The fourth chapter of the NewComm Literacy Science framework focuses on Intervention Design, where students design, refine, and execute a social impact project. By leveraging their literary analysis skills and their understanding of asset stocks, students can create interventions with measurable qualities that ensure equitable access to one or more asset stocks for the communities they serve.

The Intervention Design process consists of four key elements:

Element 1: Form a Hypothesis with Measurable Qualities

Interventions should be rooted in a solid hypothesis that defines the measurable qualities the intervention must have to ensure equitable access to specific asset stocks. Students will collaboratively develop hypotheses for their social impact projects, incorporating the structure: "[Users] who experience [this pain point] will gain increased access to [one or more asset stock] through an intervention possessing [these qualities]." By equipping students to articulate their hypotheses both in writing and through verbal communication, they can ensure that their intervention designs address the unique needs of the target community.

Examples of hypotheses related to different asset stocks:

1. Human Capital:

- Individuals who experience limited access to quality educational resources in underserved communities will gain increased access to human capital through an intervention possessing personalized tutoring, mentorship programs, and access to technology.

- Unemployed individuals with limited job skills and training will gain increased access to human capital through an intervention possessing vocational training, career counseling, and job placement assistance.

2. Social Capital:

- Immigrants who face social isolation and limited networks in their new communities will gain increased access to social capital through an intervention possessing community integration programs, language classes, and networking opportunities.

- Youth from disadvantaged backgrounds will gain increased access to social capital through an intervention possessing mentorship programs, extracurricular activities, and community engagement initiatives.

3. Access to Clean Water:

- Communities lacking access to clean water sources will gain increased access to clean water through an intervention possessing water filtration systems, infrastructure improvements, and community education on water hygiene and sanitation practices.

- Rural areas facing water scarcity and contamination will gain increased access to clean water through an intervention possessing rainwater harvesting systems, well-restoration projects, and sustainable water management practices.

4. Access to Clean Air:

- Urban neighborhoods experiencing high levels of air pollution will gain increased access to clean air through an intervention possessing air quality monitoring systems, green infrastructure development, and advocacy for stricter environmental regulations.

- Individuals living in areas affected by industrial emissions and indoor air pollution will gain increased access to clean air through an intervention possessing community education programs, adoption of cleaner cooking technologies, and promotion of renewable energy sources.

Element 2: Test and Refine Hypothesis through Research, Field Trips, and Roundtables

Once a hypothesis has been formulated, it's crucial to gather evidence to support or refute it. Students should engage in various activities to test and refine their hypotheses. These activities include research, field trips, and roundtable discussions with experts and stakeholders. By actively gathering data, students gain insights to support their hypotheses and make necessary adjustments to ensure the effectiveness of their interventions.

Examples of activities for testing and refining the hypotheses:

1. Research:

- Students can conduct surveys, interviews, and data analysis to gather information about the pain points, barriers, and existing resources related to the specific asset stocks they are addressing. This research provides students with a deeper understanding of the needs and challenges faced by the target users.

2. Field Trips:

- Students can visit organizations, communities, or relevant sites to observe firsthand the existing programs and resources available for addressing the identified pain points. Through these field trips, students can identify gaps and areas for improvement in the current offerings and inform their intervention design.

3. Roundtable Discussions:

- Students can organize roundtable discussions with experts, stakeholders, and individuals directly affected by the identified pain points. These discussions allow students to gather diverse perspectives, exchange ideas, and receive feedback on their hypotheses and intervention designs. By incorporating these insights, students can ensure the relevance and effectiveness of their interventions.

Element 3: Test and Refine by Revisiting Literary Texts

As students gather more information, it's essential to revisit their initial hypothesis and re-examine the literary texts they analyzed throughout the year. These texts provide valuable insights that help refine the hypothesis, allowing students to explore different perspectives and deepen their understanding of the issues they aim to address. By integrating these literary insights into the intervention design, students ensure that their approach is not only relevant but also grounded in a rich and diverse body of knowledge.

Revisiting literary texts enables students to uncover additional layers of meaning and gain fresh insights into the social issues at hand. By critically analyzing the themes, characters, and social context within the texts, students can broaden their understanding and challenge their own preconceived notions. They can examine the narratives through different lenses, such as race, gender, class, and intersectionality, thus expanding their comprehension of the complexities surrounding the identified pain points.

Revisiting literary texts also facilitates critical thinking and encourages students to question prevailing narratives and power structures. They can examine the underlying assumptions, biases, and social commentary within the texts, allowing them to challenge existing norms and envision transformative solutions. By interrogating the texts' underlying messages, students can uncover the root causes of the pain points they seek to address and identify opportunities for systemic change.

Moreover, integrating literary insights into the intervention design strengthens the social justice aspect of students' projects. By drawing from a rich tapestry of diverse voices and experiences, students ensure that their interventions are rooted in a broader context and address the structural inequalities that perpetuate the identified pain points. They can incorporate strategies and themes from the literary texts, such as community empowerment, resilience, and collective action, to inspire and inform their intervention design.

Element 4: Develop Intervention Based on Refined Hypothesis and Mission-Aligned Budget

With refined hypotheses in hand, students can now begin to develop their interventions. It's essential to ensure that the plans align with both the intended outcomes and the mission of the organization or project. Additionally, students must be mindful of their budget, as this will have a direct impact on the feasibility and scalability of the interventions. By considering all these factors, students can create interventions that are not only effective but also sustainable and scalable.

Developing interventions requires a careful and strategic approach to bring the refined hypotheses to life. Students should evaluate their refined hypotheses in light of their intended outcomes and the overall mission of the organization or project. They must consider how their interventions align with the desired social impact and contribute to the broader goals of addressing the identified pain points and promoting equity.

In addition, students must be cognizant of the financial resources available and create interventions that are within the constraints of the allocated budget. Understanding the budgetary limitations ensures that the interventions remain realistic and feasible, avoiding overreaching or compromising their sustainability. By developing interventions that are cost-effective and efficient, students increase the likelihood of implementation and long-term success.

To develop interventions that are effective, sustainable, and scalable, students should consider the following steps:

1. Designing the Intervention:

- Students should clearly define the intervention's components, activities, and desired outcomes based on the refined hypotheses. They should outline the specific strategies, resources, and partnerships needed to implement the intervention effectively.

- It is crucial to incorporate feedback from stakeholders, experts, and community members to ensure the intervention's relevance, cultural sensitivity, and inclusivity.

2. Assessing Feasibility:

- Students should evaluate the feasibility of the intervention by considering factors such as available resources, logistical requirements, and potential challenges. This assessment helps identify potential barriers and allows for necessary adjustments or alternative approaches to be explored.

3. Ensuring Sustainability:

- Students should develop interventions that have the potential for long-term sustainability. This includes considering factors such as capacity building, community ownership, and the integration of the intervention into existing systems and structures. Students should also explore avenues for securing funding and resources beyond the initial implementation phase.

4. Planning for Scalability:

- Students should consider the potential for scaling up the intervention to reach a larger population or expand to different communities. This involves designing the intervention in a way that can be replicated, adapting it to different contexts while maintaining its core principles and desired outcomes.

By following these steps, students can create interventions that are not only effective in addressing the identified pain points and increasing access to the specific asset stocks but also sustainable and scalable in the long run. This approach ensures that the interventions have a lasting impact and can be extended to benefit more communities or individuals in need.

In conclusion, the development of interventions based on refined hypotheses requires careful alignment with intended outcomes, the mission of the organization or project, and considerations of budgetary constraints. By designing interventions that are effective, sustainable, and scalable, students maximize their potential for creating positive social impact and advancing equity in the communities they serve.

Sample Lesson

Lesson Topic: Designing a Social Impact Project for the School Community

Grade Level: High School

Duration: 90 minutes

Objective:

By the end of the lesson, students will be able to:

Develop a hypothesis for a social impact project that addresses a pain point in their school community.
Design an intervention based on the refined hypothesis and a mission-aligned budget.
Present their intervention plan and explain its potential impact on the school community.

Materials:

Whiteboard or blackboard
Markers or chalk
Handout with guidelines for developing a hypothesis, refining it, and designing an intervention
Paper and pens for student use

Introduction (10 minutes):

Review the concepts of asset stocks, pain points, strategy analysis, and community research from Chapters 1-3.
Introduce the concept of intervention design, explaining how it connects to the previous chapters and focuses on creating a social impact project for the school community.

Direct Instruction (15 minutes):

Discuss the elements of intervention design, including forming a hypothesis, refining it through research and consultation, and developing an intervention based on a refined hypothesis and mission-aligned budget.
Provide examples of successful social impact projects from other schools or organizations to help students understand the process and potential outcomes.

Group Activity (40 minutes):

Divide students into small groups and ask them to brainstorm a list of pain points in their school community that they would like to address through a social impact project.
Instruct each group to choose one pain point and develop a hypothesis for a social impact project that addresses it.
Ask each group to refine their hypothesis through research, consultation with school staff or peers, and revisiting the concepts from Chapters 1-3.
Have each group design an intervention plan based on their refined hypothesis and a mission-aligned budget.

Group Presentations (20 minutes):

Have each group present their intervention plan to the class, explaining the pain point they chose, their hypothesis, the refinement process, and the details of their intervention.
Encourage students to ask questions and engage in a discussion about the presentations, focusing on the potential impact and feasibility of each intervention.

Conclusion (5 minutes):

Summarize the key findings from the group presentations, highlighting the connections between intervention design and the concepts from the previous chapters.
Encourage students to think about how they can implement their interventions in the school community and continue working on their social impact projects.
Assign a reflection prompt for homework, asking students to write about their experience designing an intervention and any challenges they faced during the process

Discussion Questions

How can we leverage our understanding of asset stocks, events, patterns, and underlying structures when designing a social impact project?
Why is it important to create a hypothesis with measurable qualities for an intervention? How can this ensure equitable access to asset stocks for the target community?
What are some ways we can refine our intervention hypothesis through research, field trips, and roundtable discussions? How can this process improve the effectiveness of our intervention?
In what ways can we revisit and incorporate insights from literary texts to refine our intervention design?
What factors should be considered when developing an intervention that is mission-aligned and budget-conscious?

Chapter 4: Intervention Design