Strategic Plan for Program Implementation

Krystal Rozier

Professor Kjersti Olson

HMSV 8216

Unit 5 Assignment 1

12/07/2020

Strategic Plan for Program Implementation

Mission and Vision Statements

Mission

The program’s mission is to increase graduation and retention rates in schools by supporting the underserved children and at-risk students who are in danger of dropping out or have withdrawn from active schooling.

The program’s mission considered supporting students through their school years to ensure they become motivated to continue with their education. In some cases, students may drop out of school due to insufficient mentorship to support their endeavors. Therefore, the mission of the program is to include mentorship strategies for the students. Additionally, the mission statement considered underprivileged students who may miss the opportunity to attend school due to a lack of resources. Hence, the program aims at funding education for such students. The mission statement also noticed the existence of at-risk students who were highly likely to drop out of school. Thus, the program’s mission is to provide counseling and rehabilitation for such students to avert possible fallout.

Vision

The program’s vision is that every child in the Ruby Lake neighborhood will earn a minimum of high school diploma and support a successful transition to work, postsecondary education, or military service.

The vision statement’s motive is to guarantee that the Ruby Lake area children attain at least high school level education. This strategy would ensure the students become interested in continuing their education to higher levels, such as college. Furthermore, the program’s vision promotes high enrollment rates for the students who wish to complete their high school education. Similarly, formulating the vision statement ensures graduate students stay focused on their school work with the hope of securing employment or funding for further education. The program assures the students of support while transitioning to various career or academic paths.

Strategic Goals and Objectives

According to the school attendance data in the Ruby Lake neighborhood, developing specific goals and objectives will ensure its aim.

The strategic goals and objectives of the program are:

Dropout Recovery Program
Creating Support Services

(Kettner et al., 2016)

Strategies for Staffing, Budgeting, and Building Information Systems

The program’s staffing strategy will include stakeholders from the district education board, school directors, and the children department. These participants will help in creating policies and planning for the initiative (Blonsky, 2019). The program’s staffing will also include policy evaluators from the district education board to audit the initiative and ensure it meets the requirements. Moreover, the program will consist of personnel from the district social services to mobilize and provide counseling.

The budgeting strategy for the program will include sourcing resources from funding organizations within the region. Potential sponsors for the program will involve those institutions which support social services and community development (Calley, 2010). Thus, the organizations will ensure they support the school dropout prevention initiative. Additionally, the program’s budgeting will utilize financial planners’ services to organize funds allocation for appropriate program implementation.

The information systems for the program will help in identifying early warning signs for at-risk students. The information systems will also assess common class imbalance to recognize absentee students who may drop out of school (Lee, S., & Chung, 2019). The information system will also monitor the graduation and transition rates for the students to determine the initiative’s retention rates and success.

Organizational Chart

The administrative structure for the program will follow the clan-oriented and hierarchy-oriented culture. The clan-oriented culture will promote coordination and cooperation within the program administrators (Smink & Reimer, 2017). Besides, the approach will allow for an effective mentorship program within the community and the teachers. Similarly, the hierarchy-oriented culture will promote order within the organization. The board of directors will plan and assess information proposed by the operations director and program director (Smink & Reimer, 2017).

Additionally, the executive director will work with the assistant executive to oversee the organization’s operations. The finance director will be in charge of drafting the financial requirements for the initiative. The volunteer director will also be responsible for mobilizing volunteers to work with the community in supporting the children through their education. The hierarchal flow of information ensures collaboration and routine operations.

Project-Specific Budget

Description
Calculation
Total Expenditure

Salaries
 
 

Instructional Staff
$42,000
$42,000

Instructional Support Staff
$37,000
$37,000

Data Collection
$30,000 (0.10 FTE)
$3,000

Analyst
$3,000
$3,000

Materials and Supplies
 
 

Transportation
$4,800
$4,800

Building Space
 
From in-kind donation

Software
$5,000
$5,000

Telephone (Follow-up)
$1,200
$1,200

Other logistics
$5,000
$5,000

Salaries subtotal
 
$85,000

Supplies subtotal
 
$16,000

Project total
 
$101,000

Total Funding Request
 
$101,000

(Calley, 2010)

Ethical and Cultural Considerations

The ethical considerations that would guide the program include identifying and reviewing its mission and vision statements. These declarations will ensure every stakeholder focuses on improving the initiative’s outcomes (Blonsky, 2019). Moreover, the program will consider the inclusion of the necessary stakeholders for the success of the program. Such personnel will include parents, teachers, community leaders, and students. Informing the stakeholders about the objectives of the initiative strengthens their cooperation (Blonsky, 20190. The program directors will require informed consent from the parents and students before including them in the program. This approach ensures the program director receives full support from the community shareholders. Engaging the board of directors before implementing specific concepts in the program promotes cooperation within the organization.

Additionally, the cultural consideration for the program will include maintaining respect for one another within the organization. Since Ruby Lake neighborhood constitutes persons from different races and cultural backgrounds, recognizing their contribution increases collaboration. Therefore, the stakeholders will get informed and taught how to work with diverse populations (Smink & Reimer, 2017). This strategy will promote cohesion and allow for more participation by students, parents, and teachers.

References

Blonsky, H. M. (2019). The Dropout Prevention Specialist Workbook: A How-to Guide for Building the Skills and Competencies for Addressing the School Dropout Crisis. Oxford University Press.

Calley, N. G. (2010). Program development in the 21st century: An evidence-based approach to design, implementation, and evaluation. Sage Publications.

Kettner, M. P., Moroney. R. M., & Martin. L. L. (2016). Designing and Managing Programs: An Effectiveness-Based Approach (SAGE Sourcebooks for the Human Services) 5th Edition.

Lee, S., & Chung, J. Y. (2019). The machine learning-based dropout early warning system for improving the performance of dropout prediction. Applied Sciences, 9(15), 3093. https://dx.doi.org/10.3390/app9153093

Smink, J., & Reimer, M. (2017). Rural School Dropout Issues: Implications for Dropout Prevention. Strategies and Programs. National Dropout Prevention Center/Network.

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