenge of this process?
How do you see yourself using this process in your future classroom?
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Grading Rubric for Student Funds of Knowledge Project
Points
Part 1 Activity
Activity designed is creative and interactive /7.5
Appropriate questions to discover funds of knowledge included in activity /7.5
Total Points for Part 1
/15
Part 2 Case Study
Mentee/family strengths clearly identified
Not problem focused view of mentee/family
Traditional and non-traditional strengths considered
/5
Clear grasp of mentee’s funds of knowledge
Clearly communicates several aspects of funds of knowledge
Clear understanding of culture, language, family structure, etc
/5
Holistic view of child considered (not just one aspect)
Family role explored
Community role explored
School role explored
/5
Organized, well-written, properly formatted
3-4 pages, double spaced
Times New Roman or Arial font
1 inch margins
/5
Total Points for Part 2
/20
Part 3 Contextualized Lesson
Funds of Knowledge identified and interacts well with lesson
/7.5
Cohesive Rationale written up separate from planned lesson
/7.5
Total Points for Part 3
/15
Part 4 Contextualized Lesson Implementation and Reflection
Lesson carried out and reflection discussing how this worked
/10
Exploration of self within this process
/10
Total Points for Part 4
/20
TOTAL POINTS FOR FUNDS OF KNOWLEDGE PROJECT
/70
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Food Stamp Challenge
The average food stamp budget is just $3 a day. Your challenge is to budget a whole week of meals at
$3 a day, or $21 in one week. This assignment is experiential and requires you to try to adhere to the
meals you budgeted. In other words this assignment is not just about planning but also implementing a
food stamp budget for one week. Look around town to find food items that are inexpensive. Use the
following table to document your findings and budget for a week worth of food on the above budget.
Day Meal
Description of Food & Price
per item
Total $
Meal
Food Purchased
From
Sunday Breakfast
Lunch
Dinner
Monday Breakfast
Lunch
Dinner
Tuesday Breakfast
Lunch
Dinner
Wednesday Breakfast
Lunch
Dinner
Thursday Breakfast
Lunch
Dinner
Friday Breakfast
Lunch
Dinner
Saturday Breakfast
Lunch
Dinner
Please write your responses to your experience. Answer the following questions in 1-2 pages.
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SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)
What were your thoughts before & after reading what you had to do for this challenge?
What strategies did you use to complete this challenge?
What was the hardest part of budgeting for the week on $21 total?
How difficult was it to eat healthy on that budget?
How do you believe such circumstances can affect a student, their family, and you as a teacher?
What times during the week was this especially hard to maintain and why? How did you deal
with this in order to complete the assignment?
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Family Problem Solving Letter
The purpose of this assignment is to provide you with the opportunity to create a letter that you (as a
teacher) would send home to the families of the students in your classroom as a means of describing to
them the problem solving meeting
Guidelines:
SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)
On a separate piece of paper, type up a brief explanation (bullets are fine) of the school context
(size of school, its location, population served) and the audience to whom you are writing (grade
of the students, social class and income level of families, the background of the parents such as
those that are ELL or ESE, etc.) You can make this information up. Make sure your letter takes
into consideration these aspects of the school.
The letter itself should hit on the following areas :
o Brief description of what has been done in the past
o Present the Family School Problem Solving Meeting and how it is changing. Also discuss
the goals of the new approach to FPS.
o Describe who can and will be involved in such meetings (include the student)
o How you plan to contact the family with regard to the meetings
o DO NOT use Times New Roman font. Letter should be inviting, MUST include
appropriate use of graphics/pictures/borders/quotes.
o Stray away from “I” and use “We” in the body of the letter…remember we are
introducing a COLLABORATIVE approach and language should reflect this.
Don’t forget spelling and grammar as well as the language and vocabulary you use. The letter should
only be one page. Try to format the letter intentionally (not one huge paragraph, not tiny font, etc).
Note: Remember when working with ESOL students, it is appropriate to use the student and family’s
primary language in the letter when possible
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Family Diversity Small Group Project
During the semester you will be organized into small groups and asked to form a family of your own
based on a case study assigned to your group. Please plan to get organized and get underway with this
project as soon as teams are announced! (I suggest you exchange contact information with your group
members)
The purpose of this assignment is threefold:
To explore the influences of family diversity on professional teaching practices and interactions
with families.
To increase your understanding of the particular strengths and obstacles faced by families in
differing life circumstances.
To develop instructional strategies that connect all types of one family’s funds of knowledge,
including ELL’s, gifted and ESE, to your classroom instructional goals and practices
The steps in the assignment are to:
1. Read your case study and create a genogram/relationship map outlining the relationships in the
family and involved school professionals.
2. Respond to the discussion questions proposed in your case as a group (prior to meeting with the
instructor). Failure to coming prepared to meeting with instructor will result in a significant loss
of points.
3. Develop a presentation, together as a group, in which you outline the composition of your
family, identify their funds of knowledge, explain any special challenges, present your family’s
situation, and provide suggestions for how one might create a culturally responsive teaching plan
for students from this family.
4. Meet with the instructor to discuss your group’s conceptualization of the case and reflect on the
process of this experience.
Due dates:
Group presentations will be held 10/28, 11/4 and 11/18.
Use the following guidelines in developing your presentation and conducting your focus group.
Group Presentation (25 points)
The presentation should be engaging and dynamic. First, your task is to present your family so that the
audience can understand the family structure and identify the family’s funds of knowledge. Each of you
should assume responsibility for one of the characters in the case study. Some of the cases are not as
descriptive as others, so feel free to develop the family background and storyline as needed. Each family
is unique so each presentation will be different. Once you have presented the family, describe the
problem and have the class help you develop solutions. You should already have some solutions ready
to discuss and act out, but it is a good idea to engage the class in finding possibilities…they may think of
something creative that has not yet been considered. I encourage you to be creative and thoughtful when
developing your presentation. It may help to consider the following:
Who is your family? (family composition, ethnic background, SES, disabilities, etc.) What are
their funds of knowledge?
Major issues to be considered
Contributing factors affecting the situation
What are your student’s personal and academic characteristics?
Family’s expressed values and beliefs about learning
Caregivers’ efforts to teach their child
Child’s learning experiences with other family or community members
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Collaborative measures: What are the next steps? How will you contextualize the instruction?
Creativity, visual aids, etc.?
Instructor Meeting/Focus group (10 points)
Your group should meet to thoughtfully discuss the questions at the end of the case study prior to
meeting with your instructor. Also, consider the following: What is the problem in this case study? What
has caused this problem? How should the problem be solved? Make note of your thinking during this
meeting. Do you find yourself siding with one or more family members? How do you feel about the
situation? Does it make you want to cast blame? What from your own experience helps you relate to this
case? The meeting with your instructor will serve as an opportunity to get feedback and further develop
your presentation.
Be prepared to reflect on your answers to these questions when your group meets with the instructor.
Both of these meetings (focus group meeting and instructor meeting) should occur before the
presentation.
Page | 21
Your group will be graded on the following:
Meeting with Instructor
Achieved even distribution of group member involvement
Genogram Completed
Case Study Questions Completed
Group Contract Completed
Additional Comments/Notes:
Total Score ___/10
Group Presentation
Even distribution of group member involvement
(heavily influenced by peer evaluation forms)
Explanation of Case
Genogram Inclusion
Funds of Knowledge Exploration
Creativity/Innovative
Teachable Moments
Inclusion of Experiential Activities
Class/Audience Engagement
Clear Description of Details
Facilitation of class applying concepts (Discussion)
Connecting key points raised by class to case
Time Management
Connection of Funds of Knowledge to possible solutions
Variety (Props/PowerPoint/Video/Etc)
Additional Comments/Notes:
Total Score ___/25
Page | 22
TEAM CONTRACT
Successful team performance depends on balancing personal accountability for individual ideas and
behaviors with those that the team demands. When working in teams individuals can be motivated to
maximize their own rewards and minimize their own costs. However, conflicts arise when
individualism disrupts the team’s collective goals. For example, conflict can stem from an unequal
division of resources. When team members believe they are not receiving enough benefit or recognition
for what they are giving, they sometimes reduce their effort and turn in work of lower quality. Such
“free riding” occurs most frequently when divide and conquer strategies combine individual
contributions into a single product or performance and individual effort is perceived as unequal. At this
point, some team members may take on extra responsibilities while other team members may reduce
their own efforts or withdraw from the team completely, engaging in “social loafing.” These behaviors
may create anger, frustration, or isolation – resulting in a dysfunctional team and poor quality of work.
However, a well-formulated team contract might help a team avoid such potentially dysfunctional
dynamics.
Team Name (give your group a name):
Team Purpose (provide a brief description of the purpose of your team, i.e. why does your team exist?):
Team Processes (identify strategies your team will use to ensure effective communications and decision
making. May include leadership and decision making structures, how team will communicate, who will
set and distribute agendas, what file keeping methods will be, when and where you will meet, and any
other logistical details):
Name/Contact Information
Name: Phone: Email:
Page | 23
Portfolio Presentation (in lieu of final exam)
This will take place during the scheduled final exam time allotted for this section.
You will be divided into two separate groups (A and B) and a time slot designated for each
group. Partners will be announced the day of the presentation. Each group will be present in
class for 1 hour each.
You will be paired up in groups of two.
You will take turns presenting your “student” portfolio to your partner (acting as caregiver). This
exchange, 15 minutes per person, will be monitored and evaluated by your instructor (see
guidelines for what instructor looks for in interactions between student/caregiver partnerships.
As with SLC’s, there will be several conferences happening simultaneously.
Guidelines for Portfolio Presentation:
Presented in the form of a student led conference
All assignments completed should be in your portfolio (with the exception of your story book
artifact if it is too large).
As the “student,” you will walk your partner through your portfolio detailing your
accomplishments and learning throughout the semester
As the “caregiver,” you will ask your student questions/make comments about their work that
will help you understand their learning process, and let them know you are engaged in their
presentation.
Each person will address the following process questions at the end of their presentation (these
questions will also need to be written 1-2 pages and turned in at end of presentation):
o Have your perceptions of teaching changed since the beginning of the semester? How?
What evidence do you have of this change?
o What were your teaching goals at the beginning of the semester? What are they now?
o Has your “Personal Vision” changed?
o What has impacted you most in regard to your beliefs/feelings on interacting with
families as an educator?
o Reflect on this semester’s topics: which three paradigms/ideas resonate most with your
view of yourself as a future educator?
Portfolio contents must be in a 3 ring binder with tabs indicating different assignments
Please review your Portfolio before this presentation, reflecting on your progress, thoughts
surrounding growth, areas of development, and strengths as a future teacher.
You will be evaluating your partner
PRINT OUT THE NEXT PAGE AND BRING IT TO THE FINAL
Page | 24
Portfolio Presentation (30 pts)
Name: _________________________________ UF ID: _________________
WRITTEN portion: _________ (20 points)
Examples
Presented in the form of a student led conference
All assignments completed should be in your portfolio (with the exception of your story book).
Addressed one or more of the following questions:
o Change in perceptions of teaching since the beginning of the semester? How? What
evidence do you have of this change?
o Teaching goals at the beginning of the semester? What are they now?
o Has your “Personal Vision” changed?
o What has impacted you most in regard to your beliefs/feelings on interacting with
families as an educator?
o Reflect on this semester’s topics: which three paradigms resonate most with your view of
yourself as a future educator?
ORAL/ORGANIZATION portion: _________ (5 points)
Examples
As the “student” you will walk your partner through your portfolio detailing your
accomplishments and learning throughout the semester
All assignments completed are in your portfolio (with the exception of your story book).
Portfolio is organized (with tabs) in a way that assists partner in understanding your thought
process as you share
Walk your partner through your portfolio detailing your accomplishments and learning
throughout the semester
Creativity of portfolio
Clarity of presentation
Ability to identify strengths and areas in need of development throughout your work
Partner Addressed one or more of the following questions:
Change in perceptions of teaching since the beginning of the semester? How? What evidence do
you have of this change?
Teaching goals at the beginning of the semester? What are they now?
Has your “Personal Vision” changed?
What has impacted you most in regard to your beliefs/feelings on interacting with families as an
educator?
Reflect on this semester’s topics: which three paradigms resonate most with your view of
yourself as a future educator?
Page | 25
RESPONSE/LISTENING portion: _________ (5 points)
Examples
As the “caregiver” you will ask your student questions/make comments about their work that
will help you understand their learning process, and let them know you are engaged in their
presentation.
Use of strength-based language and statements of encouragement
Use of open-ended, probing questions in order to facilitate presentation
Use of reflective listening skills and attentiveness
ANY ADDITIONAL COMMENTS:
Page | 26
Grade Record Sheet
SDS 3430
Participation/Attendance
/75
Personal Vision
/15
“Let me introduce myself” Storybook
/20
Caregiver Welcome Letter
/20
Student Funds of Knowledge Activity
/15
Student Funds of Knowledge Case Study
/20
Contextualized Instruction Lesson Plan & Rationale
/15
Contextualized Instruction Implementation & Reflection
/20
Food Stamp Challenge
/10
Exam #1
/25
Exam #2 /30
Family Problem-Solving Meeting Letter
/20
Family Diversity (Group) Project
/35
Portfolio Project
/30
TOTAL /350
Grading: (no minus grades given for this class)
A 92-100% 322-350 points
B+ 90-91.9% 315-321
B 85-89.9% 297-314
C+ 79-84.9% 276-296
C 72-78.9% 252-275
Page | 27
Objectives, Competencies, and Accomplished Practices Addressed in this Course
Course Objectives
1. Students will develop an understanding of and appreciation for the contributions and perspectives of
families and other stakeholders relative to the education of their children.
2. Students will demonstrate knowledge of various models of family-school role
relations such as the theory of collaborative family-school roles.
3. Students will demonstrate their understanding of the influence of diversity* on:
(a) the development of relationships with children and their families (as well as with administrators and
other school personnel), and (b) the teaching/learning experience.
4. Students will demonstrate their understanding of collaborative strategies and interpersonal
communication skills for engaging families in the assessment, planning, implementation, and evaluation
of instructional strategies to promote their child's learning.
5. Students will develop effective interpersonal communication skills which might be utilized in both
gathering and sharing information with students' families, reporting student performance data and/or
progress, and planning needed next steps to enhance student progress (e.g., such as in an IEP meeting).
6. Students will demonstrate effective negotiation and conflict resolution skills which might be utilized
in leading a joint family-school problem-solving meeting.
7. Students will gain familiarity with practices for engaging families in their children's learning through
changing the social climate of the school by means of specific climate-building activities.
8. Students will gain familiarity with procedures for accessing and/or advocating for community
resources on behalf of children and their families.
*Diversity includes race, ethnicity, culture, gender, sexual orientation, socioeconomic status, family
structure, and physical/mental/emotional challenges or disabilities.
Page | 28
Special Education (CEC) Competencies Addressed and/or Assessed in this Course
5. Examining variations in beliefs, traditions, and values across cultures within this society and their effect
on the relationships between child, family, and schooling.
6. Rights and responsibilities of parents, students, teachers and schools as they relate to individuals with
exceptional learning needs.
12. Characteristics and effects of the cultural environmental milieu of the child and the family (e.g., cultural
diversity, socioeconomic diversity, abuse/neglect, substance abuse, etc.).
19. Typical procedures used for screening, pre-referral, referral, and classification.
25. Collaborate with parents and other professionals involved in the assessment of students with individual
learning needs.
27. Gather background information regarding academic, medical and family history.
30. Report assessment results to students, parents, administrators and other professionals using appropriate
communication skills.
31. Use performance data and teacher/student/parent input to make or suggest appropriate modification in
learning environments.
42. Diversity and dynamics of families, schools, and communities as related to effective instruction for
individuals with exceptional learning needs.
58. Use verbal and nonverbal communication techniques.
85. Importance and benefits of communication and collaboration which promotes interaction with students,
parents, school and community personnel.
86. Typical concerns of parents of individuals with learning needs and appropriate strategies to help parents
deal with these concerns.
87. Developing individual student programs with team members.
88. Roles of students, parents, teachers, other school and community personnel in planning a student's
individualized program.
89. Ethical practices for confidential communication with others about individual with exceptional learning
needs.
90. Use collaborative strategies in working with students, parents, teachers, and other school and community
personnel in various learning environments.
91. Communicate and consult with students, parents, teachers and other school and community personnel.
92. Foster respectful and beneficial relationships between families and professionals.
93. Encourage and assist families to become active participants in the educational team.
94. Plan and conduct collaborative conferences with parents or primary caregivers.
95. Collaborate with regular classroom teachers and other school and community personnel in integrating
students into various learning environments.
97. One's own cultural biases and differences that affect one's teaching.
100. Demonstrate positive regard for the cultures, religion, gender, and sexuality of students.
104. Engage in professional activities, which may benefit exceptional individuals, their families and/or
colleagues.
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Accomplished Practices Addressed in this Course
Accomplished practices to be addressed in this course fall into four domains:
Understanding the rationale for family-school involvement and knowledge of alternative theories
of family-school roles (Practice 11).
Appreciating the influence of diversity in students and their families (Practice 5).
Knowledge of collaborative instructional role practices and interpersonal communication
competencies. (Practice 2).
Awareness of legal and ethical principles under girding educational professionals' interaction
with families (Practice 6).
Page | 30
ESOL Standards and Performance Indicators
The following ESOL Standards and Performance Indicators are addressed in the content of this course
as part of the infused ESOL Program in the Unified Elementary and Early Childhood Programs
(PROTEACH).
SDS 3430 Standard 1 Standard 2 Standard 3
Domain 1 1.1a-e
Domain 2
Domain 3 3.3a-b
Domain 4 4.1c 4.2a-b
Domain 5
FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010
Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a Factor in ELLs’ Learning—Teachers will know and apply understanding of
theories related to the effect of culture in language learning and school achievement for ELLs from
diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural
groups, and individual cultural identities.
Performance Indicators
1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and
learning of ELLs, from diverse backgrounds and at varying English proficiency levels.
1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge
about how cultural identities affect learning and academic progress for students from diverse
backgrounds and at varying English proficiency levels.
1.1.c. Use a range of resources in learning about the cultural experiences of ELLs and their families to
guide curriculum development and instruction.
1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in
teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.
1.1.e. Understand and apply knowledge about home/school connections to build partnerships with
ELLs’ families (e.g., Parent Leadership Councils (PLC).
1.1.f. Understand and apply knowledge about concepts related to the interrelationship between language
and culture for students from diverse backgrounds and at varying English proficiency levels.
Domain 2: Language and Literacy (Applied Linguistics)
Standard 1: Language as a System
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Teachers will demonstrate understanding of language as a system, including phonology, morphology,
syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read,
write, and communicate orally in English.
Performance Indicators
2.1.a. Demonstrate knowledge of the components of language and understanding of language as an
integrative and communicative system.
2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax
(phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of
context on language) to support ELLs’ development of listening, speaking, reading, and writing
(including spelling) skills in English.
2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and
literacy learning.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English
for different purposes.
2.1.e. Identify similarities and differences between English and other languages reflected in the ELL
student population.
Standard 2: Language Acquisition and Development Teachers will understand and apply theories and
research on second language acquisition and development to support ELLs’ learning.
Performance Indicators
2.2.a. Demonstrate understanding of current and past theories and research in second language
acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English
proficiency levels.
2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these
skills as a foundation for learning English.
2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to
facilitate ELLs’ learning of English.
2.2.d. Understand and apply knowledge of the role of individual learner variables in the process of
learning English as a second language.
Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of
the components of literacy, and will understand and apply theories of second language literacy
development to support ELLs’ learning.
Performance Indicators
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2.3.a. Understand and apply current theories of second language reading and writing development for
ELLs from diverse backgrounds and at varying English proficiency levels.
2.3.b. Demonstrate understanding of similarities and differences between L1 (home language) and L2
(second language) literacy development.
2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this
to support ELLs’ learning.
2.3.d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to
facilitate ELLs’ L2 literacy development in English.
2.3.e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics,
and discourse affect L2 reading and writing development.
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public
policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to
improve teaching and learning for ELLs.
Performance Indicators
3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context.
3.1.b. Demonstrate awareness of current research relevant to best practices in second language and
literacy instruction.
3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including
program models for ELL instruction.
Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement
a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening,
speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by
teaching language through academic content.
Performance Indicators
3.2. a. Organize learning around standards-based content and language learning objectives for students
from diverse backgrounds and at varying English proficiency levels.
3.2.b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes.
3.2.c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes.
3.2.d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to
read and write in English.
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3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and
at varying English proficiency levels.
3.2.f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at
varying English proficiency levels.
3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository
writing.
3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction
(through traditional resources and instructional technology).
3.2.i. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse
backgrounds and at varying English proficiency levels.
3.2.j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language
and literacy to assist ELLs in learning academic vocabulary and content-area material.
3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse
backgrounds and varying English proficiency levels.
Standard 3: Effective Use of Resources and Technologies
Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based
materials, resources, and technologies.
Performance Indicators
3.3.a. Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for
ELLs of diverse backgrounds and varying English proficiency levels.
3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop
language and content-area skills.
3.3.c. Use technological resources (e.g., Web, software, computers, and related media) to enhance
language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency
levels.
Domain 4: ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and
apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in
a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with
learners from diverse backgrounds using a standards-based ESOL curriculum.
Performance Indicators
4.1.a. Plan for integrated standards-based ESOL and language sensitive content instruction.
Page | 34
4.1.b. Create supportive, accepting, student-centered classroom environments.
4.1.c. Plan differentiated learning experiences based on assessment of students’ English and L1
proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal
educational experiences.
4.1.d. Plan learning tasks for particular needs of students with limited formal schooling (LFS).
4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when
necessary for individuals and small groups to successfully meet English language and literacy learning
objectives.
Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide
range of standards-based materials, resources, and technologies.
Performance Indicators
4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible
materials.
4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to
ELLs’ developing English language and literacy.
4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance
instruction for ELLs of diverse backgrounds and at varying English proficiency levels.
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment
issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency
levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and
psychological factors; special education testing and assessing giftedness; the importance of standards;
the difference between formative and summative assessment; and the difference between language
proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also
understand issues around accountability. This includes the implications of standardized assessment as
opposed to performance-based assessments, and issues of accommodations in formal testing situations.
Performance Indicators
5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse
backgrounds and at varying English proficiency levels.
5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at
varying English proficiency levels.
5.1.c. Demonstrate an understanding of appropriate and valid language and literacy assessments for
ELLs of diverse backgrounds and at varying English proficiency levels.
Page | 35
5.1.d. Demonstrate understanding of the advantages and limitations of assessments, including the array
of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels.
5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education needs.
Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety
of language proficiency assessment instruments to meet district, state, and federal guidelines, and to
inform their instruction. Teachers will understand their uses for identification, placement, and
demonstration of language growth of ELLs from diverse backgrounds and at varying English
proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.
Performance Indicators
5.2.a. Understand and implement district, state, and federal requirements for identification,
reclassification, and exit of ELLs from language support programs, including requirements of the
LULAC Consent Decree.
5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying
English proficiency levels.
5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills and
communicative competence.
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and performance-based, formative and
summative assessment tools and techniques to inform instruction and assess student learning. Teachers
will understand their uses for identification, placement, and demonstration of language growth of ELLs
from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the
appropriateness of ELL assessments to stakeholders.
Performance Indicators
5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English
language and literacy development.
5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse
backgrounds and at varying English proficiency levels.
5.3.c. Use various tools and techniques to assess content-area learning (e.g., math, science, social
studies) for ELLs at varying levels of English language and literacy development.
5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate.
5.3.e. Assist Ells in developing necessary test-taking skills.
5.3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of
authentic assessments, e.g., portfolios, checklists, and rubrics.
Page | 36
Relation of Course Objectives to ESOL Performance Standards
Course Objectives ESOL
Performance
Standards
Readings Activities Assessment
Students will demonstrate their
understanding of the influence of
diversity* on (a) the development of
relationships with children and their
families (as well as with
administrators and other school
personnel) and (b) the
teaching/learning experience.
*Diversity includes race, ethnicity,
culture, gender, sexual orientation,
socioeconomic status, family
structure, and
physical/mental/emotional
challenges or disabilities.
1.1a
1.1b
1.1c
1.1d
-West Olatunji chapter,
-Bragg reading
-McIntosh reading
-Morgan reading,
- Case studies
-Horatio Algier
Bootsraps activity
-Discussion of videos
on race and poverty
-Mapping Personal
Identities exercise
- Multicultural
Communication
Exercise
-Exam
-Family Diversity
Project
-Let Me Introduce
Myself Storybook and
reflection
-Minute papers
Students will demonstrate their
understanding of the influence of
diversity* on (a) the development of
relationships with children and their
families (as well as with
administrators and other school
1.1a
1.1b
1.1c
1.1d
Leibforth Clark chapter
8,
Coady chapter,
Tomasito case study,
Annabella case study
Multicultural
Communication
Exercise
-Horatio Algier
Bootstraps Activity
-Family Welcome Letter
-Funds of Knowledge
Project
Page | 37
personnel) and (b) the
teaching/learning experience.
*Diversity includes race, ethnicity,
culture, gender, sexual orientation,
socioeconomic status, family
structure, and
physical/mental/emotional
challenges or disabilities.
1.1e -Funds of Knowledge
Storybook
-Tomasito Family
School Problem Solving
Meeting
Students will develop an
understanding of and appreciation
for the contributions and
perspectives of families and other
stakeholders relative to the
education of their children.
Students will demonstrate
knowledge of various theories of
family-school role construction such
as the theory of collaborative
family-school roles.
Students will demonstrate their
understanding of collaborative
strategies and interpersonal
communication skills for engaging
families in the assessment,
1.1e
4.1c
Amatea Ch 3
West Olatunji 6
Culture & Mileu Collage
-Designs Family School
Climate building activity
for English & non
English speaking
families
-Exam 1
-Family Diversity
Project
Page | 38
planning, implementation, and
evaluation of instructional strategies
to promote their child's learning
Students will gain familiarity with
practices for engaging families in
their children's learning through
changing the social climate of the
school by means of specific
climate- building activities.
Students will develop an
understanding of and appreciation
for the contributions and
perspectives of families and other
stakeholders relative to the
education of their children.
Students will demonstrate their
understanding of collaborative
strategies and interpersonal
communication skills for engaging
families in the assessment,
planning, implementation, and
evaluation of instructional strategies
to promote their child's learning.
1.1c
1.1e
Amatea Ch 7 Read case studies and
identify family and
community funds of
knowledge.
-Demonstrate ability to
identify and use family,
neighborhood, and
community resources in
planning instruction,
through a
contextualized lesson
plan.
-Exam
Page | 39
Students will demonstrate an
understanding of the legal and
ethical principles that guide
teachers' professional practice with
children and their families.
Students will demonstrate effective
negotiation and conflict resolution
skills which might be utilized in
leading a joint family-school
problem-solving meeting.
Students will gain familiarity with
practices for engaging families in
their children's learning through
changing the social climate of the
school by means of specific
climate-building activities.
Students will demonstrate
knowledge of various theories of
family-school role construction such
as the theory of collaborative
family-school roles.
3.3a
3.3b
4.2a
4.2b
Finders & Lewis;
West Olatunji chapter;
Hanney & Doan
Chapter 5
Case studies
Case study
Presentations
-Family Diversity
Project
Page | 40
Students will gain familiarity with
practices for engaging families in
their children's learning through
changing the social climate of the
school by means of specific
climate-building activities.
Students will gain familiarity with
procedures for accessing and/or
advocating for family and
community resources on behalf of
children and their families.