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It also provides six foundational educator strategies, including student choice and voice, real audiences, gamification, achievement feedback, technology integration, and personalization. Guidance covers how state coordinators can embed these recommendations through applications and technical assistance using Title I, Part D, Subpart 2 funding.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Meaning |\n| --- | --- |\n\nNDTAC Brief-Promising Uses of At-Risk Funding: Focus on Engagement, Relevance, and Meaning  \nAugust 31st, 2021 Washington, D.C.  \nAuthors: David Domenici & Kaylah Holland  \nINTRODUCTION  \nWhen school is engaging, relevant, and meaningful, students returning from correctional facilities and those at-risk of dropping out are more likely to achieve educational success. This brief is intended to assist district leaders and school administrators-both at the district and school level-who are seeking to implement strategies designed to help students find meaning and build a lasting connection to their education. NDTAC is focused and committed to engagement in the classroom so every student can find educational success and acceptance.  \nThis brief highlights three key approaches to making schools engaging, relevant, and meaningful:  \n1. incorporating creative and performing arts  \n2. emphasizing culturally responsive materials, instruction, and experiences  \n3. acknowledging real -world problems and empowering students to solve them  \nAdditionally, this brief highlights six foundational strategies for educators implementing the above three approaches:  \n• Student Choice and Voice  \n• Real Audience  \n• Gamification  \n• Acknowledge Achievement  \n• Technology Integration  \n• Personalization and Differentiation  \nThese approaches are not exhaustive but offer clear, widely supported examples of practices that are proven to work. These strategies can be implemented using the at-risk funding from Title I, Part D, Subpart 2.  \nPATHWAYS TO USE OF FUNDING FOR AT-RISK STUDENTS  \nTwo pathways that State Coordinators (SCs) can consider incorporating a focus on engagement, relevance and meaning are through: the Subpart 1 and 2 application process; and State Coordinator technical assistance.  \nIn the application process, funding for Title I, Part D programs require that a State Agency (SA) and Local Educational Agency (LEA) applying for funds describe the programming and services that will be offered to eligible youth. State Coordinators can determine an appropriate description of programs and services and emphasize the want for certain program components such as a focus on engagement.  \nSimilarly, through technical assistance, State Coordinators can incorporate focused activities based on the three recommendations for a particular program through data reviews and conversations with subgrantees.  \nFoundational Strategies  \nBelow are six foundational strategies that can support educators with the implementation of the three recommended approaches. In the discussion that follows are examples for each of the three approaches, along with icons to indicate which of the strategies are used in each example. Additional information on each of these strategies can be found on theresource page at the end of the brief.  \nSTUDENT CHOICE & VOICE  \nIncluding student choice and voice in the classroom offers students a chance to take ownership of their education. Incorporating choice and voice can be as simple as allowing students multiple options for submitting work or allowing students to become involved in the process of designing a lesson plan.  \nREAL AUDIENCE  \nProviding students with a real audience, beyond their teacher, to give feedback on their work encourages a higher level of engagement throughout the lesson. A real audience can include other classmates, families, or members of the community.  \nGAMIFICATION  \nIncorporating gamification in a classroom attracts students to the lesson content and may boost engagement, increase motivation, and provide opportunities for students to collaborate. Through these activities, students share a common goal and will often turn to one another as a resource or for support. iii  \nACKNOWLEDGE ACHIEVEMENT  \nAcknowledging achievement begins by providing frequent positive and constructive feedback to students. Te","cbCainLfB2fb3Jmo","https://ap.wps.com/l/cbCainLfB2fb3Jmo","pdf",991010,"English","# Introduction\n# Pathways to Use of Funding for At-Risk Students\n## Foundational Strategies\n# Student Choice & Voice\n# Real Audience\n# Gamification\n# Acknowledge Achievement\n# Technology Integration\n# Personalization & Differentiation\n# Approach 1: Incorporate the Creative and Performing Arts into the Life of the School","[{\"question\":\"What goal does the brief target for at-risk students?\",\"answer\":\"The brief aims to help district leaders and school administrators implement strategies that make schools engaging, relevant, and meaningful so at-risk students are more likely to achieve educational success and build lasting connections to learning.\"},{\"question\":\"What three approaches does the brief highlight for making schools engaging and meaningful?\",\"answer\":\"It highlights incorporating creative and performing arts, emphasizing culturally responsive materials and instruction, and acknowledging real-world problems while empowering students to solve them.\"},{\"question\":\"Which six foundational strategies support educators when implementing the three approaches?\",\"answer\":\"The six strategies are student choice and voice, real audience, gamification, acknowledge achievement, technology integration, and personalization and differentiation.\"}]","NDTAC Brief - Promising Uses of At-Risk Funding - Focus on Engagement, Relevance, and Meaning | PDF",23]