ECS560 Family and Community Engagement
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1. For this assignment, you will create a plan for your second grade class describing how you would engage families and the community in the development and learning of young children with and without exceptionalities in your class.
Review the “Class Profile” and the students’ needs, strengths, and demographics. Based on the diversity of the “Class Profile,” create a 1,000-1,250 word family and community engagement plan that you will use for this class of students.
Use the “Family and Community Engagement Plan Template” to complete this assignment. Include the following in your plan:
Methods of communication for parents/teachers/volunteers/other service providers to promote respectful, reciprocal relationships.
Volunteer opportunities within your classroom and school, for the community and families, that accommodate different schedules and needs (including working families), and are designed to help build safe, positive learning environments with supportive and respectful interaction. In addition, include a description of how you will provide orientation/training for the volunteers.
How you will respond empathetically, ethically, and legally to family emergencies or families in crisis. Include safe intervention strategies in your plan for these unexpected circumstances for families with children both with and without exceptionalities.
Strategies and procedures for sharing educational and community resources with families of students with and without exceptionalities.
Brief rationales for each section as indicated on the template. Rationales should address how the “Class Profile” was incorporated into the section.
Include research to support and explain your choices. Specifically, include three or more resources that discuss how language, culture, and family background can influence the learning of students with and without exceptionalities, as well as the importance of family involvement in student achievement, especially in the early years of an education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
2. Often, students enter school with delays of which parents were not aware. What resources would you offer a family when they are first discovering their child may have a disability? How can you support them, and help their child get the appropriate referrals, services and supports?
3. Parents may not know the expectations of them or their child when he or she first enters school, particularly if the child is a first child or the family is new to the school. How can you ease the fears and anxieties these families have and set up clear expectations? Name three ways you might accomplish and reinforce these expectations.
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| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECS-560 | ECS-560-O500 | Benchmark – Family and Community Engagement Plan | 300.0 | |||||
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| CRITERIA | 100.0% | |||||||
| Family and Community Engagement Plan: Class Profile Alignment CEC 6.3, NAEYC 2a; InTASC 2(c), 2(d), 2(k); COE 1.4, MC 5 | 10.0% | Not addressed. | Plan does not include considerations that clearly relate to the Class Profile, or considerations are inappropriate. | Plan is overly simplistic. It includes considerations that may relate to the Class Profile, yet direct tie-ins are not clearly evident. | Plan is proficient and professional and includes considerations that directly relate to the Class Profile; plan includes a small number of examples of how to relate to diverse demographics in the Class Profile. | Plan is exemplary and professional and includes thoughtful considerations that directly relate to the Class Profile; plan includes a variety of examples of how to relate to diverse demographics in the Class Profile. | ||
| Classroom Plan: Communication Methods NAEYC 2b; InTASC 1(c), 2(d); COE 1.5, MC 2, MC 5 | 15.0% | Not addressed. | Plan is not professional and does not illustrate appropriate communication methods. Does not address appropriate considerations for different families, including families without Internet and families with linguistic diversity or literacy concerns. | Communication methods do not clearly promote respectful, reciprocal relationships and/or do not adequately include considerations for different families, including families without Internet and families with linguistic diversity or literacy concerns. | Plan is appropriate and generally illustrates communication methods that promote respectful, reciprocal relationships. Includes some considerations for different families, including families without Internet and families with linguistic diversity or literacy concerns. | Plan is professional and clearly illustrates a variety of realistic communication methods that promote respectful, reciprocal relationships. Includes considerations for many different families, including families without Internet and families with linguistic diversity or literacy concerns. Evidence of planning for communicating with the community and other service providers is clear and professional. Provides several clear and appropriate examples. | ||
| Classroom Plan: Volunteer Opportunities [NAEYC 4a; InTASC 3(a), 3(d), 3(e); COE 3.1, MC 5] | 10.0% | Not addressed. | Plan insufficiently addresses ways to engage the family and community members in the classroom. Few, if any, opportunities are addressed and those that are offered are inappropriate for the families of the Class Profile students. May not include opportunities for families that work. Volunteer orientation or training is inappropriate or not addressed. | Descriptions of ways to engage the family and community members in the classroom are vague or impractical. Volunteer orientation or training are either unreasonable or lacking detail. | Plan clearly and appropriately addresses ways to engage the family and community members in the classroom. Several opportunities are described, including opportunities for families that work. Volunteer orientation or training is reasonable. | Plan professionally and competently addresses ways to help build safe, positive learning environments by engaging families and community members in the classroom. A variety of well-designed, realistic opportunities are described, including opportunities for working families. Supportive and respectful interactions are promoted. Volunteer orientation or training is clear and practical. | ||
| Classroom Plan: Family Emergencies [CEC 2.3; InTASC 2(b), 2(h); COE 1.8] | 10.0% | Not addressed. | Plan inadequately addresses family emergencies and crises; inadequately addresses how the plan for these unexpected situations will be addressed and ways to respond to parents and families; ethics and laws are not considered; responses may be impractical or inappropriate. | Plan minimally addresses family emergencies and crises; broadly addresses how the plan for these unexpected situations will be addressed and ways to respond to parents and families; ethics and laws are not considered; responses are generally appropriate, but are lacking adequate detail. | Plan broadly addresses family emergencies and crises; professionally and broadly addresses how the plan for these unexpected situations will be addressed and ways to respond to parents and families; ethics and laws are considered; responses are generally considerate, empathetic, and appropriate. | Plan proficiently and professionally addresses ways to respond to parents and families experiencing emergencies and crises; ethics and laws are considered; responses are considerate, empathetic, and appropriate, and address needs of families of children both with and without exceptionalities. | ||
| Classroom Plan: Sharing Resources | 10.0% | Not addressed. | Plan inadequately addresses resources to provide to families of children with and without exceptionalities; resources are offered in only one format or are not addressed for families without access to Internet resources or who have literacy concerns or linguistic diversity; and/or plan insufficiently addresses ways to share these resources with families. | Plan is overly simplistic in addressing resources to provide to families of children with and without exceptionalities; resources are not offered in different formats for families without access to Internet resources or who have literacy concerns or linguistic diversity; and/or plan does not fully address ways to share these resources with families. | Plan professionally, but broadly, lists resources to provide to families of children with and without exceptionalities; resources are offered in at least two formats for families without access to Internet resources or who have literacy concerns or linguistic diversity; plan generally addresses ways to share these resources with families. | Plan professionally, proficiently, and comprehensively lists realistic resources to provide to families of children with and without exceptionalities. Resources are offered in a variety of formats for families without access to Internet resources or who have literacy concerns or linguistic diversity; plan clearly addresses ways to share these resources with families. | ||
| Supportive Research [CEC 1.1; InTASC 1(g), 2(m); COE 1.7, MC 5 | 15.0% | Not addressed. | Resources do not support the content of the presentation or help demonstrate how language, culture, and family background influence the learning of students with and without exceptionalities, or are not used to discuss the importance of family involvement in student achievement in the early years of an education. Sources are from unreliable sources or are not relevant. | Only two resources are included, or the majority of resources provided do not fully support the content of the presentation or help demonstrate how language, culture, and family background influence the learning of students with and without exceptionalities, as well as the importance of family involvement in student achievement, especially in the early years of an education. Majority of sources are lacking in credibility and/or accuracy. | Three or more resources are included that generally support the content of the presentation. The resources are used to help demonstrate how language, culture, and family background influence the learning of students with and without exceptionalities, as well as the importance of family involvement in student achievement, especially in the early years of an education. Sources are mostly scholarly, timely, and accurate. | Three or more resources are included that thoroughly support the content of the presentation. The resources are used to clearly demonstrate how language, culture, and family background influence the learning of students with and without exceptionalities, as well as the importance of family involvement in student achievement, especially in the early years of an education. Sources are scholarly, timely, and accurate. | ||
| APA Style Citations and References and Formatting | 10.0% | Not addressed. | Reference page is not present. Citation is inconsistently used. | Reference page lists sources used in paper, but some are missing or several are inaccurately documented. In-text citations not used and/or include several errors. | Reference page includes all cited sources. Documentation is appropriate and APA style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is error-free. APA headings and appropriate template are used with proficiency. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 20.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language. | Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice- and content-related language. Sentence structures are varied and engaging. | ||
| Total Weightage | 100% |
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