Working with Families

EDUC/SPED 210

Working With Families

2 Credit Hours Spring, 2004

Professor: Perry C. HanavanClass Meeting Times: MW, 2:00-2:50

Office: Madsen Center 219Room: MadsenCenter, Room 257

Email: Office Hours: 10:00-11:30 a.m. MWF

Course Description

Working With Families is a course that will review the literature, theory, practice and applications of developing successful relationships between parents and the school community. Topics of study will include family involvement in child development, a historical perspective of family life and parent involvement, the family and the community, building effective relationships between home and school, communication and parent programs, collaborative leadership and working with parents, school based programs, home-based programs, working with parents of a child with disabilities and children in abusive situations.

Teacher Preparation Skill Development Activities

During the course you will learn specific strategies to work with culturally different families, single-parent families, blended families and homeless families. You will learn parent expectations for communication including the use of emerging Internet technology. In addition, you will learn specific instructional strategies to teach reading, writing and vocabulary in your classroom.

Course Text: Parents as Partners in Education, Berger, EH., 6th Edition, 2004.

Program Competencies

Learning Experiences

Class discussions
Lectures
Guest speakers
Student presentations
Community based classroom activities

Documentation/Grading

Two examinations will be given during the semester. Each test will include multiple choice, short answer and essay questions. Each test will be valued at 100 points.
Students will write a 5 page major paper from a supplementary book written by a parent/guardian of a child with a disability as the basis for the paper. The paper must include five references to primary resources from the literature as an introduction to the specific nature and impact on students of the non-traditional family setting, or on the specific nature and impact of students with a disability on the family. The paper will be due at the conclusion of the course. The paper will be graded for content and style using the APA writing manual. Due the Monday of finals week. (100 pts) (Paper 3)
Students will work in a cooperative learning group to read a book, research a family or professional resource to discuss how the theme of the book affects students in k-12 schools. The group will be required to do a fifty minute class presentation demonstrating their knowledge of the book, the impact of the selected condition on the family and school performance. A list of possible books is attached but, with instructor approval, you may select a book that meets the goals of the class. The presentation must include PowerPoint usage, a vocabulary enhancing activity and taught at the instructional level your group chooses. You will need to use elements of good classroom instruction and show evidence of your research to complete the project. In addition, you should include a strategy of teaching reading and/or writing in the content area you choose. Group presentations will be scheduled with the professor. (100 pts)
Students will be graded on participation in class discussion and cooperative learning groups. You will be expected to show evidence of your preparation and reading for the class sessions. (25 pts)
Students will be required to write four 1-2-page papers relating to specific topics that are embedded in the course content. Each paper will be graded using the six-trait plus one writing rubric. Cite the sources you used for each paper. (25 pts each)

Paper 1: Describe your family and what developmental activities influenced who you are today? (Text, Chapters 1 and 3) Due 2/27/04

Paper 2: Pick one: What are the characteristics of effective parent/teacher conferences or how do you conduct a meaningful IEP meeting or staffing? Due 4/28/04 (Rubric)

Paper 3: Write about a specific family with a child who has a disability or a family of a different culture. How will you work with the family in a school setting? Due 5/12/04 (Book Selection)

Paper 4: Write about the Family Rights and Privacy Act or the special education legislation, the IDEA Act of 1997. Due 4/21/04

Grading Scale

A 90-100

B 89-100

C 79-70

D 69-60

F Below 60

Suggested Portfolio Outcomes

Non-traditional family/child with disability research and profile project
Cooperative learning activity presentation materials
Writing and composition samples

Advanced Credit Objective (Not applicable)

Course Information and Policies

1. Required text:Parents as Partner in Education: Families and Schools Working Together (5th edition). New York: Merrill, 2000.

2. Attendance: Students who miss more than two class sessions without permission

risk final grade reduction of up to one letter grade.

3. Group Grades: the instructor based on peer evaluation, instructor observation, participation in-group activities and the class presentation, will assign Grades.

4. Late Work: Work is required to be completed on time. Arrangements will be made to accommodate students with illness or a valid reason for late work.

5. Students With Disabilities: Any student who has a verified disability should contact the instructor during the first week of class to make arrangements for necessary adaptations.

6. Academic Integrity: Guidelines printed in the Student Handbook will be followed concerning academic dishonesty. Students who intend to become teachers should never compromise their commitment to academic integrity.

Major Theorists for the Course

Eugena Berger (text author)

Class Sessions

2/9/04Course introduction, discussion of syllabus.

Setting specific syllabi choices, six-trait writing rubric

2/15/04Textbook: Chapter One (PowerPoint Slide Show) (http://www.childstats.gov/) (What do you think?)