educational and extracurricular gaps assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
educational and extracurricular gaps assignment
- Proposal Introduction
I plan on implementing an after school program that will help bridge the educational and extracurricular gaps present in low income communities. The after school program will include tutoring from qualified professionals, educational incentives such as monthly field trips & rewards, professional mentorship, personal skill workshops, and a closet with donated items for students in need. Students who reside in low income communities live at a huge disadvantage to those students residing in affluent communities. Underpaid educators, underfunded school systems, and racial disparities allow many students in low income communities to slip through the cracks of the “American Dream”. If given the resources and opportunities these students would perform at comparable levels to those in affluent communities.The project would aimed towards high school students at its preliminary level since this is a vital learning age for students that lays the foundation for college success. High schools in certain areas that fall under certain income specifications would qualify for the after school programs. Communities where the majority of the residents make under living wage for the state or receive public assistance would be eligible for the program. Program advocates would go to various schools within these communities and present our program as a resource for students who would otherwise be lost. Schools should not view our program as competition but rather as a partnership that will work alongside the students to help the students reach their fullest potential. Our goal is to empower students and provide them with the resources they might need in order to excel within the school system and in college after they graduate.
- Statement of Need
In many inner city communities there is a large population of low income students in need of help. Large populations of low income individuals often lead to a deficit in public funding which is directly correlated to failing school systems. These students are missing out on the resources that are given to schools that have higher income students and a larger spending budget for education. In one school where there were 300 high school students enrolled as 12th graders and 65% of them are girls and the other 35% are boys, only 32% of the girls and 10% of the boys graduated. We find statistics like these unacceptable.
Our program should be funded because we will be changing the narrative for so many under-privileged kids who would otherwise be excelling in school and life afterwards. Through our program we hope to increase graduation rates significantly schoolwide and achieve a 100% graduation rate for students within our program. Funding will go directly to professional tutors, students needs, and monthly incentive trips that will motivate students to achieve. Out program will bridge the very dangerous gap that many inner-city students find themselves having to cross in order to be successful. Many of these students do not have the resources or positive role models necessary for them to achieve in school, our program will provide these things and more for these at-risk youth.Through one on one tutoring sessions, mentors instilling within students the importance of education, workshops on character building, improving writing skills, social interactions and public speaking our program will make an invaluable contribution to these students who would otherwise be left to figure these things out on their own.
- Project Goals and Objectives
The main objectives of our program are to bring test scores up and increase graduation percentages. The first goal of increasing test scores will be integrated into daily activities with the goal being a steady increase in standardized test scores for students within
the program. This goal will be measured by test results which should show a visible increase throughout he program. Practice tests will be also given periodically to measure improvement and identify areas that need more attention for students. The success of this goal will be measured strictly through test scores which we aim to increase by at least 25%. This goal will be made attainable for students through one-on-one tutoring sessions with students in areas that need improvement, positive incentive programs that provide students with rewards for improved effort and results such as field trips and group activities, and through positive mentorship provided they will have both the tools and motivation necessary for improvement. While this goal may be challenging for students in the beginning, through continuous effort and active use of the resources provided this goal is a realistic expectation for students and is expected to be met by all students within the program. Test scores are expected to show visible and measurable improvement within the first year that students are a part of our program.
The second goal of improving graduation rates within the schools we operate will be another direct way in which we will measure the success of our program. Our goal is to raise graduation rates by at least 10% schoolwide and for a 100% graduation rate for students within our program. This goal will be made attainable for students through the wide variety of academic resources that will be given to students that will not only increase their standardized test scores, but should also increase performance within their school classes as well which will also increase graduation rates. Our goal of having a 100% graduation rate for students within our program is large yet realistic due to the individualized resources that will be given to students. It is expected that our goal will be met within the first few years of our program being integrated into schools as we establish ourselves and our reputation within the school systems. We believe that once we gain the trust and build a relationship with our students we will see change and growth.
- Project Logic Model
The theory behind logic model is that by providing students with the resources that were previously lacking before the program and through positive mentorship the students academic performance will benefit significantly. With these tools the students will gain trust in each other and mainly confidence in themselves. Through the local libraries, school resources, one on one tutoring sessions, specifically designed workshops, professional
mentors, practice tests and positive incentive trips. With all the different libraries being available
the students can reach out as far as they can when it comes to doing research papers and
school projects. the one on one touring will go a long way with students that have problem
getting what they need in the classroom. Some students need that extra attention and thats
were the one on one sessions come in. In the workshops, you can find the students working on
public speaking, were they would have public speaking sessions with their peers to build
confidence in themselves to have strong conversations with whomever they may encounter.
College readiness activities and workshops will be a vital component of our program
where we will get the students ready
for college starting with college application, being able to balance school work and actives
outside the classroom and preparing them for what they should expect as college students.
Professional mentors would teach the students how to prepare themselves for life situations, tips
on being a young adult, teaching them how to balance money, and how to behave in certain professional environments. The students will be given practice tests regularly while they are enrolled in the program. The tests can be based on subjects in the classroom such a practice midterm and final exam tests.One of the major areas we will focus on for students is the high school exit exam.
- Project Description
- Who will receive the services, how will they be recruited, and screened, what will be the eligibility criteria for participation, and what will be the intake process?
- Our program is designed for underprivileged students and is created with their specific needs in mind. High school students grades 9-11 who fall below the standard levels of living and education will be eligible to join our program. Our student recruitment will be done primarily at inner city and low income schools which serve the largest population of our targeted students. Representatives will go to qualifying schools and present to faculty, staff, and students our mission and services. Students will then be able to sign themselves up or schools will assign students to the program. Upon signing up, studies will take a diagnostic test and survey to determine which of our services will be the best fit for their needs.
- List and describe each of the service components
- Tutoring
- A dedicated staff of math, English, science, foreign language, and history tutors will be available for students full time to ensure their academic success. It will be mandated that students report all quarterly grades in order to identify any areas that need special attention during tutoring. Improvement will be tracked and rewarded.
- Mentorship
- A team of professional mentors will be assigned a group of students based on their presumed interests to give insight, motivation, and positive feedback to students. Mentors will meet twice a month with their student group, and will lead monthly workshops with students aimed at developing their personal, academic, and professional skills.
- Practice Exams
- Practice standardized and academic tests such as practice midterm, final, SAT, ACT, and high school exit exams will be given to students on a regular basis in order to prepare them for future success. Their progress will be noted and rewarded.
- Incentive trips
- Incentive trips will be done monthly to reward students for their progress, dedication, and effort. Trips will be to local museums, amusement parks, and seasonal entertainment events. These trips will be used as motivation for students to continue their efforts.
- Donation Closet
- Our program will feature a donation closet where students in need can go for clothing, hygiene products, school supplies, and non-perishable food items. This closet will help bridge the gap for students in need and whose academic performance is struggling due to the lack of their personal needs being met.
- Describe the flow of services, or how will the participants move through the service sequence
- Once recruited, students will be placed based on their grade and academic levels. At the primary level students will focus on basic academic studies such as algebra 1, biology, and history. Iur program works in conjunction with what the students are currently learning in school to ensure that they do not fall behind in subjects and are prepared for the next subject. Students in the primary level will be assigned a mentor that will work with them to instill the importance of education and provide them with a positive role model. Workshops will focus on etiquette and public speaking. Upon the students advancement to the next grade they will move on to the secondary level of our program which will still perform the functions of the primary level while building the foundation higher for students. Mentors at this level will begin encouraging the students to research colleges as well as maintain academic standing. At the tertiary level our program will play a vital role in preparing students for college by beginning practice SAT/ACT exams, hosting college recruitment meetings, and mentoring students on what they can expect throughout their college applications process. At the final quaternary level students will be guided towards their exit into the real world with practice exams, college application assistance, financial planning, and overall college readiness.
- How many units of service will be provided for each service
component
- It is expected that our program will provide the following amount of units of service for each service provided:
- Tutoring : 32 units of services per month
- Mentorship: 4 units of service per month
- Practice Exams: 8 units of service per month
- Incentive Trips: 4 units of service per month
- Donations closet: 2 units of service per month
- Total units of service per month: 50
- Who will provide the services and what will be their
qualifications
- Our staff will include a dedicated team of professional tutors, counselors, mentors, and interns who will be assigned a group of students and a list of duties. Tutors will have at minimum an associates degree in their field of expertise and be responsible for working closely with students to improve academic skills. They will also be responsible for administering practice exams to students weekly. Counselors are responsible for maintaining the function and integrity of the program. They will work closely with students to ensure that their breads are met and plan all activities and work plans. Counselors will hold the majority interaction with students and must hold at minimum a bachelor’s degree in a related field and have at least a year’s experience in a similar position. Mentors will be recruited yearly to guide students in a positive direction. They will be successful professionals in various fields that can provide various insights to students on the importance of education, college, dedication, and networking. Interns will be available on a defined term basis to assist with necessary paperwork filing, incentive trip monitoring, and other miscellaneous activities. All members of our team will be background and drug screened to maintain the safety of our students.
- Include a workplan/or Gantt chart
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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