Involvement Plan

A) Daily/Weekly
Communication

Why youve
included it

How its
supported by
literature

1. Make a checklist for

weekly parent contact via
text/email/phone call

It is easy to
remain
in
contact with
certain parents
that
remain
engaged but I
need to make
sure I am
reaching out to
all
parents/
guardians of
my students.
Having
a
checklist will
allow me to
remember who
I have yet to
speak
with
about
both
positive and
negative

Delpit (2012)
discusses that
the
most
impactful
teachers were
ones who took
time
to
understand the
families and
culture
the
student comes
from.
When
this
relationship is
established, it
is important to
remain
engaged with
families
to
share progress
with them.

How its
supported
from your
experiences
and
knowledges
Just
from
teaching this
past summer, I
realized
I
would speak to
the
same
parents all the
time.
From
this
experience, I
want to make
myself
available to all
parents, even if
some
are
difficult to get
in contact with.

How its
welcoming

How its

By keeping in
constant
communicatio
n
with
families, I am
showing
families that I
care about not
only
the
student
but
also the family
that he or she
comes from.

By speaking
with parents,
we
can
address any
concerns that
we want to
work on with
the student.
We can also
celebrate
student
successes
together.

collaborative

How its
culturally
relevant

How its
proactive

By
understandin
g
families
and
what
cultures/
experiences
they identify
with, I am
exemplifying
my genuine
curiosity and
care for my
students.
This allows
me to build a
relationship
with
my
student.

Despite my
busy
schedule as a
first-year
teacher and
graduate
student,
I
need
to
remind
myself
to
make
time
for the people
I serve.

2. Notify
parents/guardians of daily
homework
assignments/grades/updat
es via Engrade and
student shout-outs in
weekly newsletters

behaviors.
For
parents
who I cannot
connect with
due scheduling
conflicts, an
online
resource such
as
Engrade,
will
allow
parents
to
remain
involved
in
their students
academic life.
They
can
check in on
student
progress
at
any time of the
day. Or if they
do not have
internet
access,
they
can
keep
updated
through
newsletters.

We begin to
fall
into
dysfunctional
teaching, by
allowing
ourselves
to
settle for less,
as long as
things are not
bad as it could
be, rather than
holding high
expectations
of what it
should
be
(Edmin, 2016,
p. 41).

During
the
summer,
I
realized how
one phone call
or an update
about
academic
performance,
allowed
parents
to
encourage
students in a
way I could
not. Instead of
giving up on
students
because
I
cannot
help
them on my
own, I need to
allow families
to join me in
holding these
high
expectations
for the child.

This method
allows another
way
for
families
to
remain
involved
in
student
assignments
and
making
sure students
complete
necessary
coursework.
It also helps
them
experience the
life of our
classroom
through
weekly shoutouts
and
updates.

One way to
prevent
ourselves
from
lowering
expectations
is also by
having
parents stay
accountable
for
our
students by
checking
grades
or
assignments
online.
Parents and
teachers can
collaborate
as one team
to
work
towards
student
achievement.

This
is
culturally
relevant
because
sometimes in
low-income
communities,
not
all
parents have
time
to
remain
in
contact
during school
hours.
Online
resource is a
great tool but
I also have
considered
that not all
families may
have internet
access, which
is why I want
to use both
options
to
update
families.

I used to get
frustrated as
a
student
when
my
teacher was
not
timely
about
updating
grades. I will
take
advantage of
my
prep
periods
to
keep grades
updated, so
students and
families are
aware
of
student
progress.

B) Roles for family

participation

1. Invite families into any

cultural activities, events,
field trips to chaperone or
help plan and organize
(ex: cultural potluck,
after-school games,
shows)

Why youve How

its How
its
included it
supported by supported
literature
from
your
experiences
and
knowledges
This is a fun Delpit (2012) Food and field
way
for discusses that trips
were
families to get the
teachers always
my
involved
most
favorite way
during school successful at about getting
events. It is a connecting
first-hand
time that I can with students experience
meet families understood
about different
in person other their cultures cultures. This
than parent- and what their is a fun way
teacher
home
lives for families to
conferences,
were like.
allow us to
in a more
learn
from
lively
and
them and for
dynamic way.
them to see
Furthermore,
what the class
when families
their
child
help plan it
attends is like.
includes them
to contribute
more than if
they were just

How
its How
its How
its How
its
collaborative culturally
welcoming
proactive
relevant

Even
if
families
do
not
participate, it
is always nice
to
invite
people
to
contribute
their
expert
knowledge
about
the
culture they
take pride in.

This builds a
community
of learners
in
which
everyone is
learning from
each other. It
is no longer
teacher-led
but families
getting
involved
with
the
students
class.

By
welcoming
families into
these events,
families can
demonstrate
their
personalities
and beliefs. I
can
gain
more insight
of
what
makes
the
student who
he or she is
and help me
relate to the
student
in
class in a
more
personal way.

Some
families may
never
be
asked
to
come
into
school other
than
for
conferences
or meetings.
This is a
more
engaging way
for parents to
become
involved and
for me to see
how parents
interact with
their child.

2. Invite families to
engage in racial literacy at
home by sending familyfriendly
newsletters/articles about
the importance of racial
literacy and the effects it
can have on the wellbeing
of their child.
The newsletters or articles
will include prompts or
ways of beginning these
conversations such as
with an anecdotal story.

supervising.
Stevenson
(2014)
discusses the
importance of
racial literacy
in
the
classroom and
at home to
prepare
our
students
to
advocate for
themselves
and
communicate
their emotions
effectively.

With
the
fellowship of
parents,
families, and
community
members,
educators can
promote
productive
conversation
in
which
students can
problem-solve
through
dilemmas,
partake
in
storytelling,
journaling,
role-playing,
and
become
assertive
in
standing up to
racial
injustices
(Stevenson,
2014, p. 173).

When I was
younger and
used to hear
racial slurs, I
was
pretty
upset
and
shocked that
strangers could
speak to me
and my family
that way. I felt
devalued that
there
was
nothing
we
could do about
it but move on
with our lives.
My
parents
never
discussed
bigotry
and
microagression
s and as a
result, I moved
on thinking it
was a part of a
minoritys life
to be slighted

Although
racial literacy
discussions
are not easy to
have, inviting
families to do
so will help
families
understand
that bigotry is
not a fight
they have to
fight alone. I
am
equally
invested in the
students
socioemotiona
l
wellbeing
and want to be
able to carry
these
discussions
with them as
well.

Before
asking
parents
to
hold
these
conversation
s, I would
explain
to
families
ways
to
begin these
discussions if
they
are
unsure (like
my parents)
what
it
looks/sounds
like. I want
to also invite
them to share
any effective
methods that
they
used
that I could
pass along or
use
to
facilitate in
my class.

Engaging is
racial literacy
is one of the
most explicit
ways I can
show that I
am
an
advocate for
standing up
to injustices.
If a student
celebrates a
different
culture than
me,
I
understand
that that is
when I step
back
and
learn
from
what
they
have to say.

Racial
literacy is not
discussed as
often as it
should.
Some
teachers may
be
uncomfortabl
e
because
they believe
they should
remain
color-blind.
As a minority
myself,
I
want
to
proactively
demonstrate
that
we
should
be
celebrating
colors
and
not remaining
ignorant to
the
adversities
minorities

3. Ask parents/guardians
to keep students
accountable at home with
homework/school
appropriate behavior by:
checking agendas
for homework
online portal for
grades
helping students
understand why
inappropriate
behavior disrupts
learning if I have
to call home

Sometimes
due to my
passion
for
students,
I
want to hold
their
hands
and
support
them through
everything.
But a warm
demander and
coach knows
that
the
teacher cannot
assume all the
responsibilitie
s.
An
effective
teacher is not
one who takes
on all the work
but
knows
how
to
incorporate
families
to
carry their part
as well.

LadsonBillings
(2009)
talks
about ways to
be an effective
coach,
meaning that
they
allow
students and
families
to
share
the
responsibility
of obtaining
excellence for
the child.

in that manner.
This
past
summer,
I
immediately
saw
how
parents
and
guardians
could
help
bring students
back on track
when
they
were
falling
behind
(behaviorally,
academically).
Although I do
not know what
conversations
took place, I
could
definitely see
the effects on
student
behavior and
effort. I need
to
remind
myself
that
parents are a
crucial key to

Inviting
parents
and
guardians to
help
is
welcoming
because
it
creates a team
relationship
with
the
teacher.
Instead of us
being
two
separate
authorities in
the students
life, it makes
more sense for
our
expectations
and purposes
to be aligned
for
the
student.

Having
parent
and
guardian
support
is
key for our
students
success. We
can
affect
different
areas in the
students life
that the other
may not have
authority or
experience to
execute well.

There
definitely
may
be
cultural
differences in
what teacher
or
parent
believes
is
best for the
child or in
which way to
achieve that
goal. But the
most
important
reminder is
that
both
teachers and
parents
are
solely
invested
in
what is best
for the child.
Collaboration
is
then
especially
important for
us to discuss

face.
In order for
the teacher to
ask parents to
continuously
keep students
accountable,
the teacher
must
consistently
reach out and
have
that
relationship
with
the
parent.
No
parent wants
to only be
contacted
only
for
negative
discussions
about
the
student.
Having had
that
solid
relationship
will
allow
this process
to
go

their success.

C) Getting to know your

students in and out of
the classroom

Why youve How

its
included it
supported by
literature

1. Take advantage of
teachable moments in
class to discuss culture,
current events, racism,
identities, post-secondary
education

Sometimes as
educators, we
get caught up
in
solely
teaching
content
that
we forget to
teach students
as
whole
people. I want
to provide a
safe space for
students
to
have
the
chance
to
discuss
cultural issues
and connect

In
Carters
(2013) text, he
discusses how
studies have
shown
that
culturallyrelevant
teaching has
demonstrated
a correlation
with increased
readingcomprehensio
n, self-esteem,
writing
performance.
Delpit (2012)

and arrive at smoothly.

a deliberate
and mutual
understandin
g.
How
its How
its How
its How
its How
its
collaborative culturally
supported
welcoming
proactive
from
your
relevant
experiences
and
knowledges
My
favorite This
shows Moments
If there is an Although
moments in the students that such as these instance that time
is
classroom was school is not are
most someone has always
when
my only
about beneficial
been hurt by limited in the
teachers spoke achieving high when
all a
classroom, I
to the class on grades
and participants
misconceptio want to take
a human level. completing
are engaged n
in
my advantage of
It helped me assignments.
and
classroom or all
see
my They can be participating. in society, I opportunities
teachers as real learning about Everyone
would like to that I can
people
and different
should feel address the bring
allowed me to contexts
like a part of issue. More culturallyconnect
and besides math our team and often,
the relevant
trust
them and
these that they are misconceptio issues
into
more than I teachable
able
to n is relatable the
had before. I moments can respectfully
to a larger classroom. I
was
always be a time for and
bias
that want students
shyer speaking my students to productively students are to
connect

2. Use student surveys/

Do-Now activities to ask
fun facts, get-to-knowyou questions and
incorporate them into
word problems, examples,
stories to shout-out
students while teaching

with them on a also discusses

more personal the importance
level.
of extending
student
connection to
all parts of
self,
developing
student
identities
holistically.

up in class but
these
were
moments when
I loved to
participate
because I felt
like my voice
mattered.

connect with
me,
themselves,
and
their
community.

contribute
their
knowledge
and
experiences
with
the
class.

I want the
students
to
personally
teach me and
their
peers
about
their
own cultures
instead
of
living by the
narratives
created
for
them.

During
summer
Institute, my
Curriculum
Specialist
asked us to
write down fun
facts
about
ourselves and
used
those
facts to cold
call
us
to
participate. I
really
liked
this
method

These
activities not
only allow me
to get to know
my students
little by little
every day, but
it also helps
facilitate the
familial
culture I want
for
my
classroom.
Students can
become more

Although this
is not a huge
task,
I
believe these
methods will
bring joy into
my culture. I
want
the
students to
know that I
care
about
their
identities.
Since
they
are at the age

Christensen
(2002)
demonstrates
an activity in
which
she
includes
students
directly into
their content
material while
embracing
their identities
and learning
about
their
peers.

not
consciously
aware of. By
teaching them
about
stereotypes, I
hope
they
will be more
open-minded
and pushed to
think about
life outside of
the
classroom.
This segment
allows me to
see who the
students are
in my class
and
direct
them
accordingly.
I want the
students
to
feel proud of
who they are.
Many times
this
is
forgotten

how
their
lives fit into
the
bigger
picture and
how
to
advocate not
only
for
themselves
but
their
peers
and
people
different than
themselves.
I need to
creatively
plan
these
types
of
activities into
my
lesson
plans. I do
not want to
just present
lame surveys
or examples
but think of
truly
engaging
ways for the

because
it
helped us to
get involved as
well as show
others
who
identified with
that statement.

D) School community
outside of classroom

1. Participate in schoolled community service

activities and get students
involved, or even better,
to organize/lead them

Why youve How

its How
its
included it
supported by supported
literature
from
your
experiences
and
knowledges
I want to bring Numerous
Community
my
class research
service
was
outside of our agrees
that what
truly
physical
students that shaped me into
classroom,
are
the individual I

connected to
their learning
and feel proud
to share a part
of themselves.

that they are

discovering
their
identities, I
want
encourage
them explore
pieces
of
who they are.

about during
learning and
students
easily check
out. I want
them to see
that I am
invested
in
them as they
are the ones
who
create
the vibes of
our classroom
culture.

students
to
think deeper
about
the
pieces
that
create them.

How
its How
its How
its How
its
welcoming
collaborativ culturally
proactive
e
relevant

Students love
field trips and
community
service trips or
activities are a

Although I
will help lead
these
functions,
this is a great

This is a great
way
for
students
to
work and get
to know their

I want to
show
students how
they
are
directly

2. Organize a field-trip or
culture-based activity in
which students can firsthand experience culturally
relevant topics discussed
in class

where we can
engage in a
different type
of learning. I
also
want
them
to
engage
in
extracurricular
activities
in
hopes that this
could be an
activity
that
the
students
can
find
enjoyable and
partake
on
their own.

consistently
involved
in
extracurricular
activities earn
higher grades,
show higher
self-esteem,
and
display
more
selfcontrol
(Duckworth,
2016, p. 225).

Hands-on
learning is one
of the most
effective ways
to truly digest
learning.
When students
experience the

One of the
consequences
of
standardizatio
n has been that
students
are
less likely to
connect their

am today. It
helped me to
experience
realities
outside of my
own, and find
a new person
in myself. I
began
to
understand the
world in a
different way
and how I fit
into it. I want
the students to
have this same
opportunity
while
also
giving back to
their
community.
Speaking
to
other people
who
are
knowledgeable
about
their
own field is the
most
interesting way

productive
way to spend
our time. It is
also a chance
for them to
show love for
their
own
communities.

way
for
students to
take control.
They
can
develop
leadership
skills
by
organizing
events,
talking
to
community
members,
and
demonstratin
g teamwork
to
accomplish
tasks.

By
sending
our students
out into the
world, others
can also learn
about
our
Gratz student
community.

When
students see
for
themselves
the topics we
discuss
in
class,
they
realize why

communities.
When
students get
to hear stories
of
other
people, it is
an
opportunity
for them to
reflect
on
themselves
and how they
can
impact
others.
I
truly believe
in
the
importance of
serving others
as a great
way to also
find oneself.
There is no
better way for
students
to
comprehend
the reality of
the
world
unless seeing
how it affects

related to the
community
that
raised
them. I also
want to show
them another
way to get
involved with
productive
activities
outside
of
school
to
build
confident
leaders and
find a healthy
outlet
for
stress.

By
immersing
into
these
trips
or
activities, the
students
begin to learn
why
other

physical
culture
and
learn from its
community
members, they
gain
a
perspective
they may not
have otherwise
had the chance
to obtain.

academic
work
with
local activists
and
cultural
legacies,
a
historical
awareness that
is essential to
their
selfdefinition as
vital members
of
their
community
(Campano,
2007, p. 111).

for me to learn.
I love hearing
from experts
whether it be a
student from a
certain school
or a wellknown
research
professor.
People always
have
something to
contribute and
it is important
for students to
understand that
experts does
not only mean
people
with
degrees
or
fancy titles.

We can show
them that we
care
about
whatever
valuable
experience
they have to
offer us.

everything
we do or talk
about has a
purpose. If it
is something
that
they
students
identify with,
it is also a
way for them
to stand as
experts
in
front of our
own
class.
We are being
open to all
peoples
cultures and
lives which
will create a
trustful
atmosphere
within
my
class. They
are now the
leaders.

others.
Students will
gain
new
insights and
learn
to
empathize by
seeing/hearin
g what the
people of the
culture value
or
the
hardships
they face.

perspectives
are valuable
to
their
learning.
They begin to
see how a
community is
built and that
it
extends
outside
of
their homes
and school.

Reference List
Campano, G., Ghiso, M., Sanchez, L., (2007). Nobody Knows theAmount of a Person: Elementary Students Critiquing Dehumanization
through Organic Critical Literacies.
Carter, Prudence. (2013). Chapter 10. Student and School Cultures and the Opportunity Gap.
Christensen, L. (2002). Where Im from: Inviting student lives into the classroom.
Delpit, L. (2012). Multiplication is for White People: Raising Expectations for Other Peoples Children. Introduction and Chapter 4.
Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. The Playing Fields of Grit. Chapter 11.
Edmin, C. (2016). For White Folks Who Teach in the Hoodand the Rest of Yall Too. Introduction and p. 27-43
Ladson-Billings, G. (2009). From Dreamkeepers: Successful Teachers of African-American Children. Does Culture Matter?
Stevenson, H. (2014). Promoting Racial Literacy in Schools: Differences that Make a Difference. What Parents and Educators Can do to
Promote Racial Literacy. Chapter 5.