INTASC Principle 10
My Artifact:
I am a registered Girl Scout and I am available to be involved with local troops. I have created several Epstein’s Family Involvement Action Plans (see below) that are important for my class.
One-Year Action Plan to Create A Community of Cultural Diversity
Type 1 Handouts will be given to parents at the beginning of the year about the different cultures represented in the community and the school as well as handouts on tolerance and cultural diversity. Links to other resources advocating cultural diversity will be provide.
Type 2 All Handouts sent home will be provided in English and the language spoken at home. Upon request there will translators available at all school functions: conferences, workshops, recitals, meetings and more.
Type 3 Throughout the year, parents and children will collaborate to demonstrate/share something that is culturally unique to their family, such as recipes, traditions, songs, games, clothing or an artifact and it’s importance. Students will be able to ask questions about the cultural heritage.
Type 4 Parent and student will put together a culture book, specific to the students heritage, including: family tree, write up of family traditions, photographs, recipes, games/songs, clothing style, interviews conducted with at least four older family members, a list of birth/marriage/death dates, and any other components they find that they would like to share/include.
Type 5 A PTO/PTA sponsored meeting for teachers and parents to discuss and collaborate on activities and events that can teach students tolerance and cultural appreciation.
Type 6 Children will take field trips to another community and share their heritage books that they have made, with other students and parents. They will learn about different cultures and ethic backgrounds not represented in their community as well as those that are. This will involve their students in their community as well as widen their community.
One-Year Action Plan to Prevent Bullying
Type 1 Handouts will be given to parents at the beginning of the year about how to identify children who are bullied and/or bullying. Practical tips on how to approach this subject with their child (for all grade levels) will b distributed. Links to other resources on prevention of bullying and self-esteem building will be provided.
Type 2 Copy of school’s code of conduct with feedback and question form will be provided to parents. Any signs of bullying behavior will be reported to parents through face to face conversations or telephone calls.
Type 3 Parents volunteer to monitor at bus stops and on bus-rides to and from schools, any questionable behavior will be reported to schools and parents. Workshops for parents to train them on signs of bullying and how to approach the matter with their child, and another child’s parent.
Type 4 Parents and students review the school’s code of conduct. Discuss self-esteem. Generate list for class with parents regarding proper steps to take in a bullying situation, including whom to report it to, what details to include and what should be done next.
Type 5 A PTO/PTA program on raising children’s self-esteem with a discussion following the meeting. Student, parent and teacher group discuss the bullying issues in the school/community and give feedback on the schools code of conduct and bullying prevention programs in place.
Type 6 Children take a fieldtrip to a team-building/challenge confidence course and work together as a group on many different activities. Team-building activities will be continued in the school, with guest speakers, visitors and parents leading. This will support the community and the students
One-Year Action Plan to Improve Reading Skills & Habits
Type 1 Handouts will be given to parents at the beginning of the year about how the class will improve their children’s reading skills. I list of ideas that can get children reading at home will be sent home, reading aloud recipes while cooking, newspapers, magazine, books, cards, letters and more. Parents are encouraged to let the children catch them reading at home, parents are to model good reading habits.
Type 2 Parents will received an updated list of books, that their child has read in school as a class and individually. A list of questions that parents should ask their child about the literature they read and it will provide as a template of discussion.
Type 3 Recruit and train parents to become reading buddies with students and to run book discussion groups. Students will read to a parent (other than their own) and a parent will read to a student (other than their own). Parents will be trained on how to help develop good predicting and story analysis skills.
Type 4 Parents and students will set aside 20 minutes a day where they will sit side by side and read, individually, a book of their choosing. There will be a log provided where book title and page numbers accomplished at each sitting will be recorded.
Type 5 A PTO/PTA sponsored reading Olympics will be held, parent and students on each team. Parents on each team are responsible for encourage children to keep up on reading and to facilitate the circulation of the books on the provided reading list. At the end of the time allowed to the event, a quiz match on the books will be held at the school., refreshments will be provided.
Type 6 Children will attend reading groups at the local library, older children will facilitate lower level groups in addition to participating in their own. Class field trip to the library, where children will be taken on a tour and taught how to use the library reference guide. Each child will sign up for a free library card, and will create a list of books on interest which they will start to check out from the library.
Contact Me:
Missd@missdsclassroom.com
Last Updated:
1 May 2006