Curriculum Package

Workshop #1: Lesson #1 Learning the Library

Workshop #1: Lesson #2
Workshop #2: Lesson #1
Workshop #2: Lesson #2
Workshop #3: Lesson #1
Workshop #3: Lesson #2
Workshop #3: Lesson #3
Workshop #4: Lesson #1
Workshop #4: Lesson #2
Follow-up Workshop
Promoting Literacy at Home
Embracing the Melting Pot
Language, Culture, and Traditions
Bridging the Gap between Middle School and
High School
A-G Requirements Class Mapping
What Is the High School Experience?
Piecing Together Family and School
Volunteering and Leadership
Nurturing a Partnership Culture

Workshop #1: For the Love of Literacy

Logistics: Multi-Purpose Room. 2 Hours. Date TBD.

Audience: Current 6th or 7th grade students and their parents.

Presenters: Cindi Royle (Librarian) and Jim Nant (Head of Literacy Council).

Additional Support provided by faculty and administrative volunteers.

Goals and Objectives: Promote positive literary practices among families such as family reading,

creating an environment conducive to reading and utilizing available literary resources.

-Lesson #1: Learning the Library

Essential Question(s): How can a library help build and support family reading goals?

Objective(s): 1) Families will understand the reading and academic resources available to

students through the library and how to use them effectively.

Materials/Set-up: Computer access to library database, Student ID (See Appendix 1.1), writing

utensils and scratch paper.

Presentation: (Step #1) The school librarian (Cindi Royle) will present over library usage and

resources. She will introduce library layout and book organization, computer and printing

protocols, using reference materials, study-hall passes, library hours, checking on a books status

online, late/lost/fines policies, and how to quickly check out a book.

Individual Family Activity: (Step #2) Families will walk through the library together and

explore the various resources available. Everyone will have the opportunity to use the library

database to research a book or books, write down the call number on a scratch piece of paper,

and find the book(s) from their search. Students will walk through the process of checking out a

book or books through the library system.

Community Family Discussion: (Step #3) Families will get time for casual discussion on the

presentation, library, books, and other school-related matters. This is an opportunity to suggest

books/series while building social connections and asking any follow-up questions to staff and

faculty.

-Lesson #2: Promoting Literacy at Home

Essential Question(s): What roles do home and family play in building literacy skills?

Objective(s): 1) Families will be able to identify both positive and negative home-learning

patterns. 2) Families will map out their home environment in order to identify ways to better

promote learning and literacy.

Materials/Set-up: Home-Map Drawing sheet (See Appendix 1.3), rulers, writing utensils,

Reading at Home handout (See Appendix 1.2), Workshop #4 Evaluation (See Appendix 1.4)

Presentation: (Step #1) Head of the Literacy Council (Jim Nant) will present on the importance

of literacy and the pitfalls encountered when it is lacking. He will share two stories about middle
school students who successfully turned around their academic future through making literacy a

priority. Nant will discuss how planning a homework/reading time in a calm environment can

turn low grades around and promote long-term growth in reading, writing, thinking, and

problem-solving.

Individual Family Activity: (Step #2) Families will use the Home-Map Drawing worksheet to

draw a basic blueprint of the environment in which the student or students do homework and

reading. Families will write out a schedule and consider any barriers that could distract from the

calm, quiet environment. Families will discuss solutions to the barriers. Parents and students will

come to agreement on the time, place, expectations, etc. of the environment.

Community Family Discussion: (Step #3) Families will compare worksheets and discuss

positive ideas theyve come up with as a family. Parents will be given the opportunity to build

social connections with other families and discuss topics presented in the presentation.

Workshop #2: Learning Through Language, Culture, and Family Tradition

Logistics: Multi-Purpose Room. 2 Hours. Date TBD

Audience: Current 6th or 7th grade students and their parents.

Presenters: Alfredo Garza (Counselor and ELL Coordinator)

Additional Support provided by faculty and administrative volunteers.

Goals and Objectives: To highlight the benefits of bilingualism, family traditions/histories and

cultural diversity as they apply to academic performance, identity, and school community.

-Lesson #1: Embracing the Melting Pot

Essential Question(s): How can we better embrace diversity and understand differences?

Objective(s): 1) Families will acknowledge the history and current state of diversity at the

school. 2) Families will understand the benefits to school and students by embracing diversity

and building a unity.

Materials/Set-up: Writing utensils, Common Interests Tic-Tac-Toe Sheets (See Appendix 2.1)

Presentation: (Step #1) School Counselor and ELL Coordinator (Alfredo Garza) will present a

slideshow on the history of the school. It will trace its opening as a regular middle school,

transition to a charter school, and its use by the surrounding community. The presentation will

describe the racial and economic diversity of the area and the strength brought to the school

because of the mixing of cultures. Finally, a call to action will be given on embracing differences

and standing in unity for the benefits of students, families, school, and community.

Individual Family Activity: Each family member will receive a Common Interests Tic-Tac-Toe

sheet. Individuals will have five minutes to fill out the sheet before the activity begins. The goal

is to connect common interests and more with others in the workshop.

Community Family Discussion: Individuals will be able to turn in successful worksheets for a

small prize and be encouraged to discuss answers with one another. This gives families fodder

for discussion in order to build relationships.

-Lesson #2: Language, Culture and Traditions.

Essential Question(s): How do language, culture, and traditions shape our identity?

Objective(s): 1) Families will build awareness of middle school as an opportunity to build a

positive self-identity. 2) Families will create a family assets map and discuss its effects on

identity of family members.

Materials/Set-up: Writing utensils, Family Assets Map (See Appendix 2.2), Workshop #2

Evaluation (See Appendix 2.3)

Presentation: School Counselor and ELL Coordinator (Alfredo Garza) will lead a discussion on

different types of family assets and how they might impact identity. Evidence will be presented

on the critical point many middle school students face as they confront and build self-identity.

Individual Family Activity: Families will fill out the Family Assets Map together. They will

discuss the various traditions of the family, background, culture, and languages spoken at home

and by ancestors. Families will demonstrate how these elements of their lives might impact the

identity of family members.

Community Family Discussion: Each family member will memorize a part or parts of their

Family Assets Map and find someone outside of the family with whom to share. Families will

discuss similarities and differences in their maps. Family members will come back together and

share what theyve learned through talking with others.

Workshop #3: Successfully Navigating High School

Logistics: Multi-Purpose Room. 2 Hours. Date TBD.

Audience: Current 6th or 7th grade students and their parents.

Presenters: Mindy Marvin (High School Counselor)

Additional Support provided by faculty and administrative volunteers.

Goals and Objectives: To inform parents of A-G requirements, help them navigate class choices,

and facilitate discussion on high school expectations.

-Lesson #1: Bridging the Gap Between Middle School and High School

Essential Question(s): What skills, qualifications, and other attributes help middle school

students smoothly transition into high school?

Objective(s): Families will build and support growth in middle school student responsibilities

and skills beneficial to a smooth transition into high school.

Materials/Set-up: Writing utensils, signs, clear walkways, Prompt Questions (Appendix 3.1)

Presentation: (Step #1) High School Counselor (Mindy Marvin) and Middle School Curriculum

Coordinator (Jace Costa) will co-present on the transition from middle school to high school.

Stories (the good, bad, and ugly) will be shared to demonstrate the power of positive planning

and decision-making in middle school. Skills will be noted such as determination, responsibility,

organization, core subject knowledge and time management. Practicing and improving such

skills in middle school will lower the risk of failure, heart-break, and repercussions in social,

familial, and academic life.

Individual Family Activity: (Step #2) Families will discuss strengths and areas needing

improvement for the middle school student(s). Prompt questions will be placed on the screen to

further discussion and prioritize planning for improvement.

Community Family Activity: (Step #3) Everyone will be prompted to stand. Signs with each of

the five qualities mentioned will be posted around the room. First, everyone will be asked to

walk to the area of the quality they ranked highest within themselves. They will be asked to find

a partner and discuss why that quality is important and how it manifests in their life. Next,

everyone will go to the area of the quality they ranked lowest. They will be asked to find a

partner and discuss why they ranked that quality as lowest and how they can improve in that

area. From there, families will be give some open discussion time to revisit any of the prompt

questions with members outside of their immediate family.

Lesson #2: Navigating Californias A-G Requirements

Essential Question(s): 1) What requirements does California have for high school graduation?

2) How can families/students make the best individual class choices within the A-G system?
Objective(s): Families will actively pursue a high school class path best suited to their students

individual needs.

Materials/Set-up: Writing utensils, High School Class Choice and College Credit Worksheet

(See Appendix 3.2)

Presentation: (Step #1) High School Counselor (Mindy Marvin) will present a slideshow

detailing California A-G requirements for class choice in high school. Each subject and its

graduation requirement will be addressed. Mindy will point out open spaces to be filled by

elective choices or additional core subject classes. Grade-level expectations and requirements

will be addressed along with district peculiarities and individual high school offerings for

courses and programs.

Individual Family Activity: (Step #2) With the assistance of faculty members, families will

begin filling out the High School Class Choice and College Credit Worksheet. Families will look

for open spaces and discuss class choices that might best fit the individual needs of the student.

-Lesson #3: What is the High School Experience?

Essential Question(s): 1) What are the real experiences of students in each grade level of high

school? 2) How can middle school students learn from the mistakes and successes of current

high school students?

Objective(s): Families and students will implement experience-based strategies for success and

enjoyment in high school.

Materials/Set-up: Tables, chairs, writing utensils, scratch paper, Workshop #3 Evaluation (See

Appendix 3.3)

Presentation: (Step #1) Current high school students will share experiences and

recommendations to middle school families. Students will prepare material citing their biggest

mistake/regret in high school and their biggest success based upon the choices theyve made.

Individual Family Activity: (Step #2) Middle School families will be given the opportunity to

ask specific questions to the high school student panel. Answers will be given publicly in a Q &

A forum style. Families may choose to take notes on advice, stories, suggestions given by panel

members.

Community Family Discussion: (Step #3) Families will be given time to discuss the Q & A

answers with each other and may point out the information they found most helpful or relevant.

Families will also be given the opportunity to speak with panel members, thank them and/or ask

any follow-up questions.

Workshop #4: Celebrating the School/Home Connection

Logistics: Multi-Purpose Room. 2 Hours. Date TBD.

Audience: Current 6th or 7th grade students and their parents.

Presenters: Sarah Grayson (Middle School Principal) and Steve Roddell (Assistant Principal)

Additional Support provided by faculty and administrative volunteers.

Goals and Objectives: To build comradery between parents and establish a partnership between

the school and parents by promoting family engagement and leadership.

-Lesson #1: Piecing Together Family and School

Essential Question(s): How can families and the school form an effective partnership in the

education of students?

Objective(s): Families will embrace their role as partners in education and take action to support

and drive school events, policies and procedures.

Materials/Set-up: Writing utensils, markers, pre-cut construction paper shaped like puzzle

pieces (See Appendix 4.1), butcher paper.

Presentation: (Step #1) School Principal (Sarah Grayson) and Assistant Principal (Steve

Roddell) will co-present a slideshow presentation over the ideal relationship between schools and

families. Using relevant studies and data, families will be presented as an exceptionally

important puzzle piece in the education of children. The role of families will be emphasized as

potential literacy supporters, role models, morality teachers, structure and accountability

implementers, and educators in a vast array of other topics. Families are teachers and should treat

teachers as partners in building the best education for students.

Individual Family Activity: (Step #2) Families will select writing utensils, markers, and a piece

of puzzle-piece construction paper. They will be asked to write the names of every family

member and decorate the puzzle piece with drawings and words that show the unique qualities of

the family. Once every family member has approved the puzzle piece, it will be taped to a long

strand of butcher paper. Each puzzle piece will connect with puzzle pieces of staff and faculty

members, community members and organizations, and other school families.

Community Family Discussion: (Step #3) Once the puzzle is complete, families will help lift

the entire banner and pin it to the wall as a representation of the partnership between school,

families, and the community. Families will have the opportunity to look over the banner and

discuss elements of the presentation with other families and faculty members.

-Lesson #2: Volunteering and Leadership

Essential Question(s): How can families build a positive, influential presence on campus?

Objective(s): Family members will volunteer on campus, participate in leadership positions, and

attend school events.

Materials/Set-up: Descriptions of on-campus volunteer/leadership opportunities, writing

utensils, Proud Volunteer buttons and bumper stickers (See Appendix 4.2), workshop

participation awards (See Appendix 4.3), cake and ice cream with serving materials, Family

Volunteer Sign-Up sheets (See Appendix 4.4) and Workshop #4 Evaluation (See Appendix 4.5).

Presentation: (Step #1) School Principal (Sarah Grayson) will use research data and anecdotes

to display the power of a strong parental/familial presence on a school campus. Bringing strong

unity to the home and school environments has a constructive impact on students, achievement,

parents, schools, faculty, and the community. In closing, the principal will point out the different

tables for on-campus volunteer opportunities and the faculty/current family volunteers available

to speak with them.

Individual Family Activity: (Step #2) Families will visit the different tables for on-campus

volunteer opportunities. Faculty representatives and current volunteers will be available by each

table to discuss the program and opportunities available. Parent/adult opportunities will include:

Parent Teacher Organization (PTO), School Board Parental Representatives, Field-Trip

Chaperone, Watch-Dog Dads, Ophelia Project Mentors, and On-Campus Club Advisors.

Opportunities for all family members (parents, students, siblings, etc.) will include: 5K Fun Run,

Fall Festival, Reading Buddies Program, and Campus Trash/Recycling Brigade.

Community Family Opportunity: (Step #3) Staff and faculty will serve cake and ice cream to

all workshop participants as they explore volunteer opportunities. All participants will receive a

certificate of participation for attending the series of workshops. Family members who choose to

sign up for opportunities will be given a Proud Volunteer button and bumper sticker. Families

and staff/faculty will be given time to eat and mingle with one another to support a cohesive and

positive campus culture.

Follow-Up Workshop: Checking In

Logistics: Multi-Purpose Room

Audience: Parents of Current 6th or 7th grade students

Presenter(s): Sarah Grayson (Middle School Principal)

Goals and Objectives: To reinforce a partnership culture between school and family by

facilitating a two-way conversation and check-up on previous workshop topics.

Lesson #1: Nurturing a Partnership Culture

Essential Question(s): Together, how can families and school employees maintain and nurture

an educational partnership culture?

Objective(s): 1) Families will voice ideas and concerns surrounding the topics previously

addressed at the workshops. 2) Families and school employees will have open, two-way dialogue

on the state of the school and education of the students.

Materials/Set-up: snacks and drinks, copies of meeting agenda and timeline (See Appendix 5.1)

Presentation: (Step #1) School Principal (Sarah Grayson) will begin the dialogue by clearly

stating the vision of the school to maintain and nurture a partnership culture between families

and the school. She will introduce other faculty members and any other community service

leaders present at the meeting. Other faculty members will serve as meeting facilitator (to ensure

that all topics are addressed in a timely manner) and data technician (to provide data on the needs

of the school and numbers of volunteers and leaders serving).

Whole Group Discussion: With clear direction from the meeting facilitator, all elements of the

agenda will be addressed and discussed by anyone wishing to contribute. The principal will serve

primarily as a listener while providing voice to administration and district requirements when

needed.