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 you
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 according to the guidelines found in the APA Style Guide,
Family and Community Engagement Plan Template
[INSERT PLAN TITLE]
Purpose and Goal:
Methods of Communication
Rationale:
Volunteer Opportunities
Rationale:
Family Emergency/Crisis Response
Rationale:
Sharing Community Resources
Rationale:
Sources
,
© 2015. Grand Canyon University. All Rights Reserved.
Class Profile
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o -e
co n
o m
ic
S ta
tu s
E th
n ic
it y
G en
d er
IE P
/5 0 4
O th
er
A g e
R ea
d in
g
P er
fo rm
a n
ce
L ev
el
M a th
P er
fo rm
a n
ce
L ev
el
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Arturo Yes Low
SES Hispanic Male No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Med No
Bertie No Low
SES Asian Female No None
Grade
level
One year
above grade
level
At grade level Low Yes
Beryl No Mid
SES White Female No
NOTE: School
does not have
gifted program
Grade
level
Two years
above grade
level
At grade level Med Yes
Brandie No Low
SES White Female No
Tier 2 RTI for
Math
Grade
level At grade level
One year
below grade
level Low No
Dessie No Mid
SES White Female No
Tier 2 RTI for
Math
Grade
level Grade level
One year
below grade
level Med Yes
Diana Yes Low
SES White Female No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
Donnie No Mid
SES
African
American Female No Hearing Aids
Grade
level At grade level At grade level Med Yes
Eduardo Yes Low
SES Hispanic Male No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
© 2015. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g
e
L ea
rn er
S o ci
o -e
co n
o m
ic
S ta
tu s
E th
n ic
it y
G en
d er
IE P
/5 0
4
O th
er
A g e
R ea
d in
g
P er
fo rm
a n
ce
L ev
el
M a th
P er
fo rm
a n
ce
L ev
el
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Emma No Mid
SES White Female No None
Grade
level At grade level At grade level Low Yes
Enrique No Low
SES Hispanic Male No
Tier 2 RTI for
Reading
One year
above
grade level
One year
below grade
level
At grade level Low No
Fatma Yes Low
SES White Female No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level Low Yes
Frances No Mid
SES White Female No Diabetic
Grade
level At grade level At grade level Med Yes
Francesca No Low
SES White Female No None
Grade
level At grade level At grade level High No
Fredrick No Low
SES White Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
One year
above
grade level
Two years
below grade
level
Two years
below grade
level
Very High
No
Ines No Low
SES Hispanic Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
One year
below grade
level
One year
below grade
level Low No
Jade No Mid
SES
African
American Female No None
Grade
level At grade level
One year
above grade
level High Yes
Kent No High
SES White Male
Emotion-
ally
Disabled
None Grade
level At grade level
One year
above grade
level Med Yes
Lolita No Mid
SES
Native
American/
Pacific
Islander
Female No None Grade
level At grade level At grade level Med Yes
Maria No Mid
SES Hispanic Female No
NOTE: School
does not have
gifted program
Grade
level At grade level
Two years
above grade
level Low Yes
© 2015. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g
e
L ea
rn er
S o ci
o -e
co n
o m
ic
S ta
tu s
E th
n ic
it y
G en
d er
IE P
/5 0
4
O th
er
A g e
R ea
d in
g
P er
fo rm
a n
ce
L ev
el
M a th
P er
fo rm
a n
ce
L ev
el
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Mason No Low
SES White Male No None
Grade
level At grade level At grade level Med Yes
Nick No Low
SES White Male No None
Grade
level
One year
above grade
level
At grade level Med No
Noah No Low
SES White Male No None
Grade
level At grade level At grade level Med Yes
Sharlene No Mid
SES White Female No None
Grade
level
One year
above grade
level
At grade level Med Med
Sophia No Mid
SES White Female No None
Grade
level At grade level At grade level Med Yes
Stuart No Mid
SES White Male No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level Med Yes
Terrence No Mid
SES White Male No None
Grade
level At grade level At grade level Med Yes
Wade No Mid
SES White Male No None
Grade
level At grade level
One year
above grade
level Med Yes
Wayne No High
SES White Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level High Yes
Wendell No Mid
SES
African
American Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level Med Yes
Yung No Mid
SES Asian Male No
NOTE: School
does not have
gifted program
One year
below
grade level
Two years
above grade
level
Two years
above grade
level Low Yes
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