Summary<\/p>\n
This project is aimed at all primary school students at risk of social exclusion and\/or with certain learning barriers, coming from the three primary education schools in the municipality, mainly to:<\/p>\n
-Students with learning difficulties, with the aim of preventing and avoiding the appearance of greater difficulties, correcting them, and stimulating their development and learning process in a context of educational inclusion.<\/p>\n
-Students who have barriers to effectively follow the curriculum, which has led to a curricular gap detected at the beginning of the course through initial assessment or throughout the course.<\/p>\n
-Students who have not been promoted to the next grade.<\/p>\n
-Students who have been assessed by the school’s Guidance and Support Team, who have determined that they need this support measure.<\/p>\n
In addition, priority will be given to children who:<\/p>\n
– Belong to families at risk of social exclusion.<\/p>\n
– Present learning barriers and are believed to be able to overcome them with the help of the project.<\/p>\n
– Present specific educational support needs.<\/p>\n
– Show demotivation and a lack of appropriate learning strategies.<\/p>\n
– Require specific actions to foster the maximum development of their potential, as they are in personal, social, economic, cultural, and\/or linguistic situations that impede such progress.<\/p>\n
Project Classification<\/p>\n
This initiative is a project that works on specific Sustainable Development Goals.<\/p>\n
Timing<\/p>\n
It has been carried out every academic year since 2016.<\/p>\n
Self-assessment Block<\/p>\n
PLANNING What were the objectives set for the project?<\/strong><\/p>\n -Develop basic educational competencies in each child.<\/p>\n -Improve their study habits.<\/p>\n -Promote autonomy in learning in a playful way, fostering their curiosity and motivation and offering them tools for it.<\/p>\n -Boost academic results and school performance.<\/p>\n -Strengthen students’ self-esteem and personal, academic, and social self-concept.<\/p>\n -Involve families in their children’s educational process.<\/p>\n -Guarantee equity and equal opportunities that allow the development of the potential, capacities, and competencies of all students.<\/p>\n -Strengthen and improve social skills.<\/p>\n IMPACT What are the positive impacts of the project?<\/strong><\/p>\n Children who have attended educational support have improved their performance, results, and\/or social habits and behaviors.<\/p>\n INNOVATION What are the most innovative aspects? What challenge\/problem is addressed? <\/strong><\/p>\n This initiative is primarily aimed at satisfying one or more needs of the population in our territory in relation to one or more axes of the 2030 Agenda (People, Planet, Prosperity, Partnerships), mainly children aged 6 to 12.<\/p>\n METHODOLOGY What methodology was followed for its implementation?<\/strong><\/p>\n The transformation of each school and its environment into a place where the teaching\/learning process is shared by the educational community is a fundamental element of educational inclusion. It is based on the idea that the exchange of information, communication, coordination, and advice with families is an indicator of educational quality. CONDITIONING FACTORS What conditions must be met for the project to be successfully replicated (in a similar context)?<\/strong><\/p>\n -The involvement of the Department of Education and Culture.<\/p>\n -The involvement of library staff.<\/p>\n -The good relationship we have with the local schools.<\/p>\n -The involvement of the staff hired for the project.<\/p>\n REPLICABILITY\/SCALABILITY\/TRANSFERABILITY What elements should be considered for the project to be replicated in another Local Entity?<\/strong><\/p>\n Hold meetings with local entities and explain the program to them.<\/p>\n RESOURCES? What technical, human, and economic resources have been used? <\/strong><\/p>\n -Personnel Resources: The educational support and inclusion project is a team effort that includes different agents: the Library Director, the Library Activities Coordinator, two workers from the City Council’s employment plans (a senior social integration technician and a graduate in early childhood education with a C1 English level), the management team of the Primary Schools, school counselors, tutors of the students attending the support classroom, and the City Council’s Social Services.<\/p>\n -Material Resources: Consumable stationery and IT equipment.<\/p>\n -Economic Resources: This program is carried out thanks to the social employment plans of the Junta de Comunidades de Castilla la Mancha, the European Social Fund and the Provincial Council of Guadalajara, and the youth employment plan, within the framework of the National Youth Guarantee System program of the Junta de Comunidades de Castilla la Mancha and the European Social Fund.<\/p>\n STAKEHOLDER INVOLVEMENT What local stakeholders have been involved in the project (citizens, third sector organizations, private sector, academic sector, etc.)? How was this involvement achieved? <\/strong><\/p>\n CEIP Virgen de la Paz, CEIP Campi\u00f1a Verde, CEIP Parque Vallejo. Primary education schools. <\/p>\n Briefly, what role has each played or is playing?<\/strong><\/p>\n <\/strong>The teachers and counselors of the schools are responsible for selecting the students who are part of the project; we hold monthly meetings with the children’s tutors.<\/p>\n INTERNAL COORDINATION How has the project been coordinated internally within the Local Entity?<\/strong><\/p>\n The mode of operation prioritizes the tasks that students bring noted in their agendas. During the exercises, they are given the necessary explanations to understand the concepts being asked, as well as how to solve the exercise in question. When school tasks are finished, students are given reinforcement explanations for the subjects where they have the most problems; mathematics and language, as a general rule. It is also verified that students master the concepts asked in the different exams or tests they have throughout the course, working on the corresponding subjects periodically. In addition, we offer them tools and resources focused on carrying out individual assignments that they often have to prepare and study techniques. The token economy exercise is also included, a psychological technique for behavior modification in which a system is established where the student earns tokens for behaving in a certain way. Likewise, activities are carried out to expand vocabulary and reinforce basic knowledge. Similarly, activities are carried out to work on the social skills of each student. <\/p>\n PARTNERSHIPS Have other institutions been involved in achieving the set objectives?<\/strong><\/p>\n Yes.<\/p>\n In cases where the initiative has involved collaboration with other levels of government, how has this collaboration been concretized? <\/strong><\/p>\n Youth Guarantee Social Plan, for the hiring of teachers.<\/p>\n Has the implementation of the initiative involved local stakeholders outside the local corporation? <\/strong><\/p>\n Yes.<\/p>\n If you answered affirmatively to the previous question, could you indicate the process followed to achieve the involvement of the different stakeholders?<\/strong><\/p>\n The three primary education schools in the locality.<\/p>\n Is there any established participation body or structure with the different stakeholders?<\/strong><\/p>\n At the beginning of the program, a meeting was held with the directors of the three primary schools and social services.<\/p>\n RESULTS\/MEASUREMENT Have the project results been measured based on local indicators?<\/strong><\/p>\n At the end of the school year, meetings are held with the management of the three schools to better evaluate the results. The directors agreed to highly value the project, as 50% of the children who attended educational support notably improved their performance, passing all subjects; 25% did not pass everything but their results were better; and the other 25% improved in social habits and behaviors. <\/p>\n TRIPLE IMPACT Is the project sustainable from an environmental, economic, and social point of view?<\/strong><\/p>\n In this project, we have considered the economic and social impact, as one of the actions of this support and educational inclusion program is aimed at children in disadvantaged situations or with educational support needs who can apply for a place. For this, we are in contact with the directors, tutors, and counselors of the three schools, and with the City Council’s social services. The aim is for the educational community, with the participation of teachers, families, and local entities and institutions, to make a common effort to improve the development of the potential of all students. <\/p>\n
\n1.- School teachers and counselors consider a student to fit the project profile and, after consulting with parents, refer them to the support classroom.
\n2.- In the Library, with the data provided, we form groups to be as homogeneous as possible, mainly considering the age and level of the students.
\n3.- Once the support classes begin, we work with the students, carrying out the necessary activities to achieve the objectives we set at the beginning of the course. <\/p>\n