Syllabus 5350

Beverly Taylor Sorensen College of Education and Human Development


IELE5350
Family & Parental Involvement in Education
Instructor: Cris Labrum Phone: (435) 790-8668
Office: Vernal Middle School, Uintah School District E-Mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Credit Hours: 3

Course Description: (from the SUU Catalog) Study and apply models and best practices to involve parents, family, and the community as resources to help create positive learning environments for ESL education.
NOTE: The course is delivered entirely in an online format. There will be ongoing conversations, activities, and assignments each week using Canvas, which is SUU’s distance education software. Please see additional expectations about online class etiquette below.

Hybrid course with Practical Experience: 6 face-to-face sessions (18 hours total), 12 online sessions (24 hours total) and 6 hours of practical experience.

  • Face-to-face sessions will be held, 1 Feb 19, 26, Mar 5, 12, 19, and Apr 9, 2019, sessions will be from 5:00-8:00.
  • Online sessions will take place between face-to-face sessions and should take 4 hours to complete. Descriptions and specific guidelines for virtual/online sessions will be outlined on canvas. Course Goals / Objectives / Assessments as Aligned with State and National Standards:
  • Field/practical experience -will require a minimum of 7 hours and must be completed during the length of this course.

Utah Effective Teacher Standards

TESOL Standards

Goals and Objectives

Assessments

Standard 1.b – Learner Development [Collaborates with Families]

1.b.4 2.g 3.a.2

Goal: Create a culturally responsive classroom Objective 1
Plan for interventions and accommodations appropriate to needs of various students

Discussions

Standard 8.b & c – Reflection and Continuous Growth [Seeks learning experiences outside school and recognizes personal biases] Standard 2 – Learning Differences

2.c 2.d 2.f

Goal: Develop a more multicultural perspective on school & community
Objective 1
Demonstrate understanding of different cultural and family backgrounds in community Objective 2

Communicate with parents and teachers of diverse students about school-home relations

Discussions

Standard 9.b & c – Leadership and Collaboration [Supports a learning community and advocates for students]

5.b.5 5.b.6

Goal: Create opportunities for parent and family involvement in school
Objective 1
Examine current practice in a school and district Objective 2

Create a Family Involvement Proposal

Discussions

Required Text:

The following text is required. You are strongly encouraged to purchase the e-text; it comes with access to videos and supplemental material only available online. It can be ordered on your own, or through the SUU Bookstore by calling 435-586-7995 or emailing them at This email address is being protected from spambots. You need JavaScript enabled to view it..

Grant, K., & Ray, Julie. (2016). Home, school, and community collaboration: Culturally responsive family engagement (3rd ed.). Thousand Oaks, CA: Sage.

** PARTICIPATING IN AN ONLINE COURSE **

The key to successfully taking an online course is communication. A key challenge to taking an online course is communication. I try to be clear in my instructions, explanations, and expectations, but I expect you to read, view, and ask questions about those things that are not clear to you.

USING CANVAS: Your Canvas settings and notifications need to be organized in order to communicate

effectively. The look of Canvas has recently changed, so even if you have use it before take the time to reacquaint yourself with the functions and navigation.

From the class page, go to ACCOUNTàSETTINGS and make sure that the preferred email you gave to SUU is there. You may add other contact methods, such as text messaging, if you wish. You can also link up other web tools (such as Google) with Canvas.

COMMUNICATING WITH THE INSTRUCTOR: You may contact me through canvas or by email.

COMMUNICATING WITH COLLEAGUES: Canvas offers different ways to communicate with each other. You may send a message to one or more people via Inbox, chat, or through the Discussions tool.

GRADING:

100-95% = A 94-90% = A- 89-87% = B+ 86-83% = B

82-80% = B- 79-77% = C+ 76-73% = C 72-70% = C-

Assignments:

Syllabus Quiz 5%
Discussion Prompts 25% Family Engagement Plan 70%

Course Meetings:
Dates for class face to face meetings will be as follows - Feb 19, 26, Mar 5, 12, 19, and Apr 9, 2019 from 5:00 to 8:00 pm (18 hrs.). Additional time (a minimum of 27 hrs.) will be spent completing the practical experience of creating a family engagement plan. Observing and interviewing teachers, meeting with parents, researching ways to involve families in the education of their ESL student, and reflections must be posted on the discussion prompts each week. Approximately 4.5 hours should completed for each discussion prompt and the accompanying requirements listed above

Tentative Schedule of Assignments and Activities:

WEEK & DATES

TOPIC(S) & READINGS

ACTIVITIES

1.

Intro to course and each other; Syllabus understanding; Assignment expectations and clarifications.

SECTION I

Family Engagement

How can I become culturally responsive to students’ families?

What do “families” look like?

Ch. 1

Discussions

2.

Family Models and Systems

What is a family “system”?

How do each of these theories view family: • Ecological Theory (Bronfenbrenner)
• Family Empowerment (Dunst)
• Social Capital (Comer)

• Funds of Knowledge (Moll) Ch. 2

Discussions

3.

Parenting and Family Supports

What stages and styles of parenting are there? What are principles of effective family support? What are some effective parent education models? Ch. 3

Discussions
Observe/Interview Teachers Develop Family Involvement Ideas Work on Family Engagement Plan

4.

SECTION II

Diverse Family Structures

What are various family structures that students live in?

Ch. 4

Discussions
Observe/Interview Teachers
Meet with parents
Work on Family Engagement Plan

5.

Culturally Diverse Families

What is culture?
How is cultural diversity reflected in families? How does that diversity impact schools?
Ch. 5

Discussions
Observe/Interview Teachers
Meet with parents
Work on Family Engagement Plan

6.

Responding to Families in Transition

How can teachers support students who • move?

• experience parent’s divorce or separation? • experience death in the family?
• have parents in the military?
• have parents in prison?

• are in foster care? Ch. 6

Discussions
Observe/Interview Teachers
Meet with parents
Work on Family Engagement Plan

7.

Responding to Family Challenges

How can teachers support students affected by

  • poverty?
  • homelessness?
  • violence?
  • chronic illness?
  • natural disasters?
  • Ch. 7

Discussions
Observe/Interview Teachers
Meet with parents
Work on Family Engagement Plan

8.

Addressing Needs of Students in Abusive Situations

What is a teacher’s role in responding to children who’ve been abused?

Ch. 8

Discussions
Observe/Interview Teachers
Meet with parents
Work on Family Engagement Plan

9.

SECTION III

Involving Families in Children’s’ Learning

How can I help families understand school standards and expectations?

What kinds of homework contribute to classroom learning?

Ch. 9

Discussions Observe/Interview Teachers Meet with parents

Work on Family Engagement Plan & Involvement Proposal

10.

Facilitating Communication with Families

What is the teacher’s role in communicating with families?

How can the teacher communicate effectively with culturally and linguistically diverse families?

Ch. 10

Discussions Observe/Interview Teachers Meet with parents

Work on Family Engagement Plan & Involvement Proposal

11.

Children with Special Needs

How can I support families of students with special needs?

What is my role in EL student educational plans such as: • IEPs?
• RtI?
• IFSP?

Ch. 11

Discussions Observe/Interview Teachers Meet with parents

Work on Family Engagement Plan & Involvement Proposal

12.

Teacher as Resource and Advocate

What is teacher advocacy?
How can I provide appropriate resources for families? Ch. 12

Discussions Observe/Interview Teachers Meet with parents

Work on Family Engagement Plan & Involvement Proposal

13.

Family Engagement on a School Level

How can I plan for involvement of ALL families?

What are effective approaches for establishing ongoing family engagement in school?

Ch. 13

Discussions
Observe/Interview Teachers
Meet with parents
Finalize Family Involvement Proposal

14.

Sharing Findings of Engagement Plan

How do different schools/districts articulate plans for EL parent involvement?

What evidence is there for these plans’ effectiveness?

Discussions
Observe/Interview Teachers
Meet with parents
Finalize Family Involvement Proposal

15.

Culturally Responsive Family Engagement

What does effective family engagement look like?

Wrap up and summarize course

General Course Considerations and Policies

ADA STATEMENT: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations, or auxiliary aids should contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD) in Room 206F of the Sharwan Smith Center, or phone 435.865.8022. SSD determines the eligibility for and authorizes the provision of services. Please do this ASAP or by the end of the first full week of class: January 13, 2017.

ACADEMIC INTEGRITY: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are presumed to have read and understood the current issue of the Student Handbook (published by Student Services) regarding personal responsibilities and rights, and the intellectual property policy, for details about procedures and what constitutes acceptable academic behavior. All submitted assignments are automatically reviewed by Turnitin, an online paper source checker.

HEOA COMPLIANCE STATEMENT: The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited. Detailed information can be found at: http:// suu.edu/it/p2p-student-notice.html

PROGRAM FEES (if applicable): Any fees charged for this course are designed to maintain high quality programming, equipment, materials, supplies, and services for students in the College of Education and Southern Utah University. A detailed list of expenditures is located in the Dean’s Office. For information on course- specific fees please see the instructor.

SYLLABUS DISCLAIMER: Any information contained herein, except for grading, late-work, make-up, and attendance policies, may be changed with reasonable advance notice at the instructor’s discretion.

Tags: ESL,, Syllabus

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