School Family Community Learners Equity Collaboration Action Plan

School Family Community Learners Equity Collaboration

Action Plan

© 2020 Heather L. Roth (January 10, 2020)

Please do not copy or share without permission

Family is defined as anyone who supports the educational success of the learner. This may include the traditional definition of parent/guardian as well as those individuals whom the learner identifies as a caregiver.

School is defined as those individuals who are actively employed by the school to support learner success. This includes but not limited to general education teacher, special education teacher, specials teachers (e.g. physical education, music, art, ect), related services (occupational therapists, speech pathologists, and physical therapists, school social worker, counselors, administration, bus driver, cafeteria workers, school custodian, ect.

Community is defined as those individuals or organizations who do or could support the success of the learner outside of the school or family.

Learner is defined as the induvial(s) whom you are responsible for in regards to academic and social emotional success.

(School, Family, Community, Learners)

Goals (How does school and community tie to your school improvement plan?): Write a goal for family and community engagement that supports your school goals (Specific, Measurable, Achievable, & Time Bound-S.M.A.R.T.)

Rationale (answer): Session 2 ES 2: What does the research say about the relationship between student outcomes and school-family-community engagement?

Cornerstone 1: Cornerstone 1: Equitable Engagement Practices Across Identities (Race, ethnicity, language, (dis)ability, social economic status, religion, gender, social orientation)

Recognize & Overcome Ahistorical Treatment

Consider : How have families across identities been framed in terms of school engagement?

Actions: How and in what ways might school leaders view and approach families from across the identities and backgrounds?

*Leaders always consider current skills and areas of growth for staff to support action steps.

Activities, Practices, Policies (Cite source)

Person Responsible

People/groups to collaborate with

Timeline

Resources (what do you need to support this action)

Evaluation (How will you measure success?)

Notes:

Cornerstone 2: Bridge Relationships Across Identities (Race, ethnicity, language, (dis)ability, social economic status, religion, gender, social orientation)

Developing Trusting Relations & Repairing Harm

Consider: Why is it important to develop trust in your school family-community engagement work?

Actions: How might a principal achieve this across identities?

*Leaders always consider current skills and areas of growth for staff to support action steps.

Person Responsible

People/groups to collaborate with

Timeline

Resources (what do you need to support this action)

Evaluation (How will you measure success?)

(Family, School, Community, Learners)

Cornerstone 3: Transform Curricular Efforts Across Identities (Race, ethnicity, language, (dis)ability, social economic status, religion, gender, social orientation)

Community & Families as Funds of Knowledge

Consider: How are you incorporating funds of knowledge of families/community in curriculum to engage students?

Actions: How might a principal create an environment where teachers and staff actively include the voice, knowledge, and lived experiences of families in content?

*Leaders always consider current skills and areas of growth for staff to support action steps.

Activities, Practices, Policies (Cite source)

Person Responsible

People/groups to collaborate with

Timeline

Resources (what do you need to support this action)

Evaluation (How will you measure success?)

,

Notes:

(Family, School, Community, Learners)

Cornerstone 4: Alignment of Policy & Resources Across Identities (Race, ethnicity, language, (dis)ability, social economic status, religion, gender, social orientation)

Policy & Resources Levers for Equitable Learning Outcomes

Consider: In what ways do your polices and resources support proactive equitable engagement of families and communities in school (e.g. multi-tiered systems of support, discipline, Individual Education Plans, extra- curricular)

Actions: How and in what ways might a principal examine and re-write policy and redistribute resources to support an equitable family school engagement that promotes an inclusive learning environment?

*Leaders always consider current skills and areas of growth for staff to support action steps.

Activities, Practices, Policies (Cite source)

Person Responsible

People/groups to collaborate with

Timeline

Resources (what do you need to support this action)

Evaluation (How will you measure success?)

Notes: