Embedded Files
Module Two Review
Module two has emphasized the importance of developing authentic relationships with student and family communities as part of your role as an educator. This module shows how meaningful connections can transform classrooms, families, and contribute to an overall school culture focused on reciprocity, trust, and community expectations. To support your ongoing action, we have included a Padlet discussion board, where you can engage in questions about the modules with other educators.
The Taking Action extensions are learning opportunities designed to reimagine what showing up in your schools looks like. Although these extensions are structured to be done asynchronously, we encourage you to keep in mind conversations with colleagues and consider consulting with others as you navigate these assignments.
The assignment for this taking action is: Creating a Student. Family, and Community Engagement Plan
Optional Assignment: Discussion Board Exercise
The following exercise(s) and materials are provided with time estimates, set as a general benchmark for completing each portion of the 'Taking Action' extension. Time estimates reflect what you will be given clock hours towards in completion of non-optional assignments, but encourage you to take your pace to meaningfully engage with each interactive section of the page below. Work not submitted directly through TPS-reviewed forms will not go towards these hours (including Padlet discussion boards).
Creating a Student, Family, and Community Engagement Plan
(est. 2 hours)
Assignment Prompt
In module two, you were asked to look at how focusing on relationship building is part of building a dynamic classroom/school/site centered in community. The following assignment asks you to think creatively on how to encourage student success by creating a plan that can support effective outcomes, and their limitations. Once you have completed this exercise, you should walk away with a method of building inclusion, belonging, and communication that you can both imagine and implement in your learning environments.
For those who completed the Self Reflection exercise in 2.3 for Social and Emotional Learning Standards/Benchmarks, they could be helpful to reference during this assignment.
You will identify an authentic school achievement goal based on your school's context and data. As a point for guidance, check out the Tacoma Public Schools' Strategic Plan and its goals that identify individual, community, and systemic priorities for the district.
Use your imagination to design a Student, Family, and Community Engagement plan -- at the school wide level, building team level (grade level, department, or PLC), or classroom level. Design the Engagement Plan following the template below. Include how your plan promotes improved student academic achievement reflecting deeply upon relationships, communication, and service as discussed in Module 2.
3. After developing a plan, vet it against the *Equity Lens (2016) by answering the following questions:
Who are the groups affected by this plan? And what are the potential impacts on these groups?
Does this plan ignore or worsen existing disparities or produce other unintended consequences?
How have you intentionally involved stakeholders who are also members of the communities affected by this plan? Can you validate your assessments in 1 and 2?
What are the barriers to more equitable outcomes? (e.g. mandated, political, emotional, financial, programmatic or managerial)
How will you (a) mitigate the negative impacts and (b) address the barriers identified in question #4?
*You must be logged into Microsoft/TPS internal account to access the Equity Lens link.
Engagement Plan Template
Once you have completed the above, upload your plan in the link below. Be sure that your plan follows this format:
Your name
Plan Title
Identified School Achievement Goal
Plan Description that answers the following questions:
What is going to happen?
How are you intentionally promoting inclusion and belonging, building relationships?
What is your communication strategy about this plan and its implementation?
Who is served by this plan?
Intended Outcomes
Action Steps/Timeline
Stakeholders
Resources
Potential Limitations/Constraints
**File name: First initial, Last Name_EngagementPlan_ModuleTwo
Please submit files in .pdf format.
Note: You may need to sign into Microsoft/TPS accounts to submit work through the form.
Discussion Board Exercise
(optional)
Answer questions or be in conversation with other educators completing module two through discussion board site, Padlet. You can respond directly by creating a new post with the "+" button. If you want to respond directly to another person's comment, you can reply directly under their post.
Please answer the prompts with a minimum of 2-3 sentences (comments included), and aim to directly answer at least two questions or comment posts.
Norms for Padlet Engagement
Respond directly to the question prompts provided.
Communicate with respect between yourself and others who have posted/will post onto the discussion board.
Remember Intent versus Impact: Review your writing ahead of creating a new post or responding to another-- Did you convey the message you were looking to emphasize ahead of publishing? Does it create room for engagement? How would someone outside of your view perceive what you contribute?
Review what has already been posted ahead of writing a new post -- This is a great opportunity to engage with another's response without creating repetition on the comments board.
Refer back to our Community Agreements about general expectations in navigating modules exercises.
This discussion board has been created for the sole intent of engaging thoughtfully with community utilizing the questions from the CCDEI Modules. Participation is highly encouraged but not required for clock hours. CCDEI Site Moderators include University of Puget Sound staff members and Module Co-developers. They have the discretion to remove comments that are irrelevant/inappropriate or might be harmful within the threads.
Confidentiality Note: We recognize how personal these responses could be, and we want to assure you that your comments and posts will only be used to fulfill module requirements for Tacoma Public Schools. Self-publishing onto Padlet grants permission for your response to be on the public-facing platform for other TPS educator responses and engagement.
Please contact Justina Johnson (contact information at end of the page) with any questions regarding privacy of completed CCDEI extension materials.
Discussion Guide
Discussion Guide
After you finish the modules, please use this guide as a way to navigate conversation between yourself and others who have completed these modules. These questions were made to prompt further thinking and discourse surrounding the specific standards and how you or those around you fit into them.
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