• Family, School, and Community Partnerships
  • Cover
  • Preparation for Session One
  • Session One: Community, Assumptions, and PTA Standards
  • Session Two: Preparing to Cross Borders
  • Session Three: Family and Community Engagement
  • Session Four: Collaboration
  • Session Five: Exploring Community Resources
  • Session Six: High Expectations English Learners
  • Session Seven: Responding to Student and Family Needs
  • Session Eight: Advocating for Students and Families
  • Download
  • Translations
  • LA 1.2: Identifying and Reviewing Community Assets

    • LA 1.2: Identifying and Reviewing Community Assets

    Opening Our Eyes to Community Resources

    learning_activity.png

    Learning Outcome Pedagogical Intent Student Position

    Evaluate, select, and advocate for applicable models of family and community involvement and support implementation.

    Assessment: 25 pts.

    TA: 30 Minutes

    Teachers can identify and use resources in the community to identify opportunity and assist students and families. 

    Students have engaged in an activity that helped them see culture as an asset.  Now they will work in groups to add more resources to an asset map previously constructed.

    Instructions

    1. Form groups of teachers from the same school or from feeder elementary schools to your area middle schools and high schools. 

    2. Remind yourselves by using the explanation sheet provided about each of the six categories are that should appear on your community asset map. 

    3. Write the name of your school or feeder school at the top of your existing asset map. If you didn't keep your map from the Foundations class, then create that now on the Asset Map Outline link below. 

    4. Work together in your group to add new assets to your maps. This is the orginial Asset Map Outline and an Asset Map example to help you.

    5. Post your map on the wall with the same school or feeder school. 

    6. Do a gallery walk to note items people from other schools have found in their communities.  Consider all 6 of the areas: kinship, economic, education, political, religious, and associations.  The goal is to have several assets from each of the 6 criteria on each person’s map. 

    7. Return to your seats and use the session sheet you accessed in LA 1.1. You will use the Asset Map Column to record your thinking regarding additional assets and resources in your school community.

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/partnerships/la_1.2.