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SDS 3430

Family and Community Involvement in Education Fall 2011 (Section 3008)

260 Norman Hall

Friday 8:30am-11:30am

Family and Community Involvement in Education

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.

Instructor Information Name: Shannon McCarthy, M.A.

Background: Doctoral Fellow- Counselor Education

Office Location/ Mailbox: 1313C Norman Hall

Email Address: smccarthy1979@ufl.edu

Office Hours: Wednesdays (1:40pm-3:30pm), Fridays (11:30 am-1:30pm) and by

appointment.

Power Points and other class material will be posted on the designated ELearning page for

this course.

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SDS 3430: Tentative Class Meeting Schedule-Fall 2011

Part I: Rethinking Family-School Relationships (Aug 26) Introduction & Course Overview; Introduction to Funds of Knowledge

Week 1 Why develop relationships with families?

Video: TED.com-The Power of Vulnerability

Read for today: Syllabus, if received in listserv

Activities: Introductions, Fears of Caregiver Interactions,

Notecards, Bootstraps activity

(Sept 2) NO CLASS

Week 2

(Sept 9) Changing paradigms of schooling & teaching

Week 3 Read for today: Amatea, Chapter 1, Chapter 2 (pg. 27-45 ONLY)

Authors in the Classroom-Unit 5 (pg. 138-156)

Authors in the Classroom-Unit 10 (pg. 234-249)

Video: “Student’s Advice to Teachers: Introducing Alex” Activities: Paradigm Discussion, Newsprint Advertisements

Due today: Personal Vision

(Sept 16) Families & schools as relationship systems:

Week 4 Understanding how families influence children and how schools influence

families

Read for today: Amatea, Chapters 4 & 5

Bragg Chapter 10 (on Course Reserve)

Authors in the Classroom-Unit 7 (pg. 175-188) *NOTE: Read your assigned group case for next week

Video: “Parents Advice to Teachers: Introducing Alex’s Mom” Activities: Bungee Cord, Genogram of Bragg Family; groups choose

meeting dates; groups choose dates to meet with me

Due today: Reflections on Me, My Family & My Learning

(Sept 23) School & classroom ecology, climate-building

Week 5 Read for today: Amatea, Chapters 3 & 14

Authors in the Classroom-Chapter 3 (pg. 41-48)

Video: Open House Activities: School/Classroom Ecology Collages; Ecology activity

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Part II: Validating Family Diversity and Building on Family Knowledge

(Sept 30) Reaching out and working with all families

Week 6 Read for today: Amatea, Chapter 9

Authors in the Classroom- Unit 1 (pg. 50-77) Classroom Diversity-(C. Reserve) “The Sound of

Drums”

Video: Single Story: TED.com speaker Activities: Funds of Knowledge Lesson Plan/contextualized instruction;

Group teachers-Classroom Diversity Chapters; Tim Kelly

contextualized instruction

Due today: Caregiver Welcome Letter

(Oct 7) Communication between schools & families

Week 7 Read for today: Amatea Book, Chapter 8 (only pgs 214-229)

Finders & Lewis

Authors in the Classroom-Unit 2 (pgs. 78-99)

Video: “Do you believe in me” Activities: Triad Communication exercise

Due Today: “Let me introduce myself” Storybook

Group Presentation: Afterschool for Cindy: Family, School, and the

Community Roles in Out-Of-School Time

(Oct 14) Poverty and Oppression

Week 8 Read for today: Morgan Article

Tim Kelly Case Study (On E-Learning)

Authors in the Classroom-Chapter 2 (pg. 30-40)

Video: Oprah-poverty Due Today: Food Stamp Challenge (directions on E-learning)

Group Presentation: Tomasito is Too Big to Hold Hands: The

Developing

Child and the Home-School Relationship

(Oct 21) Culture, Power, and Privilege

Week 9 Read for today: Authors in the Classroom Book-Chapter 1 (pg.10-

29)

McIntosh Article

Muscott article

Lamorey article

Activities: Multicultural Communication Exercise, Circles of Diversity

Involvement in Special Education/Mental Health Issue

Video: “Children in Crisis” Group Presentation: A Special Education Plan for Anabela: Does

Supporting Her Needs Mean Holding Her Back?

Due Today: Funds of Knowledge Book & Reflection Paper

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(Oct 28) Linking Schools & Families with the Community/ Helping Children and Families

Week 10 Cope with Loss, Death and Grief

(Children’s Exposure to Family/Community Violence)

Read for today: Amatea, Ch. 7, Ch. 13

Authors in the Classroom-Unit 4 (pg. 120-137) & 9

(pg. 210-233)

Video: “Attorney General’s Address” Activities: Reflections on Video and hand outs; “Loving/Care” Classroom

vision; Discussion; Partner Reflections on uniqueness grief process

Due Today: Print out E-learning resources file

labelled “print for class”

Due today: Exam (in class)

(Nov 4) NO CLASS- Veteran’s Day

Week 11

Part III: Engaging in Collaborative Planning & Problem Solving (Nov 11) NO CLASS- Homecoming

Week 12

(Nov 18) Blocking Blame & Family-School Problem-Solving Meetings Family

Week 13 Read for today: Amatea, Chapter 11

Authors in the Classroom-Unit 6 (pg. 157-174)

Video: “Tim Kelly’s FPSM” Activities: Blame Game; Role play meetings

Group Presentation: Piecing It Together: Linking Systems to Support

a Student and Family-Dionte

(Nov 25) NO CLASS- Thanksgiving

Week 14

(Dec 2) Student-Led Conferences, Teacher-Family Communication Skills, Conflict

Week 15 Resolution

Read for today: Amatea, Ch. 10

Authors in the Classroom-Unit 3 (pg. 100-119)

Video: “Children in Crisis” Activities: Creating a Connection; Role Play Student Let Conferences;

Interactions with Caregivers, Post-it note activity Group Presentation: My Favorite Subject is Lunch:

Motivating a Disengaged Student-Anthony

Due today: Family Problem Solving Meeting Letter

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(Dec 15) Final Exam Time

Portfolio Presentation (Student Led Conference Format)

Exam Group 15B (Thursday Dec 15th @ 10:00am-12:00pm) if no exam

conflicts

Family and Community Involvement in Education

Course Overview

Children's academic progress and social-emotional development depend 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.

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.

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.

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Required Textbooks, Readings, and Course Materials:

1. Ada, A.F., Campoy, F.I. (2004). Authors in the Classroom: A transformative education process. Boston: Allyn & Bacon.

2. Amatea, E. (Ed.) (2009) Building culturally responsive family-school relationships.

Upper Saddle River, NJ: Pearson Education Inc

Course Prerequisite: None

Summary of Course Requirements and Assignments:

55 points Attendance and Groups Participation in Class (approx. 4pts per week)

15 points Personal Vision

20 points Reflections on Me, My Family and My Learning

20 points Caregiver Welcome Letter

30 points “Let me introduce myself” Storybook

30 points “Family Funds of Knowledge” Storybook & Reflection Paper

10 points Food Stamp Challenge

25 points Exam 1

20 points Family Problem-Solving Meeting Letter

45 points Family Diversity (Group) Project

30 points Portfolio Project (FINAL EXAM)

300 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% 276-300 points C 72-78.9% 216-236

B+ 90-91.9% 270-275 D+ 68-71.9% 204-215

B 85-89.9% 255-269 D 61-67.9% 183-203

C+ 79-84.9% 237-254 F 60.9% or less 182 or less

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 (on line at www.dso.ufl.edu).

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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 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 and Minute Papers (60 points)

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.

Minute Papers. Each week there will be “minute” papers to be turned in at the end of

class covering the previous weeks’ assigned readings. “Minute papers” include 3 main points

that you have taken from the assigned readings and/or class content for each day.

Sometimes there will be directed questions (guiding questions) that you will be asked to

answer in your minute papers. The minute papers are designed to assess your

understanding of the course content as well as record attendance for the 2nd half of the

class.

Attendance Policy:

Students are expected to attend and participate in all class meetings.

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 not be tolerated and will

be counted in the attendance grade.

Individual and group activities requiring participation will occur throughout the

course.

Individual contributions to class discussions will be considered a form of extra

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credit which will serve to improve the final grade when point totals are close to the

next highest grade. While it is recognized that learning styles vary, a significant

lack of individual contributions to class discussions will have a negative effect on the

final grade.

Attendance is taken every week. Missing one class during the semester will most

likely not affect your final grade, however, multiple absences during the semester

will require documentation (for example, from a medical provider or legal

professional) and consultation with the course instructor.

Students are expected to sign attendance sheet in the first 10 minutes of class to

receive half of their attendance grade for the day. Students are expected to turn

in minute papers at the end of class to receive the 2nd half of their attendance

points for the day.

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.

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.

Students will not be able to make up lost attendance or participation points.

Examinations

One examination (non-cumulative) is scheduled during the semester. This exam will

cover content from class readings, lectures, and discussions occurring during the

semester. A final individual portfolio is required (in lieu of a traditional objective final) and

due on the date and time designated by the University Registrar.

Absences are unacceptable on examination dates. Please arrange your schedule

accordingly. No advance or make-up examinations will be given without a doctor's note or

other documentation of an emergency.

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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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; Place your name in the header, right justified). 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, etc.)

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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Reflections on Me, My Family and My Learning

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:

a) Type out your answers to the 14 questions below. (This should not exceed 2 pages)

a. Type out questions and answers; Times New Roman Font; 1 inch Margins;

spell check

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 (Unit 10; pgs. 234-249) as a guide, showing ideas on what this

creative expression can look like.

1. List some of the memorable items that were in your childhood home

2. List what was in your front yard/sidewalk/neighbourhood

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 effect 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?

How did they teach these things?

14. How will your experiences affect, both positively and/or negatively, the way you

interact with your students’ families?

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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.215-221) for further

recommendations when working on this assignment.

Guidelines:

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).

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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.

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 Food & Price per item: Total $ Meal Food From:

Sun Breakfast

Lunch

Dinner

Mon Breakfast

Lunch

Dinner

Tues Breakfast

Lunch

Dinner

Wed Breakfast

Lunch

Dinner

Thur Breakfast

Lunch

Dinner

Fri Breakfast

Lunch

Dinner

Sat Breakfast

Lunch

Dinner

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Please write your responses to your experience. Answer at least three of the following

questions in 1 page or less:

What were your thoughts 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?

What are locations that you found food to be cheapest?

What were your reactions after completing this assignment?

How difficult was it to eat healthy on that budget?

What are thoughts on the resources to low-income families (example Save-a-lot)

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“Let Me Introduce Myself” Storybook Guidelines

Below are steps to assist in starting this creative writing process:

1 Think for a moment about yourself. What are the deepest feelings that define you, your

hopes, dreams, and the commitments that support your life. Think of an image to describe

yourself. If you were an animal, what animal would you be? If you were a color, what color

would you be? Flower? Sound? Etc. How can you best express who you are?

2 Create a book that can introduce you not only as a teacher, but also as an individual to

your students and their families. Include the following:

Title page

Dedication

Text & Illustrations (at least 5 pages in length for the body of the storybook)

Presentation: Feel free to use a variety of media to tell your story (such as family photos,

pictures from magazines, computer graphics, original artwork, etc.). Creativity and visual

expression is strongly encouraged. You will be asked to share your storybook with the student

that you tutor prior to the due date. You may also be asked to share it in class. Hopefully this

book can serve to assist in conversations with students and families in your future classroom.

The purpose of this assignment is: To gain an awareness of self and the image that you present to students.

To create a teaching tool that you use to introduce yourself and to model family literacy

activities for your students and their families.

To help you and the child you tutor get better acquainted so that positive interactions can

ensue.

Format:

You may use your creativity when creating your storybook. However, below are a few ideas that

you may use to assist with your format taken from the book:

Ada, A. F., Campoy, F. I. (2004). Authors in the Classroom: A Transformative Education Process.

Boston: Allyn & Bacon.

Creating a narrative Book-

o “Some teachers have chosen to define themselves through their relationship

o With family members, friends, and students. Illustrating their texts with

photographs adds realism and authenticity to their books and offers an excellent

opportunity for the parents of their students to get to know the teachers

better.” (p. 56)

o Poem formats to complete the “I AM…” or “Who I Am” prompts and utilizing

drawings and/or photos to illustrate

o Utilize words such as “Uniqueness” and then created a story or poem to capture

their uniqueness onto the storybook pages

o Use a “When I am by myself…” prompt

o Describe yourself as an animal, plant, tree, flower, place, or toy using as a

metaphor

o Identify yourself in your family and/or in relationship to others

o Identify actions important in your life

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o Use sentence frames (i.e. “I am ______ like _____.)

“Funds of Knowledge” Family Storybook

Make a storybook with the student that you tutor that assists in your learning about their Funds

of Knowledge. Remember that Amatea, Ch. 1, pg. 10 discusses a students’ funds of knowledge being

“the various social and linguistic practices and the historically accumulated bodies of knowledge

that are essential to students’ homes and communities.”

Assignment Purpose: To practice focusing “on what students’ households and communities actually

do to bring multiple dimensions of students’ lived experiences to life…” (pg. 11) by paying attention

to students various “ways of knowing.” Simply put, this assignments helps you to practice

techniques helpful in learning students’ Funds of Knowledge.

The storybook should be age appropriate and constructed predominately by the student you tutor.

Your role is to provide book materials ***(only a modest amount is required: markers, pencils,

construction paper, glue, magazines, scissors, etc. Please see instructor at least 4 weeks before assignment if you are having trouble obtaining the necessary materials)***

Below is an example of how you may explain the book to the student you tutor:

“We are going to make a book about you, your family, and things that you love. Let’s talk and make a list of

some ideas of what can go in this book.”

You can use the following prompts to try and gain more information and spark ideas for the

students to put on the list: Who lives with you? What activities do you share with others?

What do you like about your home/family? What is things make you happiest?

What is your favorite thing to do when you are with

your family? What things make you saddest/maddest?

Tell me about the place you were born. What is something you are proud of?

Who is one of your bests friends and why? What would you like to change?

What is your favorite activity? What do the people in your family do while you are

at school?

Do you have any pets? If yes, tell me about them. What is your favorite food to eat at home?

Who do you know/Who else is in your life? I am _____ like ______?

Who do you look like? When I get (insert emotion), I like to (insert action).

After listing the student’s ideas, have the student narrow down (if necessary) the ideas to place in

the book and help them create their book. Then have the student title the book (note: do not have

the student title it Family Funds of Knowledge Storybook) Make sure that the student is leading

the construction this process. Think of your role as being assistant of construction; you are

facilitating the process, making sure they are staying on task, and learning as much as you can

about their funds of knowledge.

Write a 1 page summary of your experience doing this with the student you tutor inclusive of what

went well and what didn’t go so well.

Turn in on assignment due date: The students’ storybook AND the 1 page summary.

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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:

On a separate piece of paper type up a brief explanation (bullets are fine/you can

hand write on the back of letter) 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, education level of parents, 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).

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Family Diversity Small Group Project

In the 1st or 2nd class 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!

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 connects the family’s funds of knowledge 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 throughout the semester. Your family will be assigned a date

on which to present. Look at the syllabus for this due date. It is based on the case study name

that you are assigned.

*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.

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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

Collaborative measures: What are the next steps? How will you contextualize the

instruction?

Creative visual aids?

Focus group (20 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

after the focus group questions are answered and plans for your presentation are discussed

will be used to develop your presentation further while getting instructor feedback.

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. Your group will be graded on the following:

Meeting with Instructor Achieved

Even distribution of group member involvement

Genogram Completed

Case Study Questions Completed

Additional Comments/Notes:

Total Score /10

Group Presentation Achieved

Even distribution of group member involvement

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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 /35

20

Portfolio Presentation (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); Partner assignments will be

decided later in the semester (around mid term). You will Choose a partner and sign

up for a time on the exam day. Each group will be present in class for 45 minutes

each.

During this 45 minutes, you will be paired up in groups of two.

You will take turns presenting your “student” portfolio to your partner (acting as

caregiver). This exchanged (15 minutes per person) will be monitored and evaluated

by your instructor (see guidelines for what instructor looks for in interactions

between student/caregiver partnership.

o As with SLC’s there will be several conferences happening simultaneously

Guidelines for Portfolio Presentation:

o Presented in the form of a student led conference

o All assignments completed should be in your portfolio (with the exception of

your story book).

o As the “student” you will walk your partner through your portfolio detailing

your accomplishments and learning throughout the semester

o 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.

o 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):

Have your perceptions of teaching changed since the beginning of the

semester? How? What evidence do you have of this change?

What were your 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?

o Portfolio contents must be in a 3 ring binder with tabs indicating different

assignments

o Please review your Portfolio before this presentation, reflecting on your

progress, thoughts surrounding growth, areas of development, and strengths

as a future teacher.

o You will be evaluating your partner

PRINT OUT THE NEXT PAGE AND BRING IT TO THE FINAL

21

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:

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?

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

22

Required Textbooks and Readings Required Textbooks:

Ada, A.F., Campoy, F.I. (2004). Authors in the Classroom: A transformative education process. Boston: Allyn & Bacon.

Amatea, E. (Ed.) (2009) Building culturally responsive family-school relationships. Upper

Saddle River, NJ: Pearson Education Inc

Recommended for your professional library:

Austin, T. (1994). Changing the view: Student-led parent conferences. Portsmouth,

NH: Heinemann.

Kyle, D. McIntyre,E., Miller, K. & Moore, G. (2002). Reaching out: A K-8 resource

for connecting families and schools. Thousand Oaks, CA: Corwin Press.

Required Readings (included in UF Library online Course Reserves)

Bragg, R. (1997) All over but the Shoutin’ pp.73-104 New York: Random House.

Finders, M., & Lewis, C. (1994). Why some parents don’t come to school. Educational Leadership, 51, 50-54.

Lamorey, S. (2002). The effects of culture on special education services: Evil eyes,

prayer meetings, and IEPs. TEACHING Exceptional Children, May/June, 67-71.

Lawrence-Lightfoot, Sara. (2003). The Essential Conversation: What parents and teachers can learn from each other. Toronto: Random House.

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, July/August, 10-12.

McIntyre, E., Rosebery, A., & Gonzalez, N. (Eds.) (2001). Classroom diversity: Connecting curriculum to students’ lives. Portsmouth, NH: Heinemann.

Morgan, A. (1979). Four pennies to my name: What it’s like to be on welfare. Public Welfare, 37(2), 13-22.

Muscott, H. S. (2002). Exceptional partnerships: Listening to the voices of families.

Preventing School Failure, 46 (2), 66-69.

Weiss, H. B., Kreider, H., Lopez, E.M., & Chatman, C.M (2005) Preparing educators to

involve families. Thousand Oaks, CA: Sage. 13-35.

23

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.

24

ESOL Competencies Addressed and/or Assessed in this Course

Standard 2: Recognize the major differences and similarities among the different cultural groups in the United States.

Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students.

Standard 4: Use knowledge of cultural characteristics of Florida's LEP population to enhance instruction.

Standard 22: Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum.

Standard 23: Identify major attitudes of local target groups toward school, teachers, discipline and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. 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.

Standard 2

-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

Communicati

on Exercise

-Exam

-Family

Diversity

Project

-Reflections on

Me and My

Learning paper

-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

Standard 3 Leibforth Clark

chapter 8,

Coady chapter,

Tomasito case

study,

Annabella case

Multicultural

Communicati

on Exercise

-Horatio

Algier

Bootstraps

-Family

Welcome Letter

-Funds of

Knowledge

Storybook

25

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.

study Activity

-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,

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.

Standard 4 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

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

Standard 22 Coady Ch

Classroom

Diversity 1-7,

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

26

strategies and interpersonal

communication skills for engaging

families in the assessment,

planning, implementation, and

evaluation of instructional strategies

to promote their child's learning. 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.

contextualized

lesson plan.

-Exam

5.

Students will demonstrate

knowledge of various theories of

family-school role construction

such as the theory of collaborative

family-school roles.

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.

Standard 23 Finders &

Lewis;

West Olatunji

chapter;

Hanney & Doan

Chapter 5

Case studies

Case study

Presentations

-Family

Diversity

Project

27

Special Education (CEC) Competencies Addressed and/or Assessed in this Course

2. Examining variations in beliefs, traditions, and values across cultures within this society and

their effect on the relationships between child, family, and schooling.

5. 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.

28

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).

29

Grade Record Sheet

SDS 3430: Spring 2009

Personal Vision

/15

Reflections on Me, My Family and My Learning

/20

Caregiver Welcome Letter

/20

“Let me introduce myself” Storybook

/30

Food Stamp Challenge

/10

Exam

/25

Family Problem Solving Meeting Letter

/20

Family Funds of Knowledge Storybook & Reflection

/30

Family Diversity Project

/45

Portfolio Project

/30

Attendance & Minute papers (approx. 4pts per week) /55 Total Points

/300

Grading: (no minus grades given for this class)

A 92-100% 276-300 points C 72-78.9% 216-236

B+ 90-91.9% 270-275 D+ 68-71.9% 204-215

B 85-89.9% 255-269 D 61-67.9% 183-203

C+ 79-84.9% 237-254 F 60.9% or less 182 or less