Katherine Becks- 3 Part Assignment

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Week 4 Assignment

 

Strategic Problem-Solving – Activity Three -Monitoring, Adjusting, and Communicating Progress

Instructions and Rubric for Submission (W4LO4, W4LO7, W4LO8, CLO3, CLO4)

 

This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric

 

I. Memo #3:

 

You will continue to assume the role of a new hypothetical principal at a campus as you respond to the issues related to the Agricultural Science Program found in the letter of concern by the hypothetical superintendent. As in the last strategic problem-solving assignment, the letter is found in the resource packet. Prepare a four-paragraph written memo that addresses the following prescribed actions (superintendent directives):

 

a) Develop and share new system of gathering and reporting data to measure continuous sustainable improvement.;

VERY IMPORTANT RUBRIC REQUIREMENT – The new system of gathering and reporting data must reflectively evaluate program improvement and communicate about compliance with laws, rights, policies, and regulations that promote sustainable student success. I recommend a statement directly related to the harassment that has been identified.

b) Develop and share efforts at developing student leadership/capacity;

c) Identify and report needed resources for sustained improvement.

Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, use the Stage 3 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.

 

Stage 3 BUILDING BLOCKS

a) Initiated a collaborative review process identified in a timeline – paragraph one;

b) Included students in the teaching of values/ acceptable behaviors to peers – paragraph two;

c) Distributed leadership on the instructional team – paragraph three;

d) Considered the impact of future resources – paragraph four.

 

In the memo, you should write one paragraph on each individual stage three building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.

 

II. Documentation

Attach simulated documentation that supports your four-paragraph memo to the superintendent.

 

* Agendas

 

 

 

III. Activity Reflection:

This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.)

* How does this response make sense?

* Describe how the response fits with the established criteria and models the elements found in the building blocks?

* What issues did the response address?

* In what other way could this issue be addressed and prove equally or more successful?

 

 

The Rubric Is Located On The Next Page – Attach Your Assignment After The Rubric And Submit It In Blackboard

 

 

 

 

 

 

 

 

 

 

 

 

 

WORD-DOC-MAST-HEAD

W4LO4 – The student will collect and analyze data and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development using a multi-year action plan. (CLO4)

 Candidate discussed the collection or use data to develop resourcing plan.

 

 

 

 

 

 

 

0 points

 Candidate simulated the collection of data aligned to the school’s goals and priorities.

 

 

 

 

 

 

 

7 points

 Candidate simulated the collection and analysis of quantitative and qualitative data to ethically and equitably develop structures, within a resourcing plan that included staff time, student scheduling, dollars, and tools to support the implementation of an action plan.

 

 

8 points

 Candidate simulated the collection and analysis of quantitative and qualitative data to ethically and equitably develop structures, within a resourcing plan that included staff time, student scheduling, dollars, and tools to support the implementation of a sustainable multi-year action plan aligned to the school’s goals and priorities.

 

 

10 points
W4LO8 – The student will develop and implement management, communication, assessment, and operational systems. (CLO3)

 Candidate discussed the development or implementation of an action plan that impacts management, communication, assessment, and operation systems.

0 points

 Candidate simulated the collection of data to support the development of an action plan.

 

 

 

 

7 points

 

 Candidate simulated the collection of data to support the development of a multi-year action plan that impacted management, communication, assessment, and operation systems.

 

 

 

 

8 points

 Candidate simulated the collection of data to support the development of a multi-year action plan and implemented data driven changes in practice, procedures, and/or policies needed to support improvement efforts that impacted management, communication, assessment, and operation systems.

 

 

10 points
W4LO7 – The student will determine key supporters and allies to invest in action plan and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student success and well-being.

NELP 6.3

SBEC_Pillar.9

 

 Candidate discussed

a. the involvement of supporters or allies in an action plan.

b. a concern for policy, laws, regulations, or procedures.

 

 

 

0 points

 Candidate simulated:

a. the involvement of community supporters in the development of an action plan.

b. a discussion regarding where to locate appropriate policy and regulations regarding equity issues at the campus.

 

7 points

 Candidate simulated the involvement of community supporters and allies in the development of an action plan and

a. reported progress to the school superintendent.

b. promoted student success by communicating appropriate policy, laws and regulations regarding ethical and equity issues to campus administrators.

 

8 points

 Candidate simulated

a. the involvement and investment of community supporters and allies in the development of an action plan and reported progress to the school superintendent, community organizations, and parental support groups.

b the promotion of student success by communicating appropriate policy, laws and regulations regarding ethical and equity issues to multiple groups of key stakeholders.

 

10 points
Mechanics 5 or more spelling or grammatical issues.

0 points

 

 No more than 4 spelling or grammatical errors.

 

3 points

 No more than 3 spelling or grammatical errors.

 

 

4 points

 No more than 2 spelling or grammatical errors.

 

 

5 points

Activity 3 – Monitoring, Adjusting, & Communicating Progress: Use the following rubric to guide your work.

 

Submit your assignment below:

Standards Alignment

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Standards are what hold like-minded industries (education, military, corporate, or other) to the same level of accountability. Once a standard is selected, it must then be aligned to the lesson or instruction. All successful instructional settings will align instruction and assessment to the standards. For this assignment, you will discuss the purpose of standards and a learning objectives/outcomes alignment with assessments and lesson plans. You will also summarize the importance of alignment between standards, objectives, assessments within instructional plans.

“It takes less time to do a thing right than to explain why you did it wrong.”(Henry Wadsworth Longfellow, as cited in Lopez, 2013)

Prepare

Prior to beginning work on this assignment, read Chapter 7: Crafting Lessons by Design from Teaching and Learning (Newman, 2019) and Chapter 7: Standards Alignment from No Excuses University (Lopez, 2013).

Reflect

From your current or desired educational career, reflect on the following as you consider standards alignment:

  • The role of lesson planning in standards alignment.
  • The daily commitment of aligning standards.
  • Pacing versus alignment.
  • The NEU four group system of keeping it practical.
  • Great standard alignment plus exceptional collaboration will equal great results
  • The importance of instructional objectives (learning outcomes) and their key characteristics.
  • Lesson plan types.
  • Multiple intelligences.

Content Instructions

Compose your paper using APA Style and third-person language. For assistance, you may review the resource First vs. Third Person. (Links to an external site.) Your paper should include the following:

Introduction

  • Present a thesis statement that focuses on the role of aligning standards to your instruction.
    • You may review the Writing a Thesis Statement (Links to an external site.) resource for additional help.

Body of the Paper

  • Summarize how you will ensure that alignment exists within your instruction.
  • Describe the steps you can follow to maintain alignment in your instruction. Summarize why it is important that alignment exists between standards, objectives, assessments and instructional plans.
    • Describe how you can use NEU’s group system of keeping it practical to maintain alignment.
  • Explain how a system of exceptional collaboration as described by NEU promotes quality standards alignment.
    • Consider how collaborating with your colleagues can help to ensure your instruction aligns with your standards.
  • Explain the concept of pacing versus alignment.
    • Describe the difference between the two. Why might it be important to know this difference?

Conclusion

  • Summarize how standards alignment might be used in your future work and educational endeavors.

Be sure to support your position with one scholarly and/or credible source, in addition to the No Excuses University (Lopez, 2013), and the Teaching and Learning (Newman, 2019) textbooks (for a total of at least three cited references).

Writing and Formatting Expectations

The Standards Alignment paper

  • Must use the attached Week 3 template: The Standards Alignment paper
  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford University Writing Center’s APA Style  (Links to an external site.)resource
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

  • Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford University Writing Center resources.
  • Must use at least one scholarly and/or credible source in addition to the Teaching and Learning (Newman, 2019) and No Excuses University (Lopez, 2013) textbooks (for a total of at least three cited references). You will use scholarly sources to support your view, your position. Doing this assists in supporting your point of view.
    • The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for his assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document any information used from sources in APA Style as outlined in the Ashford University Writing Center’s Citing Within Your Paper (Links to an external site.)
  • Must include a separate references page that is formatted according to APA Style as outlined in the Ashford University Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford University Writing Center for specifications.

Working In Teams Presentation – Due In 36 Hours

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Wk 5 Individual: Preparing for Working in Teams

1.

Collaboration is everywhere, especially in the health care industry. It is important to learn how to work and communicate in a collaborative environment. As you progress through your program, you will experience learning teams in your courses. Learning teams provide you with valuable experiences that will prepare you for working collaboratively in the health care industry.

Navigate to the University Library homepage.

Locate the Learning Team Toolkit on the upper right side of the homepage.

Create a 7- to 10-slide Microsoft® PowerPoint® presentation that identifies the Learning Team resources provided by the University and the importance of working effectively in a team. A presentation format has been provided for this assignment; however, you may choose to format your presentation in another professional manner.

Include the following in your presentation:

Slide One: Title Slide

o Title of presentation

o Your name

o Course abbreviation and course number

o Due date

o Your facilitator’s name

Slide Two: Introduction

o Describe what the Learning Team Toolkit is.

o Provide screenshots of the Learning TeamToolkit.

Slides Three and Four: Review the Learning Team Charter

o Explain the importance of the Learning Team Charter.

o Why is it created?

o Why is it important in collaborative environments?

o How can it be used during team conflicts?

o Why is it important to communicate with your faculty?

Slides Five and Six: Review the Learning Team Evaluation

o Explain the importance of the Learning Team Evaluation form.

o Why is it important to rate the members of your team?

o Why is it important that your faculty know how you would rate your team members?

Slide Seven: Learning Team Toolkit Resources

o Explain the resources available in the LearningTeam Toolkit.

Slide Eight: Importance of Team Work

o Explain the importance of team work in education and the workplace.

o Identify some strategies you would use when working in a team.

o Identify effective communication you would use when working in a team.

Slide Nine: References

o Cite 3 peer-reviewed, scholarly, or similar references.

o Format your references according to APA guidelines.

Note: Speaker notes are to be provided for each slide. Refer to the “Tutorial: Adding Speaker Notes to Microsoft® PowerPoint® Presentations” document for more information on how to add speaker notes to your presentation.

Note: The University’s Center for Writing Excellence provides samples of different deliverables. Under Samples, you will find a sample Microsoft® PowerPoint® presentation to use as a reference while creating your presentation.

Cite 3 peer-reviewed, scholarly, or similar references to support your presentation.

Format your assignment according to APA guidelines. Include a title slide, detailed speaker notes, and a reference slide.

Submit your assignment.

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The Educational Journey Of Mexican Americans From K-12 To College And Beyond

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PART I

SETTING THE CONTEXT

The Magic Key : The Educational Journey of Mexican Americans from K-12 to College and Beyond, edited by Ruth Enid Zambrana, and Sylvia Hurtado, University of Texas Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csupomona/detail.action?docID=3443788. Created from csupomona on 2020-02-26 11:20:25.

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The Magic Key : The Educational Journey of Mexican Americans from K-12 to College and Beyond, edited by Ruth Enid Zambrana, and Sylvia Hurtado, University of Texas Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csupomona/detail.action?docID=3443788. Created from csupomona on 2020-02-26 11:20:25.

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CHAPTER 1

Locked Doors, Closed Opportunities: Who Holds the Magic Key?

ruth enID zambrana anD sylvIa hurtaDo

How racial barriers play in the experiences of Mexican Americans has been hotly debated. Some consider Mexican Americans similar to European Americans of a century ago that arrived in the United States with modest backgrounds but were eventually able to participate fully in society. In contrast, others argue that Mexican Americans have been racialized throughout U.S. history, and this limits their participation in society. The evidence of persistent educational disadvantages across generations and frequent reports of discrimination and stereotyping supports the racialization argument. vIlma ortIz anD eDWarD telles, “raCIal IDentIty anD raCIal treatment of mexICan amerICans”

Renewed concern has been generated in the twenty- first century regard- ing the educational attainment of historically underrepresented groups1 in institutions of higher learning. Mexican Americans are the most starkly underrepresented nationally with respect to access to and educational progress in institutions of higher education as students or tenure- track faculty.

The Obama administration has indicated a goal for the United States to once again become the highest- educated population in the world (Doug- lass 2010). The benefits of increased educational attainment serve to en- sure not only economic equity but also a democratically engaged citizenry. College- educated individuals are less likely to end up in prison and more likely to vote in elections and contribute to the public good. However, this national goal cannot be achieved without attention to the large numbers of Mexican Americans who are enrolled in schools, seek access to higher education, and experience success in American colleges and universities.

For Mexican Americans, their growing numbers in higher education

The Magic Key : The Educational Journey of Mexican Americans from K-12 to College and Beyond, edited by Ruth Enid Zambrana, and Sylvia Hurtado, University of Texas Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csupomona/detail.action?docID=3443788. Created from csupomona on 2020-02-26 11:20:25.

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4 The Magic Key

belie educational progress, as relative underrepresentation is perhaps most notable in regions where they are most largely concentrated, in- cluding California (Astin 1982; Hayes- Bautista 2004; Hurtado, Sáenz, Santos, and Cabrera 2008), and equity in attainments remains elusive. Among Mexican Americans/Chicanos,2 a much- neglected population group in terms of research and policy, lower rates of retention in P– 12 and in higher education pose challenges for educational administrators and personnel, and consequently pose serious issues for the progress of their communities.

Data indicate that Hispanics3 will constitute 30 percent of the na- tion’s population by the year 2050 (Ennis, Ríos- Vargas, and Albert 2011). Mexicans are by far the largest Hispanic- origin population in the United States, accounting for nearly two- thirds (64.6 percent) of the U.S. His- panic population in 2011 (table 1.1) and 11 percent overall of the U.S. population (Gonzalez- Barrera and Lopez 2013).

The experiences of Mexican Americans warrant particular attention because they simultaneously are the largest of the Latino subgroups, have the longest history on American soil, and are the group with the lowest levels of educational attainment (Motel and Patten 2012). Before explor- ing the causes behind such adverse educational experiences, it is necessary to acknowledge that population growth is accompanied by greater hetero- geneity in the Latino population. The percentage of Central Americans in the country has almost doubled since 2000, and close to 10 percent of the Latino population is now Puerto Rican (Ennis, Ríos- Vargas, and Albert 2011). Migration activity has also dispersed and has led to the establishment of new settlement locations in regions outside of those that already had large concentrations of Latinos (Flores and Chapa 2009), creating new precollege socialization contexts for students from differ- ent Latino subgroups. Moreover, the long history of settlement and mi- gration since the colonial era suggests distinct variations in the charac- teristics of Mexican Americans today—some with many generations in the same region and others from more recent (im)migration experiences. For these reasons, it is important to disaggregate the Latino population by self- reported ethnic identity categories and other identity markers that intersect with ethnicity, such as race, class, and nativity, to increase our understanding of educational outcomes and experiences among Latino college students.

Recent changes in the demographic composition of the United States demonstrate that the population is becoming more diverse while stagger- ing educational disparities grow more problematic. While investigators

The Magic Key : The Educational Journey of Mexican Americans from K-12 to College and Beyond, edited by Ruth Enid Zambrana, and Sylvia Hurtado, University of Texas Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csupomona/detail.action?docID=3443788. Created from csupomona on 2020-02-26 11:20:25.

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Locked Doors, Closed Opportunities 5

offer a number of different paradigms and theoretical explanations for why enrollment and retention in higher education remain low for Mexi- can American men and women, the historical and social contexts help to reveal the larger structural forces associated with these realities. All re- searchers conduct their studies within contexts that are bounded by his- torical time. The chapters in this book represent the educational trajec- tory experienced by Mexican Americans/Chicanos across a broad span of historical time frames.

Table 1.1. Statistical Portrait of Hispanics, Detailed Hispanic Origin: United States 2011

Number Percent

Mexican 33,539,187 64.6 Puerto Rican 4,916,250  9.5 All Other Spanish/Hispanic/Latino 2,373,901  4.6 Salvadoran 1,952,483  3.8 Cuban 1,888,772  3.6 Dominican 1,528,464  2.9 Guatemalan 1,215,730  2.3 Colombian 989,231  1.9 Honduran 702,394  1.4 Ecuadorian 644,863  1.2 Peruvian 556,386  1.1 Nicaraguan 395,376  0.8 Venezuelan 258,791  0.5 Argentinian 242,221  0.5 Panamanian 180,471  0.3 Chilean 148,532  0.3 Costa Rican 127,652  0.2 Bolivian 114,094  0.2 Uruguayan 60,764  0.1 Other Central American 40,001  0.1 Other South American 28,719  0.1 Paraguayan 22,876 <0.05 Total 51,927,158 100.0

Source: Pew Hispanic Center tabulations of 2011 American Community Survey (1% IPUMS). Note: Hispanic populations are listed in descending order of population size; universe is 2011 Hispanic resident population. Hispanic origin is based on self- described ancestry, lineage, heritage, nationality group, or country of birth.

The Magic Key : The Educational Journey of Mexican Americans from K-12 to College and Beyond, edited by Ruth Enid Zambrana, and Sylvia Hurtado, University of Texas Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csupomona/detail.action?docID=3443788. Created from csupomona on 2020-02-26 11:20:25.

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