Action Plans

Tools for Designing Change
Below you will find instructions for helping you guide students through the action planning process. You can also download the instructions here...

Materials Needed
  • Action Planning Form #1 (one copy per student) download form...
  • Action Planning Form #2 (one copy per student) download form...
  • Two large pieces of paper or a flip chart
  • A marker to write on the paper
  • Stickers (four per student)
Phase 1: Identify the Issue
Break up the students into groups of 2-3. In their groups, have them think back to the discussions about internalized, interpersonal and institutional racism at their school (the sheets where they checked off things that they had seen or experienced.) As a group have them come up with the top 3 issues that are most concerning to them. They should write down these 3 issues on the Action Planning Form #1 handout.

After the groups have written down their top three, go around to each group and have them read their top 3. Write down the issues on the large piece of paper with the marker. If some groups state the same issue, do not write it down twice.

After all of the issues have been written down, give each student 2 stickers. Instruct them that they are to go up and put their stickers next to two issues that they would like to try to change. Have them all stand up and put on their stickers. They should go up freely as a group and not one by one so the students don’t feel like everyone is watching where they put their stickers.
After all of the stickers are up, count how many stickers each issue received. Write that number next to the issue. Identify the issue with the most number of stickers.

Hold a five finger vote on this issue.
If you think it’s a great issue, put up 5 fingers.
If you think it’s a good issue, put up 4 fingers.
If you think it’s an okay issue, put up 3 fingers.
If you don’t like it, but you’ll do it, put up 2 fingers.
If you hate the issue and will try to stop it, put up 1 finger.

If anyone puts up 1 or 2 fingers discuss what changes could be made to the idea to make them like it better and get them on board. This ensures that all participants in the group feel good about the project and will contribute positively.

Phase 2: Brainstorm a Solution
Now that the students have identified the problem, they can brainstorm solutions. Have them get back into their same groups. As a small group, they should think up things that they can do to address the identified problem. Have them talk among themselves and write down 3 ideas of things that they can do to help make the problem better.

After they have identified 3 things, go around and have each group share their 3 ideas. Write them on the large piece of paper. After all groups have share, open up the brain storming to the entire group. Ask if they have any other ideas about possible projects. Write them down on the piece of paper.

Phase 3: Talk About Impact and Scope
Once the group has identified a large range of project ideas, they should consider the following questions before making the final decision on their Action Plan. Ask them:
  • How does each of these projects help change the way people think about people who are different than themselves?

  • How will this project help create a school where people from all ethnic backgrounds feel welcomed?
Also consider these questions about the scope of the project:
  • How much time will it take? Do we have time to complete this project this year?

  • Will it cost money? Is it a reasonable amount that we can raise?

  • Do we have enough students involved to complete this project?
After discussing these questions, look at the pros and cons of the ideas. Are some ideas better than others in the student’s opinions?

Phase 4: Deciding on a Project
Give 2 more stickers to each student. Instruct them that they are to go up and put their stickers next to their two favorite ideas. Have them all stand up and put on their stickers. They should go up freely as a group and not one by one so the students don’t feel like everyone is watching where they put their stickers.

After all of the stickers are up, count how many stickers each idea received. Write that number next to the issue. Identify the idea with the most number of stickers.

Hold a five finger vote on this issue.
If you think it’s a great idea, put up 5 fingers.
If you think it’s a good idea, put up 4 fingers.
If you think it’s an okay idea, put up 3 fingers.
If you don’t like it, but you’ll do it, put up 2 fingers.
If you hate the idea and will try to stop it, put up 1 finger.

If anyone puts up 1 or 2 fingers discuss what changes could be made to the idea to make them like it better and get them on board. This ensures that all participants in the group feel good about the project and will contribute positively.

Congratulations! You have just decided on your Action Plan project. Use the Action Plan Form #2 to expand on your idea and plan out the details.


Funding Opportunities
Need some cash for your student group's project? Check out these grants:

Do Something Grants
$500 grants for youth-driven projects. Awarded on a rolling basis; no deadlines.
learn more...

Target Grants
Grants to schools to bring art and cultural experiences back to schools or support educational field trips.
Deadlines vary.
learn more...

Mix It Up Grants
$500 grants for youth-driven projects. Awarded on a rolling basis; no deadlines.
learn more...


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Ċ
LEDA FREE,
Jan 5, 2012, 11:03 AM
Ċ
LEDA FREE,
Jan 5, 2012, 11:03 AM
Ċ
LEDA FREE,
Jan 5, 2012, 11:03 AM