This is a paper. This paper is a follow up to a presentation that I have to do based on the paper. Below are the instructions and the topic I selected for it. Read carefully and please let me know if you have questions. Sources are also attached the main source needed to be used is the text that says it.
Instructions –
What reform/change do you think will improve the operation of your placement?
Consider: Select an issue associated with your placement you think can be improved. You have 2-weeks after the project is assigned to submit your idea for approval.
2. What are the risks associated with your ideas/changes? What is the risk if no change is made?
Consider: Risk to members of the community, society, victims, and criminals.
3. What is the societal return on investment for your proposed changes?
Consider: social costs, financial costs, psychological costs, individual costs, and benefits to society/CJ System.
4. How would you sell your proposed reforms to the public and elected officials?
Consider: Who benefits? How do they benefit? What is the practicality of your change? What are the challenges to the implementation of the change? Expected outcome?
The presentation shall be 8-10 minutes. Power point presentations are permitted, although not required. You can use notes for the presentation. Identify an issue, propose reform, answer assignment questions and discuss expected outcomes.
The paper should be typed, doubled spaced, with 1-inch margins and page numbers. In addition to the text, the paper should include a title page and bibliography for a total of 5 pages. Your paper should not include any bullets, photos, graphs or diagrams. Quotes should be brief and limited to supporting the point you are trying to make. The paper should be stapled, single sided, with size 12 point font.
must have at least six (6) sources. Sources must come from course materials or academic books, journals, scholarly articles or approved websites. Please ask for approval if you are unsure of the validity of your source. You shall include the course textbook in your references.
Your paper should not include any bullets, photos, graphs or diagrams. Quotes should be brief and limited to supporting the point you are trying to make.
The reform proposal that is selected and will be based on.
**Reform Proposal Details:**
1. **Comprehensive Support Program:**
– The reform entails the creation of a structured support program tailored to the specific needs of at-risk students. This program will include access to counseling services, mentorship opportunities, and academic tutoring to address both emotional and academic challenges.
2. **Teacher Accountability Enhancement:**
– To increase teacher accountability, a system will be implemented to track and monitor the progress of at-risk students more closely. Teachers will be required to develop individualized support plans for struggling students and provide regular updates on their academic performance.
3. **Parental Involvement Promotion:**
– Recognizing the importance of parental involvement in a student’s academic success, the reform will also focus on promoting stronger partnerships between parents and the school. Regular communication channels will be established to keep parents informed about their child’s progress and provide resources to support their involvement in their child’s education.
4. **Resource Allocation and Training:**
– Adequate resources, such as additional funding for support services and training for teachers and staff, will be allocated to ensure the successful implementation of the reform. Professional development opportunities will be provided to equip educators with the necessary skills to effectively support at-risk students.
5. **Data-Driven Approach:**
– A data-driven approach will be employed to identify at-risk students early on and tailor intervention strategies to meet their specific needs. Regular assessments and progress monitoring will be conducted to track the impact of the reform and make necessary adjustments to improve outcomes.
6. **Collaboration with Community Partners:**
– Collaboration with community organizations and agencies will be fostered to enhance the support network available to at-risk students. By leveraging external resources and expertise, the reform aims to provide a more holistic support system that addresses the multifaceted needs of students both inside and outside the school environment.
By implementing these detailed reforms, the educational system at McCromack Middle School to High School can create a more inclusive and supportive environment that empowers at-risk students to overcome challenges, succeed academically, and thrive in their personal and academic pursuits.
A comprehensive support program for at-risk students typically includes academic support, counseling services, mentorship programs, access to resources like tutoring, life skills training, and possibly mental health services. It aims to provide a holistic approach to help students overcome challenges and succeed academically and personally.
Here are some relevant sources that can support the proposed reform details:
## Comprehensive Support Program
[1] Borman, G. D., & Hewes, G. M. (2002). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24(4), 243-266.
This study evaluates the long-term impacts and cost-effectiveness of the comprehensive school reform program Success for All, which provides academic and social-emotional support for at-risk students.
[2] Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., & Smink, J. (2008). Dropout prevention: A practice guide (NCEE 2008-4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
This practice guide from the Institute of Education Sciences provides evidence-based recommendations for implementing comprehensive support programs to prevent student dropouts.
## Teacher Accountability Enhancement
[3] Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress.
This report discusses approaches to teacher evaluation that focus on improving instructional practice and student learning, including the use of individualized support plans.
[4] Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.
This research synthesis examines different models for evaluating teacher effectiveness, including the use of student progress monitoring and individualized support.
## Parental Involvement Promotion
[5] Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban education, 40(3), 237-269.
This meta-analysis demonstrates the positive impact of parental involvement on the academic achievement of urban elementary school students.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
This book provides a comprehensive framework for developing effective partnerships between schools, families, and communities to support student success.
## Resource Allocation and Training
NEEDED TEXT SOURCE
Criminal Justice: A National View (2017). Cliff Roberson, Ralph Ioimo, Robert C. Winters, Ryan M. Getty, Ryan Alexander. West Academic/St. Paul, MN. In addition to the text there will be various handouts during the course.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).
This report from the Institute of Education Sciences reviews the evidence on the impact of teacher professional development on student achievement.
Odden, A., Archibald, S., Fermanich, M., & Gallagher, H. A. (2002). A cost framework for professional development. Journal of Education Finance, 28(1), 51-74.
This article provides a framework for allocating resources for effective professional development programs.
## Data-Driven Approach
Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education. Rand Corporation.
This report examines the use of data to inform decision-making in education, including the identification of at-risk students and the tailoring of interventions.
Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4), 1-26.
This article discusses the challenges and best practices in using data to inform instructional decisions and support student learning.
## Collaboration with Community Partners
Blank, M. J., Melaville, A., & Shah, B. P. (2003). Making the difference: Research and practice in community schools. Coalition for Community Schools.
This report highlights the benefits of community-school partnerships in providing comprehensive support for students and families.
Deschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools and students who don’t fit them. Teachers College Record, 103(4), 525-547.
This article examines the importance of aligning school practices with the diverse needs of students, including the role of community partnerships.
Citations:
[1] https://www.washingtonpost.com/education/2019/01/23/why-we-should-stop-labeling-students-risk-best-alternative/
[2] https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/21944/Holmes_washington_0250O_10829.pdf?sequence=1
[3] https://nepc.colorado.edu/publication/school-reform-proposals-the-research-evidence
[4] https://www.the74million.org/article/40-years-after-a-nation-at-risk-how-has-standards-based-school-reform-succeeded-and-failed/
[5] https://www.air.org/resource/spotlight/three-decades-education-reform-are-we-still-nation-risk
Journals
Journals For Internship- Jamely Brache
Week 1:
I started my first day at the McCormack, it was a bit nerve racking as to being back in a younger school setting and just not really knowing what to be expecting. I met with Adina, Sarah and Jen who are apart of the trinity program at the McCormack and who I will be working hand in hand with for the restorative justice program. The school is very big and had a lot of motivational quotes and posters up, it’s far bigger then my high school was. The students seem either super tiny or look they are hitting a extensive growth. I’m not sure if it was the new person look walking into that building, but I could definitely feel that a lot of students were giving the “ who is she” vibe. Which I do understand since I am a total stranger. I took the looks from certain people, and I even even got smiles. Adina was kind enough to take me around majority of the school and introduce me to some of the staff, I did notice that majority of the teachers happen to be white, asian and most of those teachers stood off from the students because of sone factors I believe the language barrier to be a big one but the staff that are not teachers they seem to be more diverse and connected with the kids. Funny enough I aldo ran into my 8th grade theater teacher who also works at the mccormack now as a theater teacher. Small Word.
I was mistaken for a student which was odd for me as well but once that was cleared up I spent my first day going the schools activity , clubs and programs. I also met this women who works in the social services at the school her name is Gesibla and I will be meeting with her my next week visit to get introduced to one student she believes I can help working one on one with. The students didn’t interact with me today but I can’t blame them I’m a complete stranger in their territory. I just hope they can eventually learn to warm up to me. I established my days that I will be internshiping at the school which is just two days a week but Adina, Sarah and Jen will not be there on Wednesday so I did feel a little nervous about that but I’m sure it will be okay. I did have some questions to remind myself to follow up with Adina next week.
What are circle groups
Are we able to make activities for them
How can i relate this to restorative justice
Week 2:
This week I went to the McCormack to meet with Gisebla I got there at 9 am just to be told she wasn’t in the building. Shortly after I left I got an email stating she had forget and was out due to her child being sick. We spoke on the phone for a about half an hour discussing more of what it would be like to be working one on one with this student. She also mentioned to me some other students and was very pleasant to talk with. I’d be a liar if I said at first I wasn’t annoyed since I woke up extra early to be there for my first official day and just to have to leave but I’m glad she was able to stay home with her kid was they were feeling sick. I’ll be back on Thursday to meet with the trinity group for our first circle which I am excited about and I’ll meet the other internship girls! I had my internship class where I learned the girls who also internshipped there I didn’t have the time to talk or introduce myself to them so I hope that tomorrow this can be done.
Thursday morning bright and early, I had classes after this so I did have to leave after the circle group which is a little sad since I haven’t really had the time to be physically in the school. I officially met the other girls in the internship which are Soryoa, India and Bella. They are all very nice and it was nice to know that I have the internship class with 2 out of three of them. The circle group was also a different expierenve I met with a group of kids and we all introduced our selves and went over the circle group intsttuctions. I liked the set up and the way they went about it since it’s asking how they feel 1 out of 5, and going over some stuff that Adina, Sarah and Jen pick out. The kids were nice and it felt funny to hear them talk about how mature they are and etc because it made me think about my younger self and how I use to say the same things. Reality definitely hit once I had to start paying bills lol but the kids did carry themselves in a well behaved manner. The internship girls and I decided that we should take turns to plan activities for the circle group and I’ve volunteered to do the next weeks activity for the circle group, which I’m really excited about. It’s valentines week so I want to do something based on self love but the love you want to give out to the world.
Week 3:
I officially met with Gisebla today and it was a nice experience they were mcas testing so the student she wanted me to meet was still testing as she came very late to school. I was put in two classes before I finally got to meet her. The first class was a art class with 8th graders majority of them spoke Spanish so I can easily understand what they were saying, the teacher was very nice as well but I did feel bad as it was clear they did not have the full respect for him as they should have. I sat with this one student Juan who was at the beginning of the class starting problems and leaving in and out but once I sat down and talked with him he genuinely seemed like a nice kid, I learned that were both from dr and his dad works as a constructio here in the states while his mom and older sister still live in the Dominican Republic. The teacher was nice and even told me at the end of class that he was shocked that he could tell that we were having a nice conversation since he has trouble with that specific student. My next class that I ended up attending was a math class and I am not good at math at all and it’s been around five years since I did the math that they were currently learning. It was definitely a nerve-racking experience. I worked with a group of girls who speak Spanish and they were very nice. I wish I could’ve helped them more when it came to their math problems, but they basically were re-teaching me. Once that was up, I finally was introduced to the student that I was working one on one with the first thing, she said to me was that she couldn’t believe that I was 22 years old, which definitely gave me a little confident booster. It was a sweet thing to hear. She is also Dominican and she is currently 17 years old. She is a junior at the McCormick and while we were going through her grades I was left a little stuck seeing that she wasn’t passing any of her classes. She’s been late multiple times of school and she has even more absences. I ended up talking more with her and we made up a plan to go over what can be done so that she can at least pass this final semester and work with Gisebla to see what can happen if she can pass this semester. She was overall very kind to me, and even though she is labeled as “ troubled” kid it’s clear that she just struggles with being able to accept help.
For this week Circle group we were able to be more comfortable and talking with the students. I had the opportunity to sit in chat one on one with one specific student who he is currently a junior, and he’s been at the McCormick since he was basically starting off middle school, he wants to go into the army after high school, which I really had no real opinion about because I’m not really the type of person to ever sign up for the army. I wish I could be, but I am scared shitless of guns. During the Circle group we were also able to go over more information based on what the students want from us and what we could want from the students overall it was basically just wanting to have a comfortable safe open area where they are able to talk about whatever they need to talk about, and feel unjudged. The activity that I had planned for the students was that I brought in printed hearts and students were able to write in the heart the type of person they aspire to be my heart had words such as empathetic, confident, happy, etc. and we kind of just went over everybody’s hard and went over why we feel we would like to be those things and it was a good experiencing, the students kind of put together the type of person they wanted to become.
Week 4:
Today we went on a field trip with the students to go snow tubing. I haven’t been on a school bus in a very long time, so it was very very funny to see Me and the other Internship girls on a packed school bus with students. And as I expected the students, of course you’re playing their music, chatting it up and enjoying the field trip vibes that they had going on. I’ve never been to the specific snow tubing place that we went to which was pretty nice and it was a good experience. I’m kind of seeing how the students act outside of school. Some of them left me very shocked as they were extremely vulgar, and even one girl who didn’t want to participate in doing anything because her boyfriend wasn’t able to come on the trip. That made me quite sad because she’s about 15 years old and she didn’t really want to hear anybody else’s advice to her. The other Internship girls and I went on the snow tubes and it was actually really fun. We even ended up taking some pictures and helping students get their passes on and snow tube. We offered lunches to the students provided by the school and the place also sold food. I ended up buying food and it was actually very disgusting but the fried dough truck was good. Well, I was getting my fried dough. I ended up chatting with another student who it was his first time eating this since he is also from the Dominican republic. ( lots of Dominicans) he was going to eat the fried dough without any powder on and he was really confused on that but then I showed him what to put on and he ended up really enjoying it. I also ended up running into my 8th grade math teacher who is now teaching at the Mccormack which is very funny to me because this is the second teacher now that I have encountered. Smallllll world. After the field trip, we went back to the school and kind of help. The students go back to class and once that was done we were able to leave. overall, the day today was really good. I also connected one on one with a lot of the Internship girls and just it was really enlightening to see the kids be happy and act like kids.
It was another circle group day. I ended up feeling very unwell and wasn’t able to make it in since I had a stomach bug ( I blame it on the food) I also didn’t go to classes that day, which left me at home to rot and study.
Week 5:
It is currently Wednesday and today is my day where I work one on one with the student. I ended up creating a template plan for her where she can list all her missing assignments and I plan to meet with gIsabella to help set up a meeting with her teachers to go over how we can help her succeed in this last semester. In comparison to the first time working with her the first day, she kept telling me that she did want to go to college and that she did have plans to attend a college after but today she seemed a lot more open and honest where she said that she doesn’t want to continue with school, and that she just wants to do a program either to do flight attending or nursing. I gave her the best advice that I could, which was college was a successful route for me, but it doesn’t mean that it’s for everybody and that since she is in a place where she is struggling, she does have to pay a lot of attention to her future and what it is that she wants to do The main thing I told her that she’s 17 now but she won’t be 17 forever and we ended up having a really long talk and it was just sweet to kind of see a side of her that I didn’t know yet.
Circle group day was fun, we met with the I’m not exactly sure what her title was, but she was an executive something for the Trinity program at the McCormick and she was very sweet and she kind of chatted with us the Internship girls based on why are we into criminal justice and why was that our selected major? I ended up sharing some information with her and everybody in the group, which was information that I only ever personally share yet it felt very nice to explain and go over why my reasons were for entering criminal justice, and kind of seeing how everybody else’s reasons were different, but somewhat the same. During the legitimate circle group with the students we played a game where it was, would you rather and it was silly thing such as would you rather have a popcorn, kernel stuck in your tooth or have wet socks me personally, I had originally picked popcorn kernel, but then a student made a very smart point where he said that he went hiking in the mountains once and his socks got all wet and it made me realize I’ve actually done that plenty of times as well. It’s just funny how certain things sound bad until you realize you could actually do it or you’ve already done it. Soraya and I also volunteered more hours during our spring break to go into the McCormick, we’re currently planning an activity for that week. We are also going to start training for the Restorative Justice and i am excited about that because while I am enjoying my internship experience i am having some trouble relate what the current work i am doing has to do hand in hand with the restorative justice
