Assignment: Creating an At-Risk Program
Resources: Ch. 8 of Multicultural Education and Appendix E.
Imagine that you have been asked to serve on the advisory board for a new, alternative school program in your school district. The advisory board must specify the factors that will be considered in determining which students qualify for the program and they must create a plan that can be presented to the school board for approval and potential implementation at the beginning of the school year two years from now.
Create a plan for identifying potential students for the new at-risk program by completing the following points:
o Consider the following question in your plan: Because you do not have the resources to serve an entire at-risk population, how will you focus your resources to create the greatest impact for your community?
o Use at least three sources, other than the text, to support your plan.
o Cite your sources according to APA guidelines.
o Construct either a 1,050- to 1,400-word paper or a 15- to 20-slide Microsoft® PowerPoint® presentation with presenter's notes, addressing each of the following questions in your plan:
§ What part of the at-risk population will the program serve?
§ How will students be identified for the program?
§ How will the program address the needs of the students?
§ What additional social resources are available in the community that can be utilized for greater success?
§ What are the potential positive impacts for the district, students, and community?
§ What are the necessary steps for implementing the program?
Refer to Appendix E for directions and tips on building a Microsoft® PowerPoint® presentation. If you choose to do the presentation, your title slide and reference slides do not count toward the final slide count, and it is recommended that you do two to three slides per topic.
Use APA guidelines to format your paper, if you select to write a paper.
Post your assignment as an attachment.
Appendix E
Microsoft® PowerPoint® Basics
For the assignment, Debunking Gender Misconceptions, you are required to use Microsoft® PowerPoint®. This appendix is meant to give you the very basics for using the PowerPoint® program
Getting Started
Open Microsoft® PowerPoint®.
Start a new presentation: Click on Blank Presentation, then OK.
Choosing a slide layout: Click on Format, then Slide Layout. A good one to start with is one with a header and bullet points.
Type in text for the slide (Suggestion: Put the title of your paper in the top box and then your name and class information in the lower box. Next slide: Overview of paper topics-introduction. Next slide: First topic).
To add presenter's notes: Click on the Notes Page. Click on View, then Notes Page. To get back to the slide, click on View, then Normal.
To add a slide: Click on Insert, then New slide.
To add background color: Click on Format, then Background, and then More colors (for the full palette).
To insert a slide in the middle of your other slides: Go to the left side of the screen, where it gives you an overview of your slides, and click on the place where you want the new slide to go. Click on Insert, then New Slide.
To change the order of your slides: Go to the presentation overview on the left side of the screen, click on the slide you want to move, and then drag and drop it where you want it to go.
Save your presentation just as you would save a Microsoft® Word document by clicking on File, then Save,
Note: If you get stuck, use the Help feature to figure things out. Click on Help, then Microsoft® PowerPoint® help and type in a keyword.
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To create a plan for identifying potential students for the new at-risk program, follow these steps:
1. Consider the question: Because you do not have the resources to serve an entire at-risk population, how will you focus your resources to create the greatest impact for your community?
To answer this question, you need to assess the needs of your community and prioritize the at-risk population based on the severity of their risk factors. Consider factors such as academic performance, attendance, behavior, socio-economic status, and family support. By identifying the students with the highest risk factors, you can allocate your resources effectively and ensure the greatest impact on those who need it the most.
2. Use at least three sources, other than the text, to support your plan.
To support your plan, gather information from various sources such as academic journals, research studies, government reports, and school district data. Look for evidence-based practices and successful programs that have been implemented in similar communities. This will help you develop a well-informed and effective plan.
3. Address the following questions in your plan:
- What part of the at-risk population will the program serve?
Clearly identify the specific population you will target, such as low-income students, students with academic deficiencies, students with behavioral issues, or students from unstable family environments. Define the criteria that will determine eligibility for the program.
- How will students be identified for the program?
Outline the process for identifying potential students for the program. This could involve collaboration between teachers, counselors, administrators, and community members to gather information and assess the students' risk factors. Consider using multiple sources of data, such as academic records, behavior reports, home visits, and interviews with students and their families.
- How will the program address the needs of the students?
Describe the specific intervention and support strategies that will be implemented to address the needs of the identified at-risk students. This may include academic support, mentoring, counseling, family engagement, access to community resources, and targeted interventions based on individual needs.
- What additional social resources are available in the community that can be utilized for greater success?
Identify community resources, such as social services, mental health agencies, youth programs, and community organizations that can complement the program and provide additional support to the students and their families. Collaboration with these resources can enhance the program's impact and help address the broader social issues affecting the students.
- What are the potential positive impacts for the district, students, and community?
Discuss the potential benefits and outcomes that can be expected from implementing the program. This could include increased graduation rates, improved academic achievement, reduced disciplinary incidents, enhanced social-emotional well-being, strengthened community partnerships, and improved overall student success.
- What are the necessary steps for implementing the program?
Outline the step-by-step process for implementing the program, including timelines, resource allocation, staffing, professional development, and evaluation. Consider potential challenges and strategies to overcome them. It is essential to have a comprehensive plan for successful implementation and sustainability of the program.
By following these steps and incorporating research-based evidence, you can create a comprehensive plan for identifying potential students for the new at-risk program that will have a significant impact on your community.