CoverWelcome to TELLSyllabus for Family, School, and Community PartnershipsExplanation of the TemplateTotal Points Preparation for Session One Pre-Homework Due Session 1Session One: Community, Assumptions, and PTA StandardsLA 1.1: Learning about Ourselves as Cultural BeingsLA 1.2: Identifying and Reviewing Community AssetsLA 1.3: National PTA Standards LA 1.4: National PTA Standards -- AssessingLA 1.5: Uncovering Assumptions about HeritageLA 1.6: Major Course AssignmentsHW 1.1 Reflection on My Practice with Families and CommunityHW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School NeighborhoodHW 1.5 Exploring School and Community Partnershiping through PTA StandardsHW 1.6 Reviewing Major Projects Session Two: Preparing to Cross BordersLA 2.1: VideoEthnography Student ShareLA 2.2: Share your Asset MapLA 2.3: Home Visits, Cultures, and PracticesLA 2.4 Community Partners LA 2.5: National PTA StandardsLA 2.6: Title 1 LawHW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field TripHW 2.5: Research Facts about Your SchoolSession Three: Family and Community EngagementLA 3.1: Reviewing Analysis of My Invisible BackpackLA 3.2: Work on the Family ProfileLA 3.3: Office of Civil Rights RoleLA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through ExamplesHW 3.1: Reflections on Session 3HW 3.2: Family Profile Major AssignmentHW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership PlanHW 3.5: Beliefs About PovertySession Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help ParentsLA 4.4: Expanding Understanding of People in PovertyLA 4.5: Comparing Living Conditions across The World through PhotosHW 4.1: Weekly ReflectionHW 4.2: How Does Your School Compare HW 4.3: Understanding Global PovertyHW 4.4: Uncovering Your Experiences with Race and PrivilegeHW 4.5: Completing Your Family ProfileHW 4.6: Complete Your Partnership PlanSession Five: Exploring Community ResourcesLA 5.1: Poverty and ChoicesLA 5.2: Understanding Issues Surrounding Student Trauma on My TeachingLA 5.3: Developing Deeper Knowledge about PovertyLA 5.4: Developing Social-Emotional Strategies to Address Student NeedsLA 5.5: Life on the EdgeHW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic ClassHW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan AssignmentsHW 5.6: Preparing to Take a Position of Advocacy for ELs and Their FamiliesSession Six: High Expectations English LearnersLA 6.1: Sharing the Family Profile AssignmentLA 6.2: Sharing Partnership PlansLA 6.3: Exploring Further Teacher Beliefs and Family EngagementLA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their FamiliesHW 6.1: Reflecting on my WorkHW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of ImmigrationHW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy PositionHW 6.6 Revisiting My Beliefs about Teaching Diverse StudentsSession Seven: Responding to Student and Family NeedsLA 7.1 Becoming a Champion TeacherLA 7.2 Responding to the Impact of Trauma and Building ResilienceLA 7.3: Preparing for AdvocacyHW 7.1 Reflecting on My WorkHW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and FamiliesLA 8.1: Teachers Advocating Together LA 8.2 Revisiting My Thinking

LA 5.5: Life on the Edge

Surviving in Difficult Circumstances

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Learning Outcome Pedagogical Intent Student Position

Provide support and advocacy. 

 Employ strategies to empower parents/families to participate in their child’s education.

Assessment: 25 pts.

TA: 30 Minutes

Teachers can provide environments of safety to these students to enable them to feel safe as they learn in school.

Students have learned about children in trauma.  They have read about poverty, trauma, and homelessness.  They will now discuss the game played throughout this session to be able to identify with students living in these conditions.

Instructions

    1.  Take your last turn in the ‘Life on the Edge’ game.    

    2. As a group, discuss how each of you survived your time in the game.  Discuss these questions:  

    3. Participate in a class discussion about advocacy and what allows people to move from silence to advocacy.    

    4. The facilitator will give you 10 minutes to sign up for your group to complete the final major project for this course, the Advocacy Position Paper and Presentation. 

    5. You will find sample topics for which you can advocate located below these instructions, or you may select your own.  Meet as a group to exchange contact information and to begin thinking about a topic.

    Possible Topics for Advocacy Position Paper

    Possible Topics for Advocacy Position Paper 

    1. Equity with respect to helping students achieve high Common Core standards. 

    2. Strong relationship-building skills and attention to social-emotional needs of students. 

    3. Cultural knowledge and ability to incorporate background, culture, language, and funds of knowledge into instruction. 

    4. Specific pedagogical skills—formative assessment, room set up for greater participation, scaffolding instruction for levels of proficiency. 

    5. Understanding of laws and policies from the government related to teaching diverse populations. (Title 1, Office of Civil Rights, ESSA, FERPA, etc.) 

    6. Cultural knowledge that enables teachers to support parents and families in assisting students to learn. 

    7. Second language acquisition and its application in classrooms with ELs. 

    8. Assessment practices teachers should use in their work with English learners, both formative and summative. 

    9. Building resiliency in students who have trauma due to one or numerous reasons. 

    10. Becoming a watchdog in your school to be sure programs and practices are available to all students, not just those who are privileged or advantaged. 

    There are many more topics, but these might get you started. 

     

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