BLOOMSBURG UNIVERSITY

Action Plan
Academic, Behavior, and Community
Sarah Mullin, Rita Pecora, Erin Manley, Katie Knorr
8/6/2014

One-Year Action Plan for Partnerships

Academic

School: Growing Buds Elementary School

GOAL
Write a complete sentence.

School Year: 2014-2015

Desired result(s) for THIS goal:

Students will be able to write a complete sentence using proper grammar including the use of noun, verb, adjective, direct object as well as
correct capitalization and punctuation.

How will you measure the result(s)? A portfolio will be created based off the students
work throughout the school year comparing their beginning of the year sentences to their
end of the year sentences.

Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES

(2 or more, continuing or new)

1. A survey will be conducted asking parents/guardians about their childs

previous writing skills, including questions about their strengths, weaknesses,
practices at home, and worries about their childs development. The survey will
be delivered by mail, as well as email.

TYPE of Parent
Involvement (J.
Epstein)
& PTA Standard #

DATES OF
ACTIVITIES
or Timeline

GRADE LEVEL(S)

Parenting
Type 1

1. Prior to the first

day. Two weeks
before the school
year starts.

1. Create a newsletter that will be printed and sent home with students, emailed
to parents/guardians as well as posted on the classroom webpage, explaining
the goal as well as what is expected of the children in their assignments. The
newsletter will include an analysis of the survey results to show
parents/guardians the problems they thought their children might have that will
be addressed in the class.

Communicating
Type 2

1. Within the first

week of school

1. Newsletter
Completed Survey
Multi-lingual newsletters
Email addresses
Classroom Webpage
2. Student Journal/folder
Writing prompts

Volunteering
Type 3

1. Once every month

2. Every Monday,
Wednesday. Two
weeks per parent

Learning at Home
Type 4

1. Once a Week

2. One per marking

period

1. Volunteer sign up list

Writing Journals/folders
Parent/Guardian contract information
School district volunteering information
2. Classroom web page
Parent/Guardian contact information
School district volunteering information
Volunteer sign up list
1. Writing web page
Electronic device
Provided list of activities for students/guardians to do each week
2. Teacher topic questions for interview homework
Notebook and pencil to record answers

2. Child-parent/guardian- interview homework assignments. The students will

complete an interview (1-2 questions) on a specific topic given to the student by
the teacher. The student will then interview their parent/guardian about the topic
and record their responses.(This will be completed in the students
journals/portfolio for the teacher to review.)
1. Survey parents/guardians about how they feel about the process the teacher
used to teach the content based on if it succeed or did not succeed. The survey
will be sent by letter, or email. Teacher will view the results mid-year and make
changes for the remainder of the year, then again at the end of the year for next
year.

Decision Making
Type 5

1. Mid-year/ end-ofyear

2. Mid-year/ end-ofyear

1. Survey will be online, emailed, and sent home with the students
Home address/email address
2. Committee made up of a wide range of parent volunteers picked at random by the
teacher
Survey results

2. Have a parent/guardian volunteer committee review the survey results and

have them choose their top five ideas from the survey that they want the teacher
to use for the remainder of the year, and for next year.
1. Invite a local author to come in and do a writing workshop with the students.
2. Survey community volunteers that were involved in activities throughout the
year and ask them about how they felt about their involvement and if there is
something they would like to do differently the next year. The teacher would
review the surveys and make changes for involving the community for the next
year.

Collaborating with
the Community
Type 6

1. Two times: Once in

the beginning of the
year and once
towards the end of
the year.
2. After each
community member
comes in.

1. Teacher
Parents/Guardians
School Administration(to get
addresses/email addresses)
Translators
2. Writing specialist
Teacher
Parents/Guardians
Venue associate to open/close the venue

2. Weekly throughout
the school year

2. Online homework helper on the classroom webpage to allow students to ask

for help from someone other than a teacher or their own parents/guardians on
their sentence construction homework.
1. A do-together writing web page that includes fun games as well as interactive
activities about items being taught in class that parents/guardians and students
will complete together. The parents/guardians will complete a work done
worksheet that the student will then return to the teacher to see what the
students and parents/guardians did.

1. Survey (multi-lingual)
Addresses/email addresses/phone numbers
Return envelope with stamp already included
2. Venue for workshop, at school or other community centered venue
PowerPoint, Pamphlets to be sent home to parents/guardians who could not attend.

2. Students writing journals/folders will be sent home for parents/guardians to

review and comment on every Friday. Parents/guardians will be given the
prompts the students were given when they were creating their writing pieces.
1. We will invite parents/guardians to come in and work with the students during
our writing workshop time. Teacher will note what is being done by the parents
during the workshop time and we place it into a worksheet that the
parents/guardians can do at home with their student.

PERSONS Responsible

Who can supply

2. 2nd week in
September

2. Invite parents/guardians to attend a workshop with a writing specialist where

they will get information to use in the home to promote writing with their child,
along with ways to help if they see a problem arising with their childs writing
development. The workshop will be presented in a PowerPoint form that way
those that could not attend will be able to access the information online or be
sent home.

Resources- Funding
WHAT NEEDS TO BE DONE FOR EACH ACTIVITY

1. Writing activities
Classroom time to work with the author
2. Paper survey
Electronic survey
Completed survey
Community member address/email address

1. Teacher
Parents/Guardians
Student
Translator
2. Student
Teacher
Parents/Guardians

1. Parents/Guardians
Teachers
Students
2. Parents/Guardians
Teacher
Student
Tech. Person
1. Parents/guardians
Teacher
Student
Tech. Person
2. Parents/Guardians
Teachers
Students

1. Teacher
Parents/Guardians
Students
2. Parents/Guardians
Teacher (if the parents/guardians have
questions about the survey results)

1. Teacher
Students
Local Author
2. Community Volunteers from the activities
done in class
Teacher

One-Year Action Plan for Partnerships

Behavior
School: Growing Buds Elementary School

School Year: 2014-2015

GOAL Encourage students to use more positive talk (ex. Compliments, encouragement) when conversing with their peers verses negative talk (ex. Name calling, teasing).

Desired result(s) for THIS goal: Students will be able to understand what positive talk is and the negative effects negative talk can have on others leading to students more frequently incorporating
positive talk in their conversations with their peers, adults, and family.

How will you measure the result(s)?

Students will be measured through anecdotal notes recorded by the teacher based on the students using positive talk in their
conversations during the school day, through a school volunteer watch program (in which volunteer parents will notify teacher of
students reaching the desired action plan goal), and an end of the year field trip to a nursing home where students will have pleasant
conversations with the residents living there demonstrating what the students have learned throughout the year.

Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES

(2 or more, continuing or new)

1. A survey will be sent home to the parents/guardians through mail, email, and provided on
the class webpage asking parents about their understanding of bullying, positive talk, and
their childs history of bullying. Survives will be analyzed, implemented throughout the
school year, and evaluated at the end of the year by the teacher.

TYPE of Parent Involvement

(J. Epstein)
& PTA Standard #

DATES OF ACTIVITIES
or Timeline

Parenting
Type 1

1.Two weeks before the

school year starts

2. An article in the community newspaper will be written containing information about the
school initiative goals/rules concerning bullying/positive talk, experiences students have had
so far with the program, and a picture of the class. Students will be sent home with a
permission slip/emailed/mailed to be signed by their parents/guardians to have their picture
placed in the newspaper.
1. A School Watch Program will be conducted, in which volunteering parents/guardians will
come in during the school day and make notes about students incorporating positive talk in
their conversations outside of the classroom. The students will receive a Caught Being
Positive certificate each time the volunteer observes them using positive talk. Each time a
student gets five certificates, he/she will be allowed to pick a price out of the classroom
treasure chest. The volunteers will receive training before their two week slot.
2. A newsletter community will be created with parents/guardians volunteering and taking
assigned roles (ex. Designer, writers, and printer). The newsletter will contain information
related to the positive talk initiative, a list of students who received Caught Being Positive
certificates, and stories by students about their experiences with bullying or using positive
talk. Volunteers will communicate through emails/phone calls as well as meet up the week
before the newsletter is printed at a venue. There will be a newsletter at the beginning of
every month.
1. Literacy backpacks will be put together by the teacher containing books about bullying
with corresponding activities. Students will be placed in groups of four and they will circulate
the literacy bag amongst their members for each month. Hence, each child will have their
group bag for a week to take home. The student will read the book with their
parents/guardians and complete the corresponding activities together. The activities will be
handed-in to the teacher after completion.
2. A cumulating activity will take place at the end of the year, in which the students and their
parents/guardians will complete a questionnaire about what they learned from the books
they read from the Literacy Backpacks. The student and parents/guardians will collaborate
about what they wrote to complete the questionnaire. Once completed, the questionnaires
will be given to the teacher.
1. To go along with the Literacy Backpack, a survey will be sent home/emailed/mailed to the
parents/guardians asking them to provide feedback about the bags as well as what they
would change for future reference. The teacher will analyze survives, implement the
suggestions provided, and evaluate how well the suggestions worked at the end of the year.
2. A Parent/Student Meeting will be conducted to discuss the success of the positive talk
initiative, the School Watch Program, and suggestions for the upcoming year. If the
parents/guardians and students feel the initiative was a success, they will select a
parent/guardian to go the next school board meeting to discuss the importance of
implementing the positive talk initiative at the district level. If the parents/guardians and
students feel the initiative needs more work, then the teacher will implement the
suggestions for the upcoming year before presenting it to the school board. The
parents/guardians and students that cannot attend will receive a copy of the meeting
minutes through email/mail/phone call.
1. A professional psychologist from the community will volunteer time to have a workshop
for parents/guardians to learn about the effects of bullying, warning signs if it is occurring,
and what to do in certain situations. For those who could not attend, they will receive an
email/letter/Podcast with information from the workshop.
2. Students will go on a field trip to a nursing home to converse with the residents using
positive talk methods learned from throughout the school year. The teacher will keep track
of students as they converse with the residents making notes about what they talk about
and how students demonstrate what they learned from the initiative. Parents/Guardians
volunteers will come as chaperones. Training for volunteering will be provided before the
field trip. Pictures from the trip will be posted on the class web page and in the newsletter
for parents/guardians that did not come as chaperones.

Communicating
Type 2

Resources- Funding

Who can supply

1. Call/email once at the

end of each term, and
Parent-Teacher
conferences

1. Survey (including multi-lingual), parents/guardians home/email addresses, envelopes, returning

envelopes with stamps, and class web page.
2. School gym, PowerPoint, email, letter, podcast with workshop information, and parents/guardians
email/home addresses.

1. Each parent will be

assigned two week slots
and will come in
Tuesdays and Thursdays
throughout the year

1. School Watch Program certificates, and parents/guardians phone numbers/email addresses.

2. Community newspaper, picture of class, written article about the program, newspaper contact
information, email/home addresses, and parent/guardian permission papers signed.

1. Each month starting in

October

1. Teacher
Parents/Guardians
School administer (phone numbers/ email addresses)
Volunteers in the School Watch Program
2. Teacher
Parents/Guardians
Students
Newspaper employee
School administer (email/home addresses)

1. School building, notebook for volunteer with pen, Caught Being Positive certificates, volunteer
training, and classroom treasure chest.

1. Students
Parent/Guardian Volunteers

2. A community venue, email/phone contact information, newsletter supplies, students articles, list
of students who received certificates, information related to class initiative, and class newsletters.

2. Parent/Guardian Volunteers
School administer (phone/email contact information)
Community venue
Students
Volunteers from the School Watch Program

1. Literacy backpacks with corresponding activities, multi-lingual copies of books, and completed
activities.

1. Students
Parents/Guardians
Teacher

2. Throughout the school

year

Learning At Home
Type 4

1. Teacher
Parents/Guardians
School administration (for email/home addresses)
Language Translator
2. Teacher
Parents/Guardians
School administer (open/close gym, home/email
addresses)
Translator
(for ESL parents/guardians)

2. The first week of

October

Volunteering
Type 3

PERSONS Responsible

WHAT NEEDS TO BE DONE FOR EACH ACTIVITY

2. The second week of

the beginning of the
school year

2. A parent workshop will be held in the school gym for parents/guardians to attend to learn
about the positive talk initiative, understand the concept of positive talk, information about
the literacy backpack program as well as the School Watch Program, and how they can
foster positive talk at home. For those that cannot attend, they will receive an email,
podcast, letter, or PowerPoint with information from the workshop.

1. When students receive a certificate from the School Watch Program, parents will receive
a notification through a phone call, or an email from the teacher. At Parent-Teacher
conferences, the teacher will also provide the parents/guardians with the same information
about their childs certificates.

GRADE LEVEL(S)

2. At the end of the year

2. Questionnaires (blank copies and completed)

2. Students
Parents/Guardians
Teacher

Decision Making
Type 5

1. Middle of the school

year

1. Survives (blank and completed) and home/email addresses

2. End of the school year

2. Venue for meeting, home/email addresses and phone numbers, information about the next
school district meeting, a handout about the major components of the initiative that were
implemented, and the meeting minutes.

1. Parents/Guardians
Teacher
Students
School Administer (home/email addresses)
2. Teacher
Parents/Guardians
Custodian for venue
Students

Collaborating with
Community
Type 6

1. Middle of the school

year
2. End of the school year

1. Venue, information from the workshop, and parents/guardians email/home addresses.

2. Nursing home, notebook for teacher, school buses, field trip permission slips (signed), pictures,
camera, class web page, newsletter, and volunteer training.

1. Community Psychologist
Teacher
Parents/Guardians
2. Teacher
Students
Parent/Guardian Volunteers
Nursing Home Residents

One-Year Action Plan for Partnerships

Community

School: Growing Buds Elementary School

GOAL
Students to understand Cultural Diversity

School Year: 2014-2015

Desired result(s) for THIS goal:

Students will have a better understand of what Cultural Diversity is in the classroom as well as the community by exploring their own
culture as well as classmates.

How will you measure the result(s)?

Students will create a project on their own culture or on a different culture that is present in
the community and present it to the class. (Teacher will give a rubric with the expectations
for their covered culture.)

Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES

(2 or more, continuing or new)

1. At the school host a cultural sensitivity workshop for the parents to be

involved in to showcase the different types of cultures that are present in the
classroom as well as in the community. The presentation will be presented to
the parents and will also be available to the parents over the Internet, or in a
workbook that can be sent home for the parents to be reviewed.

TYPE of Parent
Involvement (J.
Epstein)
& PTA Standard #
Parenting
Type 1

2. A list will be provided to the parents that includes information about the
different cultures practiced by different families in the classroom that will allow
parents to be able to get into contact with people of the same culture or of a
different culture to plan events with each other or to just get to know the different
cultures/families. As the teacher we can then have the parents come into the
classroom and tell the students what they learned and what they did together.
1. Parent/guardian volunteers from all grades will create a cultural fair for the
students to explore that will include food, art, and practices that are involved in
the culture. The fair will be held at the school in a large room/auditorium.

GRADE LEVEL(S)

Communicating
Type 2

1. September
November
March
May

1. Monthly

1. End of School Year

2.Once a marking
period

Learning at Home
Type 4

1. October/November

1. Venue to host the workshop

Information about the different cultures in the school.
Classroom Webpage
Workshop workbook
2. Newsletter (Multi-Lingual)
Email addresses
School handbook

1. All grades

2. Have the parents review a list of places that the teacher would like to take the
students throughout the school year to enhance the students understanding of
cultural diversity. The parents will then be allowed to add to the list and together
come up with the top five places that they would like the students to visit. The
teacher will then use these ideas to create field trips that the parents will then be
able to volunteer to participate in throughout the school year.
1. Explore the places that the parents and teacher agreed upon in the
community to help support the learning of cultural diversity. Involve the
community by asking them to allow the students to come and visit their venue as
they explain what they do there as well as the culture behind their place.
2. Have community personal come into the classroom to talk to students about
their culture. This will provide a way for the places that we cannot take a field
trip to, to be involved in teaching the students about cultural diversity.

2. Teachers
Parents/guardians
School administrator

1. Newsletter (Multi-lingual)
Addresses
Survey results

1.Teacher
Parents/guardians
Translators

2. List of cultures
Each families contact information

2. Parents/guardians
Teacher

1. Volunteer list from all grades

Venue to hold the fair (including tables)

1. Parent/guardians
Teacher

2. Classroom bulletin board.

Materials for the parents/guardians to use
Classroom volunteers to make the bulletin board

2. Parents/guardians
Teacher

1. List of interview questions provided by the teacher.

1. Teacher
Parents/guardians
Students

2. Cameras

2. April/May

2. Parents/guardians
Students

2. Students will explore their culture with their families by creating a picture
presentation of their family and how they practice their culture. Students can
take pictures with their family doing culturally related activities, have their
parents/guardians help them take pictures of things that are important to their
culture, and/or visit places around the community and take pictures of the family
there to show their culture.
1. Create a survey for parents/guardians to complete about their culture and
what kinds of activities they would like to explore with their children throughout
the school year. The teacher will then use the completed surveys to create
culturally related activities to complete throughout the school year.

1. Teacher
Parents/guardians
Translator

2. 4

2. Invite parent volunteers to do a cultural bulletin board within the classroom

show casing a different culture each time.
1. Students will Interview their parents/guardians about what their culture is. The
students will write up their answers. The students will be provided a list of
questions made by the teacher but can also add their own questions to get a
better understanding of their families culture.

PERSONS Responsible

Who can supply

2. September

Volunteering
Type 3

Resources- Funding
WHAT NEEDS TO BE DONE FOR EACH ACTIVITY

2. Will be included on
each monthly
newsletter

2. Provide parents with an overview in a newsletter/email sent home of the

classroom expectations to clarify what the teacher will expect during the year so
the parents understand the school's cultural norms and expectations compared
to what their own culture might expect.
1. A cultural newsletter will be made by the teacher that will include upcoming
holidays, cultural recipes, and celebrations. The teacher will use the survey
asking parents about their culture to identify these things that might be coming
up. This newsletter will be distributed Monthly because there are always new
ideas and holidays each month

DATES OF ACTIVITIES
or Timeline

Decision Making
Type 5

1. September

2. September

Collaborating with
the Community
Type 6

1. After September and

throughout the school
year
2. After September and
throughout the school
year

1. Survey (Multi-lingual)
E-mail addresses (to send survey home)
Printed out surveys (if parents do not provide an email address to the teacher)

1. Teacher
Parents/guardians
Translators

2. List of possible places to visit created by the teacher. (Multi- Lingual)

E-mail addresses
Home addresses

2. Teacher
Parents/guardians
Translators

1. Survey Results
Transportation
Parent/guardian volunteers to go along on the trips
Community venues

1. Parents/guardians
Teacher
Translator
Students

2. Classroom time
Parent/guardian Volunteers to be in the classroom during the presentations

2. Parent/guardian
Teacher
Students
Community personal