Family Involvement Project

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ECH 3063 Family Involvement Project

(15%)

This project is worth 15% (or about 150 points) of your grade. For purposes of evaluating your mastery of

NAEYC standards included in this project/course, you will receive Exemplary, Acceptable or

Unacceptable rating for each standard.

Part 1: Evaluating the Data

Summary of the Community

Using the data provided, write a summary of the community and family characteristics that are likely to influence the children in your school and how might these characteristics affect the children in your school? Be specific, focus on characteristics that make the community unique, and clearly connect the demographic data with the potential influence on children. NOTICE the point value. It is expected that you do a thorough job and that you bring in information from the class/text/articles to support your analysis

This will be assessed by considering how thorough you are in your discussion and if you overlook key characteristics that are clearly relevant to your identified community and how accurately you connect demographic characteristics to child impacts/influences.

Part II: Eps te in’s Six Standards

Now that you have a summary of your community/school, you need to apply the information to Epstein’s

Six Standards. For each of the standards, develop TWO priorities that your summary of the data suggests

needs to occur. Then for ONE of those priorities, develop an activity/policy/approach that could be

implemented in your school to address the approach. For example, your summary of the data might

suggest that you have a large portion of your families that your school is failing to adequately

communicate with. So a priority would be that you Increase the communication to ALL families; then

you would provide a detailed rationale (using the information from your summary of the data and the

research from the course) to support why this is a priority. For the activity, you might target this priority

and you might develop an activity for this priority – for example, you might develop a newsletter that is

going to be written in both English and Spanish (because your data supports that you have a lot of

Spanish-speaking families in your district) and it is going to be written at around a 5th to 6th grade reading

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level (because your data suggests that you have a lot of parents that have only a high school diploma or

less (which could suggest a lower level of readability), etc. This is how you need to support the activity

you choose. Make sure that for your priorities and for your activity that it links directly back to your data

findings, you can support with research/text/class discussion, etc., why this is important, and that you are

THOROUGH in your description. If you give only a brief sketch, then you will receive “brief” points.

This will take some time and some research on your part in order to justify your responses.

Do not jus t re pe at yours elf over and ove r. Think it through and be thorough.

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Eps te in’s Standard 1: Pare nting

Priority, Rationale and Activity

Priority & Rationale : Ide ntify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

Eps te in’s Standard 2: Communicating

Priority, Rationale and Activity

Priority & Rationale : Ide ntify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

Eps te in’s Standard 3: Volunte e ring

Priority, Rationale and Activity

Priority & Rationale : Ide ntify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

Eps te in’s Standard 4: Le arning at Home

Priority, Rationale and Activity

Priority & Rationale : Ide ntify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

Eps te in’s Standard 5: De cision Making

Priority, Rationale and Activity

Priority & Rationale : Ide ntify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

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Eps te in’s Standard 6: Collaborating with the Community

Priority, Rationale and Activity

Priority & Rationale Identify two priorities for your particular school; write a rationale for your

priorities that references the data provided to you.

Activity/Policy/Approach Describe an activity, policy or approach that could be implemented in your

school to help you reach your stated priority.

PART III - Pare nt Topic

Now you are ready to address the parent topic that you were assigned. For this assignment you will be

scored using the following rubric. A breakdown of the steps for this part are included below the rubric.

Your Pare nt Topic Should Contain the Following Ele ments

1. De s cription

Restate the topic that you were given with your packet. Include a minimum of two goals/objectives

that you hope to reach with your Parent activity. Describe how this topic supports the information from

your data summary of your school/community and how research (i.e., articles, information from the text,

class discussion, etc.) support your topic – in other words, why is this topic so important for your parents

that you need to ensure your parents receive this training?

2. Age nda

Plan the parent education activities to be a MINIMUM of 60 minutes and NO MORE than 90 minute s of planned activities, interaction, lecture, etc. Be sure that all activities can be directly linked back to your goals/objectives stated in #1 above. Include thorough descriptions of activities, etc.

EXAMPLE:

Math Magic Night

Introductions 6:00-6:05 (5 minutes)

Ice Breaker/Mixer – Math Magic Activity 6:05-6:15 (10 minutes)

PowerPoint on History/Importance of Mathematics 6:15-6:30 (15 minutes)

Etc.

Conclusion/Summary/Clos ing Activity ????-???? (10 minutes)

Evaluation (MUST INCLUDE) (5 minutes)

NOTE: The Evaluation is a quick survey having the parents rate your workshop. Probably use a Likert Scale – such as…

5

I more thoroughly understand the importance of Math in my child’s education 1 2 3 4 5

You include the directions for completing the evaluation.

YOU must include at least TWO types of media/technology within your methods/materials (i.e., above, one would be the PowerPoint) to receive full credit. You may use as many types of media as you choose. Remember, Media is widely defined and not limited to only audiovisual

3. Mate rials /Activities

For each of your points on your agenda, attach the materials/activities that you will need. For example, above you would attach a document describing HOW you will do the introductions. Next, you would attach a document thoroughly describing the Math Magic Activity (including any materials that might be included – such as a worksheet where they have to work as a team to find the “magic” number, etc... Next, you would attach the PowerPoint on the History/Importance of Mathematic, etc., etc. Ending with a copy of the Workshop/Meeting Evaluation. Attach any materials/handouts you plan on giving to your participants.

HAVE FUN, HAVE FUN, HAVE FUN

This is your opportunity to be creative. As a teacher, you will want to have your families involved and

you will want to have meetings/workshops, etc., where you bring them in for a time of fun and learning to

increase their child’s success in school.

Turning Proje ct In

 Please name your files so that it is easy to determine what they are. For example, if you have a

flyer, you name it Family Involvement Flyer Diana Williams (Family Involvement Flyer your

name).

 I will make several “assignments” so that you should have plenty of space to post.

 If you combine documents, please insert a page break at the end of one so that the next one starts

on a new page. Do not leave it to me to try and interpret where one begins and one ends.

 Please remember that you can use any program you want, but I have to be able to check/grade on

a PC. So, say for instance you create a video, make sure it is in a format for all computers

o If I cannot load it on my computer, I cannot give it a grade.

o For word processing – use Word

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This is the Entire Rubric

NAEYC Standards Exe mplary (10-15 points)

Acce ptable (4-9 points)

Unacce ptable (0-3 points)

Points

Candidate is able to identify

important demographic

variables that define the

community and likely

impact children’s

development and learning

(1, 9%) NAEYC2001-INI.

(Summary of Community)

All major and several minor

characteristics are addressed;

description indicates a clear

understanding of the

community’s diversity and

how those difference may

impact family involvement

Major demographics such as

income, education level,

language, and type of

occupation addressed; other

community characteristics

may be overlooked.

Community addressed as a

“whole” with limited

consideration of diversity

within the community

Not addressed or very

limited understanding

of demographics

provided.

_____/10

Candidate clearly and

accurately connects the

demographics to research

supported statements about

impacts/influences on

children’s development and

learning (1, 9%)

NAEYC2001-INI.2

(Summary of Community)

Answer demonstrates an

accurate and nuanced

understanding of community

demographics and their

potential impact on

children’s development;

major and minor influences

are addressed

Answer demonstrates a basic

understanding of the major

demographic influences on

children’s development;

major demographic

indicators are clearly and

thoroughly discussed while

minor ones are overlooked or

not clearly addressed

Statements are at best

generic; several

include either clear

misunderstandings or

stereotypical

statements not

supported by research

and theory

_____/10

NAEYC Standards Exemplar y

(30-36 points)

Acceptable

(15-29 points)

Unacceptable

(0-14 points)

Score

Candidate identifies

priorities that can help

develop positive

relationships between

teachers and families and

help families increase their

involvement with their

children’s education;

priorities reflect data (1,

9%) NAEYC2001-INI.2

(Epstein’s 6 Standards)

Priorities clearly and

accurately reflect the identify

Epstein type; priorities

support the development of

positive teacher/family

relationships and

family/school relationships

At least 5 of the 6 types are

accurately represented by the

stated priorities; at least 5 of

6 activities have potential to

improve teacher/family

relationships or family’s

involvement with education;

at least 4 of 6 rationales are

accurately connected to the

data

Not all 6 Epstein types

addressed; priorities

attributed to incorrect

types; priorities not

connected to the data

or inaccurately

connected to the data

_____/20

Activities reflect the stated

priorities, build family and

teacher involvement and

relationships, and have

research basis. (1, 9%)

NAEYC2001-INI.2

(Epstein’s 6 Standards)

At least 11 of the priorities

clearly reflect the related

priorities, have appropriate

research basis for

effectiveness, represent an

understanding of effective

activities, and reflect the

demographic characteris tics

of the families represented

At least 8 of the activities

clearly reflect the related

priorities, have appropriate

research basis for

effectiveness, and represent

an understanding of effective

activities.

Activities do not

reflect the priorities

and/or have limited

research basis for their

effectiveness _____/20

NAEYC Standards Exemplar y

(6-7 points)

Acceptable

(3-5 points)

Unacceptable

(0-2 points)

Score

Planned parent ed activities

match the stated objectives

and population (1, 9%)

NAEYC2001-INI.2

(Epstein’s 6 Standards)

Planned activities fully and

clearly match the stated

objectives and match the

participants; participants

should be able to achieve the

objectives

Most activities match the

objectives and the

participants; most

participants should be able to

achieve the objectives

Little if any match

between objective,

participants, and

planned activities _____5

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NAEYC Standards Exemplar y

(11-15 points)

Acceptable

(5-10 points)

Unacceptable

(0-4 points)

Points

Activities are well planned

and the planned sequence

flows well; activities are

likely to fit within the

planned timeframe (1, 9%)

NAEYC2001-INI.2

(Epstein’s 6 Standards)

As planned & presented,

activities should be

successfully implemented

because they are thoroughly

planned; sequence is

appropriate and flows well;

transitions between activities

and through the session are

planned and meaningful;

activities seem likely to fit

within the stated time frame

As planned & presented,

most activities should be

successful if followed as

planned; sequence is

appropriate and flows well

although transitions between

activities are not clearly

planned; activities could fit

within the planned time

frame, but seems likely to be

under or over-planned to a

small extent (less than 15

minutes)

As presented,

activities are not

planned well enough

to be implemented

successfully; No

understandable

sequence to the

activities; activities are

likely to either take

much short or much

longer period of time

than estimated

_____/15

Information provided to

parents is accurate and

appropriate; information is

referenced (1, 9%)

NAEYC2001-INI.2

(Epstein’s 6 Standards)

Information is recent,

accurate, appropriate, from

fully professional rather than

lay sources

Information provided is

generally accurate and

appropriate; resources are

limited and may include less

professional/lay sources

Information provided

has errors or

represents

questionable findings;

references are either

lacking or reflect

inappropriate/lay

sources

_____/15

Planned events are likely to

engage parents and involve

them (1, 9%) NAEYC2001-

INI.2

(Epstein’s 6 Standards)

Activities focus primarily on

active engagement yet

clearly support the stated

objective

Balance of activities is such

that parents are likely to

remain engaged, although

parents may be lost during

transitions or in long

activities

Activities are

primarily lecture

oriented and seem

unlikely to engage

participants

_____/15

NAEYC Standards Exemplar y

(14-18 points)

Acceptable

(5-13 points)

Unacceptable

(0-4 points)

Score

Quality of materials

provided to parents (1, 9%)

NAEYC2001-INI.2

(Epstein’s 6 Standards)

Materials provided not only

address specific activities of

the evening, but give parents

materials for follow-up at

home; materials neat and

professional

Materials match the planned

activities for the session, are

neat and professional

No materials provided

or materials have

writing errors, are

messy and unattractive _____/10

Writing and presentation (1,

9%) NAEYC2001-INI.2

(Family Involvement

Project)

No errors in writing or

typing noticed; materials

organized well and

professionally presented

No consistent errors but a

few minor grammar/typing

errors; presentation of

materials allows reader to

follow

Poorly written, many

errors (often consistent

errors), disorganized

presentation of

materials

_____/10

NAEYC Standards Exemplar y

(8-10 points)

Acceptable

(4-7 points)

Unacceptable

(0-3 points)

Score

Use of media and

technology (1, 9%)

NAEYC2001-INI.2

(Family Involvement

Project)

More than 2 types of media

used; technology fully

integrated into the activities

At least 2 different types of

media used; appropriate use

of technology

Limited

_____/10

TOTAL SCORE _____/150