Professional Documents
Culture Documents
Family Management Plan Pecot
Family Management Plan Pecot
1. Parenting
grade level or individual zoom meetings, provide translators and incorporate family
week. Due to Covid-19, many parents are not comfortable to meet face-to-face.
Incorporating monthly zoom meetings will keep families involved and updated on what
is happening in the classroom. The meeting will be held with all parents and teachers of
a level grade or individually. All parents are welcomed to sign up for these meetings.
During the meeting, teachers can go over the goals, objectives, and assignments of that
month. Parents are welcomed to ask questions. The meeting would be an hour long and
there would be a translator there. I feel that some parents are shy when it comes to
asking for a translator, so a translator should be at the meeting if there is an ESL family
in the classroom. The meeting is meant to provide support to families and build
relationships with families. A translator should be provided at all meetings; this includes
conferences, zoom meetings, and open houses. Communication with every family is
important. Every family should have the same opportunity to be able to support their
children. To help families support their children at home, the school can have family
week. Family week will allow one to two parents a day to sit in their child’s classroom.
There will be a sign up sheet for parents to sign up if they want to come. Many parents
do not understand the material their children are learning at school. Parents have
difficulties providing support at home with homework because they do not understand
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the material. If parents get the opportunity to sit in a lesson, they will learn the material
and different strategies to support their child. Not only will parents learn ways to
support their child, but also understand the teacher’s teaching style and classroom
expectations. For parents who cannot attend family week, a packet will be sent home
with tips and strategies that teachers used during that week’s lesson. These ideas are a
good fit for Mayfair because many parents want to support their children at home. It is
difficult for families to support their children at home when there are limited
opportunities for families to do so. By allowing these plans to happen, families will be
2. Communication
Have a face-to-face open house, send home a weekly agenda for all subjects,
and create a study plan for students. Due to Covid-19, there was not an open house for
the past two years, and parents did not get the opportunity to meet teachers and build a
relationship at the beginning of the school year. Some parents did not understand the
expectations in the classrooms that are set. The school should bring back the face-to-
face open house or virtual open house. Open houses provide opportunities for teachers
to build relationships with family members. It gives teachers the chance to gain parents’
support in the classroom. Parents will understand the classroom expectations from the
beginning. For the open house, it should include an “open house packet”. The packet
should include information about each subject that will be covered throughout the year.
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The curriculum plans/goals and a list of materials students will need for class should be
added. In the packet there will be a list of important phone numbers pertaining to the
school, different ways to reach the teacher, a list of resources offered by the school, and
an academic calendar. For parents who cannot attend, the packet will be mailed home
and sent through classroom dojo. Families will have the options to contact teachers
through phone call, classroom dojo, written letters, and home visits. The weekly
consequences of misbehavior, and provide community resources. For the most part, the
weekly agenda will stay the same. The only things that change are the announcement of
upcoming events and description of the unit with the goals/objectives. Another way to
support families and students is to create a study plan. The study plan will provide
information on what is expected on the test. Many students do not know how to prepare
for their assessments. The study plan would be sent home a week before students take
their assessment. For example, a math study plan the problems will be pulled from
students homework, problem set, and exit tickets. These practice problems will prepare
students for their math assessment. The problems will be broken into five days of
studying. There should also be an answer key for parents to check for the correct
answer; under the answer there should be work shown on how to complete the problem.
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At Mayfair, there are students who are identified as ESL students. For ESL families,
their face-to-face open house should provide translators. The open house packet, weekly
agenda, and study plan should be translated in their home language. These plans are
ideal for Mayfair Laboratory School because Covid-19 has lowered family involvement.
Many parents do not feel comfortable arriving on campus. While there are parents who
cannot be involved as much due to work.These engagement plans are other ways for
teachers to keep parents involved in the classroom without face-to-face contact. It is not
only important for students to feel welcomed, but also families should feel welcomed
too.
3. Learning at home
A learning plan that can be appropriate for kindergarten through 3rd grade is to
have students read at home. Students are encouraged to read at home at least 15 minutes
a night. Currently teachers send home reading logs for students to fill out after they
have read for 15 minutes. The log only requires the name of the book and a parent
students actually read every night because it is just a reading log. Instead of a reading
log, a reading pacing guide will benefit teachers and students. Some students are also
choosing books that may not be on their reading level. Before students are given a
reading pace guide, there should be books provided for students. Teachers can make
sure the books that are chosen are appropriate for each student’s reading level. The
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reading pace guide will include how many pages are recommended to read each night
and a place, the name of the book, and a place for parent initials. On the guide it will
ask students to identify the setting, characters, problems, events, and solutions. The
pace guide is meant to improve students’ problem solving skills, language skills,
cognitive skills, writing skills, and reason skills. This plan is beneficial for teachers
because they can see if students are reading, identify their strengths/weaknesses, and see
improvement. As for students, the pacing guide is meant to promote students’ problem
solving skills, language skills, cognitive skills, writing skills, and reason skills. Parents
are also encouraged to be involved with the reading pace guide. Parents can ask the
questions and help students think about the questions. They can also ask students to
summarize the book they read. All of the questions on the pacing guide are meant to
help students summarize the text. The reading pacing guide is beneficial for students at
Mayfair because there is a small amount of time dedicated for students to read during
class. Students need to continue to read to promote different skills. If they do not
continue to read to comprehend the text, it will affect other developmental domains. For
example, some students in 3rd grade have difficulties with word problems in Math.
They are reading word problems but not comprehending what is asked of them. On
tests, exit tickets, and problem sets students are making careless mistakes due to them
not comprehending what is asked or not following the directions. The reading pacing
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guide will help build the foundation for other subjects such as Math, Science, ELA, and
Social Studies.
Additionally, to promote students learning at home teachers can send home a list
of free resources and send resources home to students. The list of resources will provide
resources for all subjects. It can include videos, online reading, and educational games.
For families who do not have access to technology, teachers can provide a list of free
community resources and send home magazines and books. Free community resources
can be library events, museums, parks, and festivals. All of these resources will
encourage family involvement and help students gain personal experiences. Especially
in Science and ELA, students are encouraged in their writing to recall information from
the text and recall from experience. Teachers can attach a resource list with a quick
assignment for students to complete weekly. Depending on the grade level, students will
be asked to write or draw about one new thing they learned about this week. Of course
for ESL families, these resources and directions would be in their home language.
Mayfair has students that come from all different backgrounds. The list of resources are
meant to give all students the opportunity to learn at home in different ways. The
resources provided would promote students’ social, emotional, cognitive, and language
skills.
The last learning at home plan is to provide a list of learning at home activities.
Learning at home activities will provide a list of activities for families and students to
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do together or alone. With the list, it should include questions or word problems parents
can create. ESL families should have a copy with their home language sent home. The
supplies for these activities would only use resources from home. An appropriate
activity for students from grades kindergarten through 3rd grade is adding, subtracting,
multiplication, and division. The instructions for the activity is to find supplies they
have at home to complete the activity. Families can use beans, markers, glue sticks,
shoes, etc. Once families have gathered their supplies, they can use the objects to help
provide a visual when students are adding, subtracting, multiplication, and dividing.
Parents can give their children 8 markers and then ask “How many markers will I have
left if I take away 3 markers?” A simple activity like this will help students memorize
their math facts. Some students are not memorizing their math facts. When students are
trying to complete a word problem, some students are getting it wrong because they
could not recall their multiplication facts. This at home learning would promote
4. Volunteering/School Engagement
Volunteering and school engagement can be very important and fun to become
involved in your school. Especially for families, these can be used as family support,
parents look for these each year, and even year round, because this is a big way they
make their own friends and build relationships within the school. Many parents and
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families want to get involved in the school that their child is in. Just like how their child
is building relationships in school, they want to get to know the school as well. Some
examples of some volunteering ideas that could be placed in the school is for extended
day. I have seen an overflow of children in extended day, with not enough adults. It
would be a very big help to have volunteers in the school for this reason. Also, the
parents and family members could be these volunteers to limit the strangers coming in. I
also had this idea a few months ago, but I think that there should be a club with both
parents, family members, and teachers. I think that just like any club, they could have
regular meetings. However, due to adults’ very busy schedules, I do not think that they
need to meet that often. I believe that this club could take place in each classroom, and
the correct family members will meet with the teacher of their child. In the club, they
could discuss statistical data of their children and what will be taught this month. The
teachers could be open-minded to input the family members have to what they think
should be changed/added. I know that this can be a heavy load, but I know if I was a
club/association, with the parents and teachers all together. They would all meet and
discuss concerns and bring them to the administrators towards the end of the meeting.
This meeting could be held once every few months, as a check-in to see how everyone
believes the school is running. Even though this seems like a lot, I think it is important
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because the administrators need a check in from time to time. The principal, and the
secretary, etc., are running the whole show behind the scenes and not many people get
to share their feedback that they have, even though they may have a big opinion of it.
For this reason, I feel that there should be some school engagement with this to discuss
5. Decision Making
decision making is just as important. In Mayfair Laboratory School, already parents are
communicative with each other and the parents of the student in whom they need to
make decisions for. The teachers will wait until the parent says something in order to
make a decision on for what to do. For example, in my class, Student A has had a
difficult school year trying to get used to non-virtual schooling. He has struggled and
been through the ringer. He is not used to not having his hand held during every
assignment, and having to pay attention so much in class. His mother helped him
through everything on her own. This is okay, however, it has had a humongous
negative impact on his grades. He is close to failing each subject, and my mentor has
tried numerous things to help him. We have had three meetings with his mother, the
principal, and the school counselor for intervention on help with him. The mother has
had a lot of decision making with his schooling now, so she receives copies of his tests
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and quizzes before taking them, as well as being in charge of all of his homework
assignments. The teacher does not want him to fail, so this is why we have been
I agree that families should have a big role in their child’s schooling and
decision making. However, I also believe a teacher does know what they are doing, and
just needs some support at times. This is why I believe only when it is necessary should
a parent have more control over decision making in their child’s schooling than the
teacher, like for this case. In general, I do believe a teacher should go to the parent
before serious and even mild decision making, to see if they would follow the same
partners: East Baton Rouge School System, and Louisiana State University (The
School do many projects together. For example, LSU sends many environmental
projects to do in the garden with the students. They help Mayfair build the bridge of
STEM, We regularly have a few projects with them throughout the year, and they
provide the funding, and even sometimes the set up of these projects in our garden.
They provide all of the necessary tools and instructions, as well as even a guide for why
to Mayfair Laboratory School would be a foodbank, and a homeless shelter. I feel like
both these partners would be beneficial to have in public school, where many of the
students are from a lower/middle class. The foodbank could forge a beneficial
relationship by providing free food for families in need, like on some days where it is
harder than others to cook for their family. The homeless shelter could be a good
community partner for the same reason, but for clothes and basic needs. I have not
heard of many schools partnering with a homeless shelter, but due to an ever growing
need of families to be able to provide for their families, this would seem beneficial.