Schedule of Events
Graduate School of Education Research Poster Symposium
Thursday, April 25, 2024
5:00 pm - 6:30 pm
Soiland Recreation Center (Gym)
Students from the Graduate School of Education will showcase their research in this poster symposium.
Student Abstracts
Introducing Social-Emotional Learning Curriculum in a Post-COVID 19 World
The purpose of this problem of practice was to call attention to the rapid decline of student mental health over the past few years, especially after enduring the COVID-19 Pandemic. The repercussions of this pandemic have brought to light many challenges and areas of need for students and their academic performance in schools. This change plan attempts to improve student mental health while promoting higher academic success by implementing Social Emotional Learning (SEL) strategies into the core curriculum. Students doing well mentally and emotionally are likelier to learn better and improve their academic performance. This change plan is based on Lewin’s Model of Change theory, a three-step model consisting of the “unfreeze, change, and refreeze stages” (Cawsey, et al., 2020). The anticipated change for this problem of practice would be that students learn how to identify if they are struggling with mental health, apply SEL strategies in their daily lives, learn to seek help when needed, and demonstrate a higher level of engagement and performance in school. This work adds to the body of knowledge on this topic, as students and teachers alike, had not experienced attending school via distance learning until most recently. Moreover, this study contributes to the body of knowledge regarding successful reintegration strategies to in-person learning following the COVID-19 pandemic.
Student(s):
Joselyn Ayala
Faculty Mentor:
Dr. Kelly Maloney
Cellphones in the Classroom: The Consequences of Personal Device Use in a High School Classroom
The permissive use of cell phones in the high school classroom is negatively affecting students, and school districts need to create, modify, or enforce cell phone policies to reduce the growing gap between school vision and student performance. The use of personal devices in the classroom for non-academic purposes is causing increased anxiety and attention deficit issues, ultimately harming the learning process. Previous research shows texting affects the brain similarly to talking on the phone while driving, increasing cognitive overload, increasing the time to complete tasks, and decreasing performance on tasks. The Nadler and Tushman Congruence Model and the Systems Perspective analyze the issue from multiple angles, offering a fresh perspective on existing ideas and data, allowing for a more nuanced exploration of the complex dynamics involved in cell phone use in educational settings. Results indicate teachers, parents, and students disapprove of cell phone use in the classroom for nonacademic purposes and are unaware of what school policy is in place to mitigate personal device use. Ignorance or disregard of the school policy results in unfettered cell phone use in the classroom, preventing students from achieving the highest levels of success they are capable of.
Student(s):
Kevin Bodjanac
Faculty Mentor:
Dr. Terri Leon
Determining the Importance of Food Literacy: An Educational Improvement Plan
This EIP is being written to address the need for food literacy programs in Elementary schools. This issue is important because it involves essential needs of students and takes measures to set all students up for healthy and successful lives. The idea of food literacy and taking steps to fuel our bodies relates to all people because we are all responsible for caring for our health. Starting food literacy programs, and nutrition education at a young age will allow for students to be equipped with the knowledge they need to make good food choices, positively impacting how they perform in school and their overall long-term health benefits. The main argument of this EIP is that nutrition education in schools is essential to ensure that all students receive important information on fueling their bodies to set themselves up for success. This EIP will be using the Change Path Model as a template for initiating and implementing the change process in schools. The vision for change is that nutrition programs will be implemented in all schools so that every student has access to the developmentally appropriate knowledge that will them make informed choices when it comes to their health. Investigation of this EIP has provided new insight that affirms the need for food literacy or nutrition education for all children. Studying the long-term effects that this type of program has on students’ overall wellness and academic success will make an important contribution to existing research.
Student(s):
Jessica Bradshaw
Faculty Mentor:
Dr. Brandy Yee
Support for Support in Special Education
The outcome of effective leadership stems from a strong team of personnel that are led adequately to serve the diverse needs of students in special education. However, there is a considerable discrepancy between what should be done and what is being done for our students, in our schools. This study aims to highlight the inconsideration for training and preparation of administrators working in a complex department such as special education. Special education administrators will fail to do a satisfactory job without a clear vision of how to lead all stakeholders involved in delivering required services while simultaneously navigating in compliance with legal requirements. As the initiators of change, the administration must provide direction and support throughout the many proficiency levels within a department. A study conducted by Susan Combee discusses the strategies for creating better support systems for administrators in a central Virginia school system, where it highlights how administrators' support contributes significantly to special education teachers' self-efficacy (2014). Lack of support will only exacerbate the shortage of special education teachers and the quality of education students with disabilities receive (Billingsley & Bettini, 2019). Findings from a survey taken by special education administrators across five different campuses produced a lack of training and preparation to support special education teachers adequately. A proposed solution should focus on adjusting preparation programs specific to special education so we can close the education equity gap for all students.
Student(s):
Marcial Cazares
Faculty Mentor:
Dr. Kelly Maloney
Empowering Educators and Students: Implementing SEL into the Classroom
This Educational Improvement Plan aims to highlight the importance of integrating Social Emotional Learning (SEL) skills into classroom practices and equipping our teachers with the necessary tools and training to implement an SEL program effectively. Despite the significant impact SEL has on early childhood students, research has shown that many teachers feel ill-equipped to implement strategies and curriculum focused on SEL, leading to a lack of confidence. Research also indicates a lack of professional training among educators hindering the success of SEL in the classroom. By equipping educators with the necessary tools to integrate SEL into our curriculum, we anticipate a decline in behavioral issues as students develop the five foundational skills of SEL. These skills include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The five skills are interconnected and vital for students' social, emotional, and academic success. By fostering these skills in the classroom, teachers can help students in becoming more self-aware, socially responsible, and accountable for their actions. Studies suggest students will begin making strides in enhancing their relationships with peers, fostering a supportive, collaborative learning environment. By using Kotter’s Eight-Step Change Model, strategies were implemented to close these gaps and begin making changes that will enhance our overall success rates and comfortability of implementing SEL in classrooms. This EIP envisions a future where we prioritize training our teachers to effectively implement SEL curriculum in our classrooms every day, making it a foundation of our school and district.
Student(s):
Kaitlyn Chandler
Faculty Mentor:
Dr. Brandy Yee
How Social Emotional Learning Effects the Classroom Environment
In the elementary classroom, Social Emotional Learning (SEL) takes various forms, including fostering a growth mindset, active listening, goal-setting, and respectful conflict resolution. Recognizing the prevalent behavior issues and the difficulty of fitting SEL into teachers' busy schedules, there is an increasing acknowledgment of the crucial role SEL plays in enhancing student success and academic achievement. This education improvement plan aims to investigate the insufficient time allocated for SEL in teachers' everyday schedules despite its significance. The research focuses on how integrating SEL into the elementary curriculum can positively impact students' social-emotional development and create a conducive learning environment. Addressing the Problem of Practice (PoP) involves conducting a literature review to understand SEL principles and benefits, gathering insights from educators through surveys, and analyzing data to identify common challenges and potential solutions. By examining teachers' experiences and perceptions, this EIP aims to uncover effective strategies for integrating SEL into the elementary curriculum despite time constraints, recognizing its pivotal role in enhancing students' overall well-being and academic success. These questions served as guiding tools for proposing the change: (1) What is the greatest challenge teachers face in helping their students develop strong social-emotional skills? (2) How often do students’ social-emotional needs affect their academic performance in school? (3) To what extent do teachers feel that they have enough time to teach social-emotional skills in the classroom?
Student(s):
Marisa Claudy
Faculty Mentor:
Dr. Stephanie-Renee Anckle
The Case for Ceramics at Santa Maria High School
This Education Improvement Plan examines the need for change in visual arts courses at Santa Maria High School by incorporating a ceramics course. Students currently are able to create two-dimensional art but should be challenged with three-dimensional artworks to advance them in this subject. Additionally, research has been proven the mental health benefit of ceramics in the act of using both hands in creating the artwork in the brain. The Art 1 course is the most popular course within the visual arts with minimal interest in the other courses in the 2023-2024 school year. The solution of adding Ceramics will pique their interest in adding a new course to college transcripts while learning about creating artwork that is connected to their own culture. It will also create department growth in the area in the Visual and Performing Arts by diversifying the course offerings for the 2025-2026 school year. From a student survey, most students claimed that they would likely take a ceramics course showing a high interest. Through this study, many of the students did not have prior knowledge the process of ceramics and found that it is important. The steps that will be taken in the next year will include writing the course, A-G approval, Department Chair approval, administration approval, implementation in the course offerings, and the set-up of the classroom. The steps of this change will follow along the process of the Change Path Model to carry out a meaningful change for all Santa Maria High School Students.
Student(s):
Juliana Cooper
Faculty Mentor:
Dr. Brandy Yee
From Legal Mandates to Classroom Success: Effective Implementation of IEP Accommodations and Best Practices
Effectively implementing Individualized Education Program (IEP) accommodations is essential for ensuring equitable educational opportunities for students with exceptional needs. This study addresses the challenges educators face in faithfully adhering to IEP accommodations to facilitate meaningful access to the curriculum alongside peers. Conducted at a small elementary school in Simi Valley, the research employs a focus group approach involving educators to identify obstacles in implementing IEP accommodations. Data collected from surveys administered to general education teachers reveal prevalent difficulties. The analysis of data received from a small group of teachers interviewed highlights the need for targeted support mechanisms for teachers. Guided by Lewin’s change theory, this study proposes establishing a shared Google Drive resource to serve faculty better. Specifically, this resource could offer various tools such as graphic organizers and explanations of qualifying IEP criteria and associated accommodations. Access to these resources aims to alleviate implementation challenges and enhance accessibility for all students within the classroom setting. Furthermore, this study demonstrates that fidelity in implementing IEP accommodations promotes academic growth and cultivates a supportive and inclusive learning environment conducive to the flourishing of all students. By upholding the legal mandate of providing a free and appropriate public education (FAPE) in the least restrictive environment (LRE), this research empowers students with special needs, equipping them with the necessary tools to achieve their full academic, social, and emotional potential.
Student(s):
Shanna Craven
Faculty Mentor:
Dr. Kelly Maloney
Quality and Equity in Individualized Education Programs: Best Practices for Special Education Students
Addressing the needs of students with special education needs is crucial for developing inclusive and equitable educational environments. The complexity of educational systems requires a structured approach to create meaningful change.
This research paper explores the integration of organizational frameworks, such as the CAWSEY Framework, and theoretical perspectives, like Stacey’s Complexity Theory Framework, to address the changes needed to improve the challenges faced by students with special education needs within the educational system. Specifically, this research combines various frameworks to offer a new approach of diagnosing, analyzing, and addressing difficulties integrated in the special educational system. By prioritizing high-quality Individualized Education Programs (IEPs), promoting collaboration among stakeholders, and using technology, this research hypothesizes educational institutions can create more inclusive and supportive environments for students with special education needs.
The research uses a complete review of literature and existing research to identify effective practices for improving services for students with individualized education needs. Additionally, it incorporates qualitative analysis of case studies and practical examples to demonstrate the application of these frameworks in real-world educational contexts.
Ultimately, this research paper highlights the importance of adopting a multifaceted approach to navigate change effectively and improve outcomes for all students within educational systems.
This research paper explores the integration of organizational frameworks, such as the CAWSEY Framework, and theoretical perspectives, like Stacey’s Complexity Theory Framework, to address the changes needed to improve the challenges faced by students with special education needs within the educational system. Specifically, this research combines various frameworks to offer a new approach of diagnosing, analyzing, and addressing difficulties integrated in the special educational system. By prioritizing high-quality Individualized Education Programs (IEPs), promoting collaboration among stakeholders, and using technology, this research hypothesizes educational institutions can create more inclusive and supportive environments for students with special education needs.
The research uses a complete review of literature and existing research to identify effective practices for improving services for students with individualized education needs. Additionally, it incorporates qualitative analysis of case studies and practical examples to demonstrate the application of these frameworks in real-world educational contexts.
Ultimately, this research paper highlights the importance of adopting a multifaceted approach to navigate change effectively and improve outcomes for all students within educational systems.
Student(s):
Loreta Davila
Faculty Mentor:
Dr. Kelly Maloney
New History: Updating the California History Standards
This Educational Improvement Plan (EIP) seeks to identify and address the need to change the History Social Studies Content Standards (HSS-CS) for California. This need for change comes from the fact that the current HSS-CS are outdated, with the previous update being in the 1990s. By identifying the issues around the HSS-CS along with the organization, and analyzing research on differing curricular taxonomies and skills that could be adapted into either the current or new HSS-CS. The methodology for this EIP is a qualitative research study that examines the skills required of students in the modern world as well as analyzing and comparing educational taxonomies including SOLO, Revised Bloom’s, and Webb’s Depth of Knowledge. These modern skills include focusing on the incorporation of real-world application, communication, and self-regulation into the classroom. In the analysis and comparison of differing taxonomies, the unification of all three of these taxonomies in the current standards could lead to more cohesive standards. Current third-party curricula were examined, primarily the College, Career, and Civic Life (C3) Framework for its potential to replace current HSS-CS. This curriculum has the potential to better prepare students for their lives outside of education leading to unprecedented results compared to current standards. This research allows for a number of alternatives that California could adopt. The goal of this EIP is to spread awareness and to create a dialogue around the need for a new HSS-CS.
Student(s):
Nolan Dellibovi
Faculty Mentor:
Dr. Brandy Yee
Examining the Impact of Common Core on Transitional Kindergarten Standards
California Common Core Standards create academic pressures within early elementary classrooms that are developmentally inappropriate for the age range of students entering Transitional Kindergarten (TK) classrooms. Instead of setting specific TK learning guidelines. California’s current TK learning outcomes are influenced by kindergarten standards and Preschool Learning Foundations. This results in developmentally inappropriate learning goals for the four-year-old students entering TK. A redesign of TK learning expectations would address developmentally inappropriate practices in current TK classrooms and decrease disruptive behavior in early education. This Educational Improvement Plan (EIP) is driven by Pragmatic Paradigm, Deszca and Ignols’ Change Path Model, and Transformational Leadership Theory. The work in this EIP establishes the need for TK learning expectations that support the development of social emotional and behavioral skills and expose students to beginning concepts of letters and numbers. The focus on social emotional skills and exposure to number and letter concepts creates a developmentally appropriate learning atmosphere that prepares them for kindergarten standards. This EIP initiates opportunities for necessary conversations to be held at school, district, and state level about the future of TK. The findings from the development of this EIP point to the need for research into the impact of TK standards on student burnout in early education, behavioral incidents, and preparation for kindergarten Common Core Standards. Ultimately, implementation of any results from this EIP and subsequent research will require coordinated action at the State and local levels.
Student(s):
Melissa Dennin
Faculty Mentor:
Dr. Brandy Yee
To What Extent Does Parental Involvement Impact Student Achievement?
This study examined the relationship between parental involvement in schools and academic achievement in two diverse school settings. Increased parental involvement can not only benefit student grades but also their social emotional learning, attendance, and classroom behavior (Stanford, 2023). Increasing parental involvement in schools can close the achievement gap between students and bridge the gap between home and school. This problem of practice seeks to gain partnership between families and teachers and implement more meaningful engagement. Using Lewin’s Change Model and Kotter’s 8-Step Process allowed for identifying problems and making the needed adjustments so that more beneficial practices can be put into place. These frameworks will help to guide and implement new practice into place. Using Google Forms, students and families were surveyed to best gauge how supports could be better provided. Curiously, ELA was commonly referenced as a concern amongst families, particularly as a new curriculum was recently implemented in the school district. Ultimately, the research suggested creating interactive workshops, in various modalities, to help engage families as well as strengthen family understandings of the newly-adopted ELA curriculum. After the workshops or instructional information would allow families to have a more collaborative approach to see their students progress. By utilizing these tools, families would be able to provide strategies for their students at home and more thoroughly engage with our school.
Student(s):
Samantha Edmonds
Faculty Mentor:
Dr. Kelly Maloney
Encouraging Literacy at the Elementary School Level
Elementary literacy instruction has consistently been a widely covered topic in education. From the Reading Wars that controversially pit whole language against phonics, to the more recent advocacy of science of reading, the pendulum of what is considered the best way to teach students how to read continues to swing back and forth. Science of reading strategies refer to a phonics-based instructional approach that is explicit and systematic when teaching young elementary students to read. Data trends show that students nationwide, but specifically in California, continue to struggle with learning how to read and with text comprehension. Test scores show more than half of students are not meeting the national reading standards. It has become increasingly evident that in order to work towards closing the achievement gap that exists within student literacy learning, instructional practices need to be adapted. The goal of this educational improvement plan is to provide a possible solution to help bridge the knowledge gap for students and foster higher student literacy development. Phonics-based reading strategies are backed by extensive research as effective teaching practices. Using Kotter's eight stage change process, this educational improvement plan proposes a change to incorporate and implement science of reading-based strategies. The productive combination of training teachers in how to incorporate phonics-based reading strategies, utilizing literacy coaches, and providing multiple professional development opportunities for teachers are important aspects of this change plan to improve student literacy.
Student(s):
Sophia Ernenwein
Faculty Mentor:
Dr. Brandy Yee
ELLs and the Amount of Scaffolding
The problem of practice (POP) that will be explored is an increase in scaffolding for English Language Learners (ELLs). This POP is important because it will allow ELLs to have greater understanding of the material that is being taught in the classroom regardless of the language barrier. The problem that this work attempts to solve is educators having a greater knowledge through more professional development of strategies they could implement when working with ELLs. The claim is that there is not sufficient preparation for teachers to scaffold in a manner where ELLs feel engaged with the material. The theoretical model that will drive my EIP is Duck’s change theory. The vision for change is for ELLs students' levels of English to increase with the proper scaffolding in place. Furthermore, eventually graduate high school and pursue higher education. The research has demonstrated that there is work to do, so ELLs do not drop out of high school because of disengagement. Future research to look into would be how of the ELLs who do make it to college how many of them graduate. Additionally, what services are in place to help ELLs transition to high school or college and are they working as they should be.
Student(s):
Abigail Espinoza Alfaro
Faculty Mentor:
Dr. Brandy Yee
Lack of Literacy Strategies to Support Students with Autism Spectrum Disorder
Literacy is a core part of learning for all students.The lack of consistent generalized literacy strategies in Social Science classrooms, which include a significant amount of reading and writing, has created a gap in literacy amongst students with Autism Spectrum Disorder. According to research that focused on literacy among adolescents showed that many teachers are not widely implementing strategies to support literacy in their secondary classrooms. This is of interest because in the last two decades strategies used for disabilities and autism spectrum disorder include focusing largely on reducing challenging behavior and improving communication rather than academic achievement (El Zein et al., 2013). The Education Improvement Plan utilizes a variety of data to explore the lack of literacy strategies being implemented in Social Science classrooms and how the lack of implementation is affecting students with Autism Spectrum Disorder.
Student(s):
Ashley Ezell
Faculty Mentor:
Dr. Terri Leon
Co-teaching Model Implementation Plan and Support
This Educational Improvement Plan (EIP) establishes the need for an implementation action plan that addresses the district’s co-teaching program and the challenges that the program has faced regarding student achievement, classroom effectiveness and staff support. Looking at the increasing amount of inclusive practices that schools have been tackling, has benefited students with and without disabilities. The challenge that arises with an increased focus on inclusion is the structure and supports in place to implement these changes most effectively. The method of co-teaching is one of the approaches to inclusion being used in primary grades. This approach of this EIP is from Pragmatic Paradigm, and will draw on Deszca and Ignols’ Change Path Model to create a swift and effective change in the classroom environments of this program. Examining data gathered through the program itself and current research done, has revealed the need for a foundation of a strong support and plan will assist in obtaining the desired results for students as well as schools. The vision for change is finding the steps to better integrate this co-teaching method smoothly into the schools using a plan to maximize resources and support in the areas of need of the program, based on the data and research compiled. The results of this EIP can be used as a blueprint for other schools and classrooms in the district, as the push for inclusive practices continue to show the benefits of proper implementation.
Student(s):
Noelle Ferrante
Faculty Mentor:
Dr. Brandy Yee
Students with Hearing Loss and their Social Skills
As as Deaf/Hard of Hearing teacher (DHH), I look at all aspects of what makes a deaf student successful in a least restrictive environment. I look at their academic, self advocacy, literacy, and their social skills. The topic that strikes great interest, is looking at the social skills of students with hearing loss. I have observed that DHH students struggle with social skills like: turn taking, staying on topic and etc… With my Education Improvement Plan, I hope to find ways to successfully teach these skills to students with hearing loss, and I hope to find the reason why there is this lack of social skills seen in DHH students.
Research questions being addressed:
What strategies work best for teaching social skills to DHH students?
What pragmatic and language skills are needed for students to be successful with their social skills?
Looking at the students that are used in the case study, are they early or late identified, and are they English Language Learners?
The methodology used to gather data for my POP is a case study of 6 students with a hearing loss. Observations, lessons and informal assessments were used in this case study. I concluded that my students struggle with social skills based on 2 factors: lack of language and pragmatic skills. I noticed that explicitly teaching any social skill benefits my students. This starts the conversation of having more DHH teachers taking the time to not only work on academic skills of their students, but also those pragmatic skills.
Research questions being addressed:
What strategies work best for teaching social skills to DHH students?
What pragmatic and language skills are needed for students to be successful with their social skills?
Looking at the students that are used in the case study, are they early or late identified, and are they English Language Learners?
The methodology used to gather data for my POP is a case study of 6 students with a hearing loss. Observations, lessons and informal assessments were used in this case study. I concluded that my students struggle with social skills based on 2 factors: lack of language and pragmatic skills. I noticed that explicitly teaching any social skill benefits my students. This starts the conversation of having more DHH teachers taking the time to not only work on academic skills of their students, but also those pragmatic skills.
Student(s):
Kyndall Fitchett
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Systematic Phonics & Science of Reading Effects on Grade Level Reading Ability
The discussion around phonics and reading has gained urgency in response to students' inability to reach grade level reading and be successful readers. Being a successful reader is important for students to be successful in other subjects. This EIP addresses the opposing nature of two reading programs currently used in the organization. Fundations, which is grounded in the Science of Reading, and Fountas and Pinnell’s guided reading method are these two programs. Research shows Fountas and Pinnell’s guided reading program does not emphasize phonics skills but does seem to be effective for higher-level readers. On the contrary, research on the Science of Reading and implementation of a program that uses these methods proved to be noteworthy, but scarce. The goal of this EIP is to provide a solution which includes implementing a Science of Reading aligned program, Core Knowledge Language Arts (CKLA). This improvement plan will utilize Deszca and Ingols’ Change Path model to implement, monitor and evaluate the new reading program in conjunction with Fundations. This will determine if the use of the Science of Reading based programs are more beneficial for producing successful readers. The intention of this plan will be to reach the organization's goal of 80% or more of students reading on grade level, specifically by the end of second grade. Future implications include discussion around certain reading programs being more beneficial for improving specific reading skills and second grade students needing more support in comprehension skills rather than phonics skills.
Student(s):
Jordan Frank
Faculty Mentor:
Dr. Brandy Yee
Increasing, Supporting & Retaining Teachers of Color
Teachers of color (TOCs) are underrepresented in California's education systems amidst shifting student demographics. The study aims to increase recruitment and retention of TOC, proposing strategies to enhance inclusivity. Utilizing Moorpark High School as a case study emphasizes the need for recruitment and retention of TOC aligned with student demographics. Guiding questions are:
1) How can government and education systems increase the recruitment of educators of color?
2) Given the high rate at which educators of color leave the profession, what systems need to be in place to support them?
3) Given the high rate at which educators of color leave the profession, what specific elements within a school culture need to be in place to support them?
This study offers actionable insights for policymakers and educational leaders to create equitable environments that benefit all students, especially students of color.
1) How can government and education systems increase the recruitment of educators of color?
2) Given the high rate at which educators of color leave the profession, what systems need to be in place to support them?
3) Given the high rate at which educators of color leave the profession, what specific elements within a school culture need to be in place to support them?
This study offers actionable insights for policymakers and educational leaders to create equitable environments that benefit all students, especially students of color.
Student(s):
John Galan
Faculty Mentor:
Dr. Terri Leon
Effective Classroom Size
In the current classroom environment, less than half of students are performing at grade level and able to meet or exceed state standards. Even more so, teachers are struggling to provide all students with differentiated, scaffolded, and unique academic instruction that meets all students where they are at. This is due to the large number of students that a given teacher interacts with in a given school day. The goal of this education improvement plan (EIP) is to bring awareness surrounding the need to reduce class size and provide an apt estimate of the most effective class size in any general education classroom to maximize learning. The change model that will drive this EIP is Kotter’s Eight-Stage Change Process. This model will provide a precise and scaffolded change process that will enable change leaders to gain support from stakeholders in the organization while sustaining momentum for further progress until the appropriate range of students to teachers is achieved in all classrooms district wide. This EIP will also provide clarity about how classroom size is decided upon and the flexibility of this number specifically for middle schools in Ventura Unified School District. Lastly, this EIP may lead to the implication of further research surrounding how class size is decided upon and how individual school districts within different states create their thresholds.
Student(s):
Kaitlin Garrett
Faculty Mentor:
Dr. Brandy Yee
California Public Educational Hurtles: Analyzing Barriers Faced by ELL Latino/ Hispanic Students
While many education challenges exist, one key issue is the barriers hindering Latino/ Hispanic English Language Learner (ELL) students from achieving academic success at the same level as their White peers. These obstacles include parental support, language differences, and a lack of resources for ELL families, which impact communication and engagement between parents and schools. Such barriers affect ELL students' academic success, well-being, and sense of belonging in school. The barriers to educational advancement for Hispanic students in the US include lack of exposure to literacy activities at home and school, teacher biases affecting instruction, strained relationships with non-Hispanic teachers, and limited academic guidance for college choices. Strategies like interpretation services, culturally inclusive events, and better communication with ELL families are important to help (Schneider et al., 2006). Data exist to prove the disparities in educational attainment between Hispanic/Latino and their White counterparts. It is visible in high school graduation and not to mention in college graduation. The change theory model best suited to addressing the challenges and making the needed change is the Plan-Do-Check-Act change model, commonly known as the Deming Cycle or Deming Wheel, which involves four key stages: planning, implementing, evaluating, and taking action.The guiding research questions are: (1) Why are ELL students not achieving academic success at the same rate and level as their white peers? (2) What barriers prevent ELL students from achieving at the same rate and level as their white peers? (3) What role do parents play in ELL student’s education?
Keywords: Latino, English Language Learner,
Keywords: Latino, English Language Learner,
Student(s):
Nelva Guzman
Faculty Mentor:
Dr. Kathleen Merrigan
The Role of Physical Education in Preventing Childhood Obesity
The purpose of this Education Improvement Plan is to address the problem of childhood obesity and implement a high-quality physical education program to decrease its prevalence. Since 1980, obesity has been on the rise in children. Obesity is caused by eating habits, physical activity levels, and sleeping habits. Society is increasingly becoming more sedentary, which is why a high-quality physical education program is important. Socioeconomic status plays a role when it comes to childhood obesity, which leads to the importance of physical educators utilizing their time they have each day with their students wisely. Today’s physical education programs include sport-based units with one day a week for fitness. Students deserve to learn how to move and learn about their bodies in ways that contributes to lifelong health, which is why a a fitness based physical education curriculum and program that includes units of weight training, HIIT, Pilates, yoga, aerobic conditioning, and anaerobic conditioning is being proposed. To implement this change process, Deszca and Ingols’ Change Path Model will be used. This four-step change process includes the awakening, mobilization, acceleration, and institutionalization to acquire change. Physical education promotes health, positive self-confidence, and self-esteem. It also strengthens social and cognitive development, as well as academic achievement. With learning how physical education can prevent childhood obesity, children, families, and society can be improved. The goal of this education improvement plan is for all students to be confident in themselves and their abilities to pursue fitness on their own outside of the classroom.
Student(s):
Maci Haddad
Faculty Mentor:
Dr. Brandy Yee
Declenation of Student Mental Health
Adolescent mental health is declining around the world. More adolescents are being diagnosed with mood disorders, reporting increased levels of anxiety, and suicidality is one of the leading causes of death in adolescence. The population of students I work with are prone to emotional irregularity and do not have consistent adult figures in their lives. The purpose of the study is to explore ways to improve classroom performance of students who have been identified with emotional challenges. Exploring their needs by answering the question: How are specific stressors contributing to students' declining mental health; and how can they be mitigated? The Nadler and Tushman Organizational Congruence Model was able to identify that teacher-student relationships required the most change. Due to small class sizes, a case study on one student was most appropriate. This case study indicated that the implementation of SEL was successful in building a strong student-teacher relationship. Daily SEL activities strengthened the student-teacher relationship allowing for a better understanding of day-to-day with the student. This helped to create a sense of belongingness within the classroom environment. Allowing for proper coping skills to be implemented, which contributed to the regulation from escalated states, allowing for the student to produce higher-level work. Future research should investigate ways to implement a plan that will give students more tools to regulate quickly and independently. Ultimately, allowing more students the ability to be successful in academic settings.
Student(s):
Jack Hagen
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Enhancing Math Education at Woodbridge High School: Integrating SBG, Engagement and AVID Strategies
This Education Improvement Plan (EIP) focuses on Woodbridge High School within the Irvine Unified School District (IUSD), highlighting the positive impact a commitment to student-centered, engaging instruction combined with Standards-Based Grading (SBG) has created within the department. Despite significant progress as a result of this commitment, the major goal of the math department at WHS remains improving student achievement and mathematics self-efficacy, as D and F rates are still significantly higher in math courses at WHS. Amidst ongoing initiatives, IUSD is currently rolling out the nationally recognized Advancement Via Individual Determination (AVID) program district-wide. Apart from supporting the AVID elective, the AVID implementation team concentrates on identifying how AVID strategies can address existing gaps in the curriculum, which has been redesigned with a focus on engagement strategies and SBG. A significant outcome of this EIP is a clear vision on integrating AVID strategies, engaging student-centered experiences, and standards-based grading to enhance mathematical achievement and confidence of students enrolled in math courses at WHS. Guided by three pivotal questions, (How do SBG and AVID strategies for study skills and work habits optimally coexist in a student centered classroom? Does development of study skills and work habits develop student self-efficacy within the mathematics classroom? How do new change proposals survive and eventually integrate with ongoing initiatives for change within a system?) this research utilizes the Deszca and Ingols’ Change Path Model, which is best suited to recommend a productive process of change at WHS.
Student(s):
Ally Hatter
Faculty Mentor:
Dr. Terri Leon
The Importance of Social Emotional Learning in the Classroom: Early Intervention at Elementary Schools
Social-emotional learning (SEL) has gained recognition as an essential component of education, particularly at the primary level. At this stage of development, children are laying the foundation for future social interactions, emotional regulation, and overall well-being. Research indicates that integrating SEL into elementary education fosters positive social behaviors, emotional intelligence, and academic achievement. Moreover, SEL programs enhance classroom climates, reducing behavioral issues and creating an environment conducive to learning. SEL programs provide students with the tools to navigate interpersonal relationships effectively, develop self-awareness, and make responsible decisions. These skills not only contribute to academic success but also lay the groundwork for future personal and professional relationships. Additionally, SEL interventions have been linked to improved mental health outcomes, including reduced anxiety and depression among elementary-aged children.
Teaching SEL at the elementary level cultivates a supportive school community where students feel valued, respected, and understood. By prioritizing emotional well-being alongside academic achievement, educators create a holistic approach to education that addresses the diverse needs of students. By incorporating SEL into elementary education, educators lay the groundwork for a healthier, more empathetic society, fostering a generation of individuals equipped to thrive academically, emotionally, and socially.
Teaching SEL at the elementary level cultivates a supportive school community where students feel valued, respected, and understood. By prioritizing emotional well-being alongside academic achievement, educators create a holistic approach to education that addresses the diverse needs of students. By incorporating SEL into elementary education, educators lay the groundwork for a healthier, more empathetic society, fostering a generation of individuals equipped to thrive academically, emotionally, and socially.
Student(s):
Makaila Hernandez
Faculty Mentor:
Dr. Terri Leon
Transfer Succes Program: Helping Transfer Students in Academic Notice
As the number of transfer students in four-year institutions increases, there is a correlated rise in the necessity to develop specialized programming aimed at alleviating academic obstacles faced by transfer students. When these students find themselves in situations leading to the drop, fail, withdraw (DFW) status during their initial semester after transferring, it becomes imperative to provide assistance and implement strategies to address barriers and challenges, ultimately supporting their academic progression. Presently, a limited number of programs are dedicated to catering to the unique needs of transfer students within a four-year university setting. The plan in place will answer: (1) What transfer-specific barriers are students facing? (2) What resources benefit transfer students, both academic and personal? (3) How can transfer students better connect with the institution and campus community for a greater sense of belonging? The program will aim to target specific issues related to transfer students and ensure the program provides students with an opportunity to get the information and resources they need to succeed, make connections with faculty, staff, and other students, and develop skills to help build confidence and assurance within themselves is crucial for their success. Kotter's Change Model is a valuable framework for driving organizational change. By utilizing this model, individuals from various departments within the institution can actively participate in developing a comprehensive success plan tailored to address the academic challenges faced by transfer students with dissatisfactory status.
Keywords: Transfer students, Transfer Student Success, Academic Notice, Academic Probation, Transfer Success Plan, Transfer Success Barriers
Keywords: Transfer students, Transfer Student Success, Academic Notice, Academic Probation, Transfer Success Plan, Transfer Success Barriers
Student(s):
Jennifer Herrera-Alvarado
Faculty Mentor:
Dr. Kathleen Merrigan
California Special Education Teacher Shortage: An Educational Improvement Plan
The California special education teaching shortage is a pressing issue that is drastically increasing statewide. Its impact extends not only to teachers in the field but also significantly comprises the quality of education for students receiving special education services. Currently, just under a quarter of positions are being fulfilled by underqualified teachers who obtained an emergency credential, which contributes to the decline in the quality of education. Data shows a direct correlation between the increasing attrition rates of special education teachers and drastic decrease of achievement rates for students with disabilities. Special education teachers continue to encounter problems like unsustainable working conditions, hefty caseloads, and lack of support, prompting teachers to leave the field at an alarming rate. The goal of this educational improvement plan is to instill a sense of urgency by identifying the need for systemic change in the area of special education while providing practical solutions that could mitigate the current statewide shortage. Dezca and Ignol’s Change Path model will be used as the theoretical framework in order to provide clear direction for systemic educational leadership to enact effective change. The theory aims to guide change leaders to financially incentive the special education career field, strengthen teacher preparation programs and pathways, expand on professional development opportunities, and improve working conditions for special educators. It is the intent that this plan would help reveal the current unsustainable working conditions for special education teachers and provide solutions to address this problem of practice.
Student(s):
Paige Higham
Faculty Mentor:
Dr. Brandy Yee
Equity in Special Education: Bridging Gaps, Empowering Every Family
This research aimed to initiate change in how educators can better serve disadvantaged families, particularly within Special Education. An Individual Education Plan, commonly called an IEP, is the cornerstone of Special Education. The Individuals with Disabilities Act, formerly known as the Education of Handicapped Children Act of 1975, mandated parent participation. Parents were seen as valuable team members because they are experts on their children. However, this policy highlighted inequalities among families. Families possess different amounts of social and cultural capital, which means not everyone has equal access to the system. This Problem of Practice proposed how schools could build stronger rapport with families to promote greater academic equity. Moreover, several potential solutions are provided that illustrate how families could more fully participate in their children’s education and better use school resources provided. The change model that has been selected to assist in the change process of this Problem of Practice is the Change Path Model. With so many change models available, this model was chosen due to the fact that it is a combination of the preceding models.
Student(s):
Israel Ibarra
Faculty Mentor:
Dr. Kelly Maloney
Observing the Effects of Social-Emotional Learning: An Education Improvement Plan
This Education Improvement Plan seeks to address the problem of a lack of self-regulation skills, empathy, and kindness in a group of Fourth Grade students. These social-emotional skills are pertinent to the healthy development of well-rounded and self-aware individuals. The intention of this Education Improvement Plan is to target these areas of concern by reviewing an approach of social-emotional learning (SEL) and discussing the ways in which direct SEL instruction could be incorporated into a self-contained classroom. Using the Change Path Model as the leading framework, this plan will go into detail to discuss various aspects of SEL as well as current perspectives on the subject. Additionally, current research on the impact that SEL instruction has on developing children will be used to outline the desired approach and outcomes. By incorporating planned SEL instruction into each typical eight-hour school day, students will be provided with opportunities to practice and develop their self-regulation skills, kindness, and empathy. Using a pragmatist approach to address the Problem of Practice, this Education Improvement Plan considers both qualitative and quantitative data to assess the effectiveness of the enacted change. The greater vision of this plan is to drive a cultural shift within a Fourth Grade classroom by targeting critical social-emotional skills at an individual level. Students who can better understand one another and self-regulate, will be better equipped to develop meaningful relationships with themselves and one another.
Student(s):
Allegra Iezza
Faculty Mentor:
Dr. Brandy Yee
Cultural Adjustment, Language Barriers and Financial Challenges Faced by International Students in the US.
International students face many challenges during their academic journey in US higher education, which include cultural adjustment, language barriers, and financial difficulties. Despite enriching the educational environment with multicultural perspectives, this population is impacted by unique challenges that influence the overall educational experience and institutional success. Therefore, understanding and addressing these challenges is crucial for fostering inclusive learning environments and promoting student success. The Educational Improvement Plan is designed for a private, residential University X in Southern California with a mission to educate future global leaders. The proposed change plan will be guided by Kotter's 8-Step Change Model. This model provides a structured approach to address cultural adjustment, language barriers, and financial difficulties, aligning well with the complexities of educational institutions.
Four main questions that guided the implementation of an educational improvement plan to address the issue were: (1) What language barriers do international students commonly encounter in higher education, and how can schools address those?; (2) How do financial challenges associated with the status of international students impact their ability to access educational resources and opportunities, and what interventions can be implemented to alleviate these challenges?; (3) What challenges do international students encounter in adapting to a new cultural and social environment?; (4) How can the existing support systems within higher education institutions be modified or enhanced to create a more inclusive and culturally sensitive environment for international students?
Keywords: international students, cultural adjustment, language barriers, financial challenges, higher education
Four main questions that guided the implementation of an educational improvement plan to address the issue were: (1) What language barriers do international students commonly encounter in higher education, and how can schools address those?; (2) How do financial challenges associated with the status of international students impact their ability to access educational resources and opportunities, and what interventions can be implemented to alleviate these challenges?; (3) What challenges do international students encounter in adapting to a new cultural and social environment?; (4) How can the existing support systems within higher education institutions be modified or enhanced to create a more inclusive and culturally sensitive environment for international students?
Keywords: international students, cultural adjustment, language barriers, financial challenges, higher education
Student(s):
Olha Isaieva
Faculty Mentor:
Dr. Kathleen Merrigan
Approaches to Echolalia in Autistic Students
Echolalia, a language phenomenon in which an individual repeats the speech of another, has long been considered an undesirable behavior often seen in autistic students. However, research from the speech and language community suggests that echolalia serves a communicative function for speakers and may even indicate that an individual is a Gestalt Language Processor. Despite this, behavior intervention strategies aimed at the extinction of echolalia continue to be implemented in classrooms, providing no real benefit to autistic students. This education improvement plan aims to bridge the gap between current and best practices by introducing language practices and policies that support autistic students who engage in echolalia. This plan establishes a framework for implementing more supportive, neurodiversity-affirming practices in the classroom. Following Duck’s “Change Curve” theory, this plan outlines the steps necessary to implement a school-wide change in how echolalia in autistic students is addressed. Staff will receive training from language and autism “experts” who will provide examples of supportive strategies and ongoing collaboration to address any questions that may arise during the process. Through the implementation of this plan, it is the hope that students will feel more supported in the classroom, better understood, and ultimately, show growth in their language development. This work adds to the existing literature by providing a perspective into classroom practices that honor diversity in language rather than viewing echolalia solely through a behavioral lens.
Student(s):
Katherine Jan
Faculty Mentor:
Dr. Kelly Maloney
Enhancing Mental Health Services for High School Student-Athletes
The competitiveness of high school sports, the shift towards year-round training and specialized skill development, and societal expectations have contributed to heightened stress and anxiety among student-athletes. A CDC report from 2019 showed that 18.85% of high school students reported that they seriously considered suicide and that 8.9% had attempted suicide (CDC, 2020). Recognizing the stressors and challenges unique to student-athletes has shed light on their mental health needs. The proposed educational improvement plan addresses the gaps in mental health services at California High School (fictional name). California High School is an urban public school with 2,000+ student enrollment, and one-fourth of the population is student-athletes with a history of athletic success.
Duck's Five Stages Change Curve Model is used to make the changes necessary to decrease the gaps in mental health services offered to their student-athletes. The current mental health structure can be modified, and a framework can be built for the school staff, on-campus mental health providers, and families to receive education to provide targeted interventions and support systems. The guiding research questions were: (1) Are high school student-athletes receiving adequate mental health services? (2) Is there a negative stigma on campus regarding mental health? (3) What stereotypes do student-athletes fall into regarding mental health? (4) Is the student-athlete culture on campus conducive to a healthy emotional environment?
Keywords: High School Athlete, Mental Health Services, Athletes, Stress, Anxiety
Duck's Five Stages Change Curve Model is used to make the changes necessary to decrease the gaps in mental health services offered to their student-athletes. The current mental health structure can be modified, and a framework can be built for the school staff, on-campus mental health providers, and families to receive education to provide targeted interventions and support systems. The guiding research questions were: (1) Are high school student-athletes receiving adequate mental health services? (2) Is there a negative stigma on campus regarding mental health? (3) What stereotypes do student-athletes fall into regarding mental health? (4) Is the student-athlete culture on campus conducive to a healthy emotional environment?
Keywords: High School Athlete, Mental Health Services, Athletes, Stress, Anxiety
Student(s):
Maria Jimenez
Faculty Mentor:
Dr. Kathleen Merrigan
Undocumented Students’ Strive for Social Mobility Amidst the Challenges of Mental Health Stressors.
Undocumented students undergo various challenges in the K-12 spectrum trying to find a sense of belonging. The purpose of this project is to develop an educational proposal to address the mental health stressors’ and the effects it has on their education. Undocumented young adults may experience ongoing financial instability, adding to the chronic anxiety related to “navigating illegality”, and into adulthood experiences of discrimination and isolation also increase their vulnerability to depression and chronic anxiety (Vaquera, 2017). The goal is to help support these students while ensuring a trusting safe space for all and improving their mental health.
The research questions addressed in this study are: What strategies can be implemented to create a secure atmosphere, ensuring students feel safe when revealing their statuses? What services are provided for students to help combat their mental health concerns? How are schools actively advocating for inclusivity and preserving the identities of its students?
The change model theory used in this problem of practice is the Change Path Model by Deszca and Ingols (2020). This model can be utilized appropriately to implement necessary resources to assist this student population. The four stages addressed in this model are: awakening, mobilization, acceleration, and institutionalization. This model assists in tackling the steps of change that can be applied to support undocumented students in overcoming their mental hurdles, while also understanding how to effectively offer guidance for their postsecondary aspirations and fostering self-awareness regarding this controversial issue.
Keywords: Undocumented students, Mental health concerns, Anxiety, Discrimination, Marginalization, Status
The research questions addressed in this study are: What strategies can be implemented to create a secure atmosphere, ensuring students feel safe when revealing their statuses? What services are provided for students to help combat their mental health concerns? How are schools actively advocating for inclusivity and preserving the identities of its students?
The change model theory used in this problem of practice is the Change Path Model by Deszca and Ingols (2020). This model can be utilized appropriately to implement necessary resources to assist this student population. The four stages addressed in this model are: awakening, mobilization, acceleration, and institutionalization. This model assists in tackling the steps of change that can be applied to support undocumented students in overcoming their mental hurdles, while also understanding how to effectively offer guidance for their postsecondary aspirations and fostering self-awareness regarding this controversial issue.
Keywords: Undocumented students, Mental health concerns, Anxiety, Discrimination, Marginalization, Status
Student(s):
Zaira Juarez Aguilar
Faculty Mentor:
Dr. Kathleen Merrigan
Trans Students Deserve Better: Healthcare Equality on our College Campuses
It has been well documented that inadequate healthcare has been an issue for many in this country, but none has had to suffer more than those in the LGBTQ community, especially transgender men and women. It is the hope that, as a starting point, college campuses around the country will provide continuing education on how to treat students who identify as transgender. The proposed change would take place in a Catholic University located in the heart of Los Angeles. Boasting a robust student body of about10,000 undergraduate and graduate students, they represent a wide range of cultures and backgrounds. To help guide this change, Lewin’s Three Stage Model will be utilized. With this model, it helps shift a person’s preconceived notions and allows one to see an issue from a different point of view and will allow for new changes to come to fruition. The questions below were used to help guide the proposed change forward:
1. What major issues are affecting trans men and women, both on and off college campus settings?
2. How does lack of healthcare affect trans students?
3. Are there any other options in obtaining healthcare for trans men and women?
Keywords: Healthcare, Transgender, Students, Higher Education
1. What major issues are affecting trans men and women, both on and off college campus settings?
2. How does lack of healthcare affect trans students?
3. Are there any other options in obtaining healthcare for trans men and women?
Keywords: Healthcare, Transgender, Students, Higher Education
Student(s):
Meghan Karch
Faculty Mentor:
Dr. Kathleen Merrigan
Unlocking the Potential: Empowering Elementary Combination Class Teachers to Meet Diverse Student Needs
This thesis aims to explore effective strategies and best practices for elementary school teachers to successfully manage combination classes. Some considering factors include differentiated instruction, classroom management techniques, and curriculum adaptation to meet the diverse needs of students in multigrade settings. Combination classes, also known as split-grade classes, pose unique challenges due to the presence of students from different grade levels in a single classroom. My research question is “How can teachers effectively instruct the curriculum in both grades, when the standards do not align, within the time frame of a typical school day; how can districts further support combination teachers?” The findings of this research provided valuable insights and practical recommendations for teachers, administrators, and policymakers in optimizing educational outcomes in combination class settings. The results through the survey showed that teachers taught mainly the whole group with little to no differentiation in a typical school day, which means that instruction was not effectively taught to both grade levels by combination teachers. Some helpful strategies that the teachers felt would be beneficial included classroom aides, as well as a prewritten scope and sequence of the curriculum for both grade levels. This research aims to address the gaps left by the "No Child Left Behind Act" by providing a comprehensive guide to assist schools and districts in supporting their combination teachers. By focusing on this critical aspect of education, the study seeks to enhance the effectiveness of teacher collaboration and ultimately improve student outcomes.
Student(s):
Samantha Latham
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Impact of Social Emotional Learning in the Classroom
This Educational Improvement Plan aims to expose the benefits Social Emotional Learning can have on student learning and highlight the benefits SEL can have on achievement levels. The goal is to integrate SEL in the classroom to provide students with coping skills to control their emotions and help foster a positive learning environment. SEL in the classroom can help to ensure that the classroom is free of distractions and allows students to focus solely on learning. Research has shown that the implementation of SEL in the classroom can have a positive impact on students’ overall wellbeing, emotional regulation, and learning performance, and the use of relevant research can help me to expose the need for inclusion of SEL in classrooms. In order to highlight a need to change the Change Path model was used, specifically the gap analysis, in which the gap between the adopted SEL curriculum and its implementation at my school site is identified. After identifying the gap, the hope is that, with the use of research and the EIP, teachers will see the benefits and positive impact SEL can have on student achievement. This will help to illustrate that SEL should be implemented consistently to have a lasting effect on student learning. The hope of this EIP is to give students a healthy outlet to regulate their emotions in order for them to focus on the curriculum that is taught, with the overall goal being to increase achievement levels in the classroom.
Student(s):
Alyson Legrand
Faculty Mentor:
Dr. Brandy Yee
Overcoming Barriers and Enhancing Participations of Low-Income Students in Advanced Placement (AP) Courses
Title I high schools often serve students from low-income backgrounds who may face significant barriers to academic success, including limited access to advanced placement (AP) courses. Low-income students may encounter various challenges, such as inadequate preparation, lack of financial resources for exam fees, and insufficient support systems. This study explores the necessity of enhancing support and resources for low-income students in Title I high schools to facilitate their success in AP courses. Research suggests that equitable access to AP courses is crucial for academic advancement and college readiness. The Education Improvement Plan effectively uses qualitative and quantitative evidence to explore the reasons that low-income students may face in order to not participate in AP courses, as well as to expand awareness to educators and learn how to Improve support and resources for low income students. This involves implementing targeted interventions, such as pre-AP coursework, mentorship programs, fee waivers, and access to tutoring services. By addressing these barriers, Title I high schools can empower low-income students to thrive in AP courses, as a result of enhancing their educational opportunities and long-term success.
Student(s):
Leodegaria Lopez
Faculty Mentor:
Dr. Terri Leon
The Effectiveness of Cooperative Learning on Student Motivation and Academic Progress
The role of academic motivation is essential to student learning. Learning gaps, social emotional concerns, and English language acquisition challenges exacerbated by the COVID-19 pandemic continue to effect classroom learning. Educators in the Santa Paula School District are seeing decreased motivation levels in their students resulting in slowed academic progress. This Educational Improvement Plan (EIP) aims to address the problem of insufficient academic motivation by investigating the effectiveness of cooperative learning strategies as a viable solution. By incorporating cooperative learning tasks, this proposal intends to increase motivation to learn, engage students within academic tasks, and enhance academic progress, with the additional potential benefit of enhancing social-emotional skills. In addition, this EIP will draw on elements from the Pragmatism paradigm, the Beckhard and Harris’ Change Management Process, Sociocultural and Cultural Perspectives Theory, and Transformative Leadership Theory. The vision is for students to be engaged in the delivery of cooperative learning strategies, for cooperative learning will cultivate an educational environment that transcends traditional instructional paradigms. Envisioned are classrooms that prioritize collaboration, knowledge construction, positive independence, and student-centered approaches to propel students into active and long-term engagement with learning. The implementation of cooperative learning within the classroom aligns with the collective research that indicates increased academic motivation is likely with cooperative learning. The EIP may also lead to implications for future research about the impact cooperative learning has specifically on high stakes testing readiness and achievement. This includes looking deeper into the frequency of cooperative learning tasks compared to individualistic tasks.
Student(s):
Emily Macasieb
Faculty Mentor:
Dr. Brandy Yee
Parental Involvement and Mental Well-Being of Middle School Students
Insufficient parental involvement can have adverse effects on student's mental health and academic development, resulting in increased dropout rates and a higher propensity for suicidal thoughts and actions (Cripps & Zyromski, 2009). Thus, parents must remain engaged in their child's education to pave the way for a promising future. It is imperative for parents to actively participate in their child's education and social life, aiding in the development of healthy habits and coping mechanisms. This change plan aims to boost student achievement by prioritizing parent involvement. Research shows parental involvement can significantly impact middle school students' well-being and academic achievement (Cripps & Zyromski, 2009). This study aims to answer several key research questions, including what insights we can gain about parental involvement from successful schools, how students perceive the quality of their relationship with their parents, and how parents can maintain communication and active participation in their children's education. Kotter's eight-step transformation approach is a powerful tool to address practical issues and guide change. The eight stages of change comprise a comprehensive process that can lead to a significant transformation; the steps include creating a strong and unified coalition, developing a clear vision and plan, communicating it effectively, empowering change at all levels, achieving quick wins, consolidating progress, implementing further changes, and embedding new ideas into the culture (Deszca et al.,2020). This approach enables educators to contribute to confidently transforming the organizational atmosphere.
Key words: parental involvement, prioritizing, higher propensity, suicidal, coping mechanisms, powerful, healthy habits, transformation
Key words: parental involvement, prioritizing, higher propensity, suicidal, coping mechanisms, powerful, healthy habits, transformation
Student(s):
David Maldonado
Faculty Mentor:
Dr. Kathleen Merrigan
The Challenges Public Schools Face Implementing Social Emotional Learning
Social-emotional learning (SEL) plays a pivotal role in fostering students' emotional intelligence, interpersonal skills, and overall well-being. However, the incorporation of SEL into public school curricula remains limited, posing significant challenges to students' holistic development. This abstract centers on three central guiding questions: How does the current educational system address the diverse social emotional needs of students, particularly those from marginalized communities? What systemic barriers exist that hinder the effective integration of Social Emotional Learning (SEL) in public schools; and how can we provide educators with sufficient training and resources to incorporate SEL strategies into their teaching practices? My research will also explore the ramifications of the absence of SEL in public schools, including decreased academic achievement, as well as diminished social-emotional competencies. Factors such as insufficient resources, socio-economic disparities, mental-health stigmas, competing priorities, as well as lack of professional development, all contribute to the deficit that remains with SEL in public school education. Addressing these barriers requires a concerted effort from policymakers, educators, and stakeholders to prioritize SEL implementation and provide comprehensive support systems. By recognizing SEL as an essential component of education, public schools can cultivate inclusive, empathetic, and resilient learning environments conducive to students' long-term success and well-being.
Student(s):
Michelle McCracken
Faculty Mentor:
Dr. Terri Leon
Expanded Technology Integration to Mitigate Teacher Burnout
Teacher burnout has increasingly become a normalized term in the world of education. Teachers begin to experience burnout when consumed by feelings of emotional and physical exhaustion, produced by their jobs. More and more teachers are facing this burnout in their profession due to an influx of demands and heavier workloads. Due to students' abilities and needs changing rapidly, our teachers must meet these demands at the same rate. Adding elements such as student behaviors, diverse learning abilities, high class sizes, and family engagement, teacher workloads are increasing rapidly. This problem of teacher burnout is causing many teachers to either leave the profession or stay in classrooms while working inefficiently. The influx of demands being placed on the workloads of our teachers will continue to progress, yet a solution to attain a balanced and manageable workload must be found. This EIP focuses on the problem of teacher burnout and proposes a strategy involving expanded technology integration into the classrooms. The expansion of technology in classrooms will be focused on how these resources can be utilized to mitigate the feeling of burnout experienced by teachers, by producing manageable workloads for these important stakeholders. Teachers are significant stakeholders in the world of education, and the quality of learning they produce impacts our students. This EIP proposes technology integration in managing teacher workloads to ensure teachers continue to carry passion for this rewarding profession, and produce quality education, amid the variety of adaptations needed to make, to reach our diverse learners.
Student(s):
Mariah Melgoza
Faculty Mentor:
Dr. Brandy Yee
Social-Emotional Learning: A Path to Success
This Educational Improvement Plan explores the lack of Social-Emotional Learning, or SEL, in classrooms. At the school site researched, students from similar backgrounds were found arriving at very different places: both personally and academically. While some students seemed successful navigating school and post-graduate plans, others became more involved in dangerous activities or peer groups, falling short of their academic requirements. Hence, the correlation between student behaviors, student beliefs of future success, and the integration of SEL-based curriculum were all reviewed. More specifically, a two-month window of the SEL curriculum was analyzed at the given school site, measuring how many teachers followed the provided SEL coursework and to what extent. Based on the successes and failures noted within this particular faculty’s implementation of the SEL curriculum, several trends were documented. Ultimately, this plan provides a framework for educators on how to include SEL in all their classrooms. Using “Kotter’s Eight-Step Change Process” a proposal was developed to help teachers implement SEL alongside the core curriculum in their classrooms. Although different schools follow their own unique programming, this Educational Improvement Plan offers a foundation to jumpstart improved SEL implementation.
Student(s):
Harold Mendoza
Faculty Mentor:
Dr. Kelly Maloney
Retention for Deaf and Hard of Hearing Students
Abstract
Deaf and hard of hearing (DHH) students encounter more difficulties than typically hearing students as they struggle with retention. DHH students often visit the same information several times in different formats before they can retain it. This study analyses how to best support DHH students with retention throughout education utilizing accommodations to best support them with retention. Therefore, it has been noted that amongst many accommodations pre-teaching, reteaching, rephasing and post teaching have been beneficiating to this group of students. This study focuses on finding the best way to support DHH students with retention using Listening and spoken language in a mainstream setting. It will also include the key stakeholders and changemakers required to address and solve the problem. Using Nadler’s and Bushman organization congruence model. To answer this question and find solutions, observations were conducted. With the implementation of these accommodations, and communication students can display retention by utilizing their knowledge.
The design used for this study was explanatory approach with a quasi-experimental design. The measure of the study was based on reliability and validity. The students were given a math assessment after general teaching (no accommodations) a month later given another math assessment with accommodations.In addtion, Parent engagements were done thought weekly emails. Emails contained what will be taught, what is being taught, students’ strength and weakness. Informative feedback and observations from parents, teachers, and services were included.
Deaf and hard of hearing (DHH) students encounter more difficulties than typically hearing students as they struggle with retention. DHH students often visit the same information several times in different formats before they can retain it. This study analyses how to best support DHH students with retention throughout education utilizing accommodations to best support them with retention. Therefore, it has been noted that amongst many accommodations pre-teaching, reteaching, rephasing and post teaching have been beneficiating to this group of students. This study focuses on finding the best way to support DHH students with retention using Listening and spoken language in a mainstream setting. It will also include the key stakeholders and changemakers required to address and solve the problem. Using Nadler’s and Bushman organization congruence model. To answer this question and find solutions, observations were conducted. With the implementation of these accommodations, and communication students can display retention by utilizing their knowledge.
The design used for this study was explanatory approach with a quasi-experimental design. The measure of the study was based on reliability and validity. The students were given a math assessment after general teaching (no accommodations) a month later given another math assessment with accommodations.In addtion, Parent engagements were done thought weekly emails. Emails contained what will be taught, what is being taught, students’ strength and weakness. Informative feedback and observations from parents, teachers, and services were included.
Student(s):
Kimberly Mijangos
Faculty Mentor:
Dr. Stephanie-Renee Anckle
College Readiness for Latino Students
In California, dual enrollment courses have become increasingly popular among K-12 students. These courses provide elementary, middle, and high school students with the opportunity to take college-level coursework at community colleges. This is a significant benefit for students, as it allows them to get a head start on their college education and earn college credits that can be applied towards a future degree. Additionally, dual enrollment courses can help students fulfill prerequisite requirements for specific certificates that lead directly into the workforce upon high school graduation. Since the 2015/2016 academic year, the number of California students participating in dual enrollment has grown by 56% (Dual Enrollment in California, 2021). Despite this substantial increase, not all students are taking advantage of this opportunity. Boonie Brooks and Gabriel Gutierrez-Aragon's research indicates that minority students, in particular, are underrepresented in dual enrollment programs. This is a concern, as studies have shown that students who participate in dual enrollment courses are more likely to graduate from high school, enroll in college, demonstrate college readiness, and achieve overall academic success (Dual Enrollment in California, 2021). Numerous factors may contribute to the underrepresentation of minority students in dual enrollment programs. It is essential to raise awareness of dual enrollment programs for Latino students. Getting all students involved in dual enrollment will increase the number of minority students who attend and complete college or receive a certificate of completion. This will benefit not only the students themselves, but also the state of California as a whole.
Student(s):
Sabrina Ornelas
Faculty Mentor:
Dr. Brandy Yee
Exploring Solutions for Language Deprivation and its Effect on Postsecondary Outcomes for Deaf Learners
D/deaf and Hard of Hearing students encounter more barriers than general education students. in their journey of learning language and receiving equitable opportunities in education. The struggle for equity is especially evident when it comes to D/deaf learners and their experiences in postsecondary education. The goal of addressing this problem of language deprivation leading to unfavorable post-secondary outcomes for D/deaf learners is to give them the equitable education they deserve. The research will be addresses the systemic issues of language deprivation, literacy curriculum, and the impact of those things on postsecondary opportunities for D/deaf learners. It will also seek to identify the key stakeholders and changemakers needed to address the problem. Using Kotter’s model for change, solutions to these issues are addressed, as well as key stakeholders and steps needed for these change processes. The solutions explored involve implementation of literacy curriculum from an early age for all D/deaf students that follows them through their primary and secondary school experiences that can be universally adopted into the school district’s program for D/deaf and Hard of Hearing students. Solutions will also involve communication between teachers of the D/deaf within this program and data collection on student progress to assure fluidity of curriculum and accurate and helpful literacy interventions. With these solutions implemented the expected outcome is better literacy outcomes for the D/deaf learners in the school district, with the implication that D/deaf learners will have better post-secondary opportunities and experiences because of having stronger access to language and literacy.
Student(s):
Kelsey Owen
Faculty Mentor:
Dr. Brandy Yee
Exploration of Behavioral Issues of Incoming High School Students and How its Affecting Their Learning
Immerse yourself into the mind of a highschool student who just returned to in-person instruction after a very difficult couple years of a world-wide pandemic. These students are struggling to control their emotions and actions while trying to access their education. This Educational Improvement Plan (EIP) seeks to identify, analyze and address the effects COVID had both academically and behaviorally. This call for change stems largely from the drastic drop in academic performance and increase in behavioral issues in students specifically in the ninth grade. By identifying the cause of these behavioral issues, an analysis can be done on how to alter student’s thinking and create a learning environment that feels safe and inviting for all students. The methodology for this EIP is a qualitative and quantitative research that will examine the changes COVID has made on these young adolescents behavior and how it has translated into the classroom academically. Using William Glasser's Choice Theory and framework for change, steps can be taken to create an action plan that will address all behavioral changes and how a more efficient learning environment can be created. In the examination of different methods for change, a Social Emotional Learning (SEL) approach was the most effective in addressing both behavioral concerns and its effects on learning. The goal of this EIP is to show support for all teachers who are struggling with students who display behavioral issues and create a plan centered around SEL to improve behavior and learning in the classroom.
Student(s):
Shannon Pearce-Harris
Faculty Mentor:
Dr. Brandy Yee
Understanding the Impact of Electronic Devices on Children’s Attention Spans
Electronic devices have many advantages that help us navigate the rapidly evolving 21st century. However, their tendency to create overstimulation and instant gratification is problematic for children’s cognitive and behavioral development. Specifically, children’s ability to remain engaged and focused in the classroom is declining, thus impacting their academic achievement. The aim of this study is to determine how the rise of technology is affecting students’ attention spans in the elementary classroom. To collect parents’ and teachers’ opinions on this rising issue and to gain an understanding of electronic device use in the classroom and at home, a survey was distributed to teachers and caregivers within my organization. The participants of this research were eight general education teachers and 24 caregivers. A systematic literature review was also conducted to analyze current research on this topic. Findings suggest that there is a correlation between electronic devices and diminished attention spans, heightened by decreased sleep quality and quantity due to bedroom device access. The disruption of sleep contributes to poor executive functioning, such as memory deficits, concentration issues, poor impulsive control, and inattention. Moreover, the dopamine release triggered by using electronic devices for entertainment cultivates dependence and addiction. Withdrawing from these devices causes difficulty concentrating, impulsivity, restlessness, and irritability. The outcomes from reduced sleep quality and screen time withdrawal mirror symptoms of ADHD. Addressing screen time issues with educators and caregivers is imperative for preserving sleep quality, executive functioning and mitigating ADHD-like symptoms from overconsumption.
Student(s):
Jillian Philpott
Faculty Mentor:
Dr. Stephanie-Renee Anckle
The Implementation and Integration of Facility Animals in Higher Education to Combat the Mental Health Crisis
Mental health crises are increasing among college students, impacting their well-being and academic success. Among students, suicide rates have increased and loneliness has been declared a national epidemic with little effort being done to form creative solutions. A new approach to addressing this issue involves integrating facility dogs on campuses to provide emotional support. Facility animals are used in various settings to bring positivity and reduce anxiety but have not been implemented in educational settings. Using Kotter's 8-stage process for leading change and considering the six forms of capital in Yosso's community cultural wealth model, bringing Facility Animals to California Lutheran University is a reality. In establishing a sense of urgency around student mental health and creating a coalition of stakeholders like administrators, staff, faculty, and student representatives an environment of necessity is formed. The vision is developed, centering around belongingness, decreasing stress/anxiety, and increasing accessibility of mental health resources. Creating a sound and well-rounded change process within the community, this plan provides a comprehensive change that is culturally conscious of mental health initiatives on college campuses. The guiding questions were (1)What are the main mental health challenges facing college students today? (2)How could interactions with facility dogs help address common issues related to mental health? (3)How could a facility dog program be designed to best serve the needs of a diverse student population? (4)What other student services could be involved to maximize the benefits of a facility dog program?
Key Words: Higher Education, Mental Health, Kotter, Yosso, Facility Animals
Key Words: Higher Education, Mental Health, Kotter, Yosso, Facility Animals
Student(s):
Gabrielle Pittle
Faculty Mentor:
Dr. Kathleen Merrigan
Raising Awareness for Equitable Accommodations for English Language Learners
Accommodations for students with learning disabilities has been around for almost a half a century. Equitable accommodations for students with learning disabilities, especially English Language Learners, are needed to ensure students’ academic success and confidence in the classroom. With all the testing and standards that general education teachers have to conduct in the classroom, it is important that we sure fair and equitable accommodations for our English Language Learners (ELLs). Students are at a disadvantage if they do have appropriate accommodations being provided by their teachers. For us educations, there is an opportunity to raise teachers’ awareness, knowledge, and accessibility that accommodations exist for their ELL students to ensure their students are receiving a proper and equitable education. This education improvement plan hopes to raise general education teachers’ awareness of equitable accommodations for their ELL students with the goal of professional development and training. In promoting the development of teachers’ self-efficacy, autonomy, and overall self-confidence through professional development and training, this will ensure that their ELL students present academic success with the appropriate accommodations. The methodology in this education improvement plan plans to select and implement different ways for general education teachers to receive professional development and training through resources and supports that are easy to access and implement. One goal as an educator is for general education teachers to feel prepared to provide their ELL students with the most appropriate and equitable accommodations that will ensure the success of both parties involved.
Student(s):
Alyson Redding
Faculty Mentor:
Dr. Brandy Yee
Addressing Barriers to the Development and Access to Arts Education Programs in CA Public Schools
Student involvement in arts programs during their K-12 educational years can reap life-long benefits in their social-emotional growth, scholastic achievement, and professional skills, preparing them for their future. Still, the availability of arts programs to students in some schools is far less than ideal and the resources educators need to create the opportunities are unavailable. This research will discuss what barriers are hindering the support and funding for arts programs in California public schools and highlight the need for greater widespread support for arts programs in schools from community members, administration, school districts, and policy makers. Three central questions frame this research: What are the barriers hindering the support and funding for arts programs in schools? What are the steps that have already been taken in order promote a more widespread support for arts education in public schools? What are the driving reasons that students would benefit from proper access and involvement in an arts education? In this research, a survey was given to 30 8th-grade students from a singular period of a general education class of a single teacher. Of the 30 respondents, 24 indicated involvement in the arts and shared specifically how their arts involvement has shaped them. The survey was optional and there was no penalty for students who choose not to participate. Through analysis of the survey responses collected as well as case studies and previous research, this paper aims to bring to light the value in increasing support for adequate student access to arts.
Student(s):
Xavier Reynoso, N/A
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Exploring Solutions for the Lack of Resources Provided for Teachers Teaching English learners.
Teachers report that they do not have the proper resources or training to support English learners. According to the research, there is an association between teachers feeling underprepared to teach English learners and the success of the students. This Education Improvement Plan (EIP) would shed light on a different perspective when looking at English learners' success in the classroom and provide me with resources that I can use within my classroom. Quantitative and qualitative journals were a big part of my research as well as looking at data from the Ventura district and California. This research brought me to the conclusion that continuing our education as teachers will benefit not only us but all of our students as well. Expanding our knowledge will benefit new and experienced teachers because it will expose us to new data, and ideas, solidify our knowledge, and help us grow as teachers.
Student(s):
Mayra Rivas
Faculty Mentor:
Dr. Terri Leon
The Lack of Representation of Teachers of Color and its Effect on Students of Color
Being a teacher of color in a career that is predominantly white is not easy. Research shows there is awareness focused on the decreased representation of teachers of color. Therefore the purpose of this change plan is dedicated to seeing what is needed to close the gap and see more teachers of color be represented in the field of education and see how it can have a positive effect on all students, but specifically students of color. On average students spend six hours a day at school, five days a week, which equates to around 1,080 hours spent in school in one school year. Subsequently, it is known that during the school year, the majority of students spend more time with their teachers than they do at home with their parents. Hence, it is imperative that we have teachers who support and believe in all students regardless of their racial and/or cultural background. While simultaneously using John Kotter’s Eight Step Model of Change and Surinder Kahai’s Participative Theory of Leadership, the purpose is intended to bring awareness to the lack of representation of teachers of color. The objective is to see what research can do to close the gap between the representation of teachers of color and white teachers, with the intention of how it can have a positive effect on all students, but specifically students of color.
Student(s):
Victoria Robles
Faculty Mentor:
Dr. Brandy Yee
The Effectiveness of Co-teaching Models in Education and its Impact Based on the Resources Provided.
This Education Improvement Plan aims to look at the effectiveness of the co-teaching model in education and its impact on educators and students based on the resources provided. Implementing inclusive education is a legal and ethical requirement educators must meet. The implementation of the co-teaching model is a way to promote student learning while simultaneously creating the least restrictive learning environment to provide a more inclusive education. The vision of change is to close the gap between effective and ineffective co-teaching settings and look at the resources needed to do so. Through a pragmatic lens focusing on the realities of a situation, the goal is to implement inclusion through a realistic and needs-based system through implementing a symmetrical adaptation of Kurt Lewin’s Stage Theory of Change and Edward Deming’s Continuous Improvement Model creates a structure to implement. Research found that the key factors needed to create a functioning co-teaching model were professional development and educator trainings, appropriate amount of certification staff, adaptable curriculum, and time. As educators on any level, the goal is for students to succeed and have a positive learning experience and it is our responsibility to enact change when it needs to be made, especially when it comes to inclusive education. With all of these considerations in mind, the aim is to bring awareness to the effectiveness of co-teaching models and how it can benefit students and teachers alike.
Student(s):
Sarah Rogers
Faculty Mentor:
Dr. Brandy Yee
Supporting Teachers Supporting Students: Protecting Multilingual Learners’ Right to Education
Despite years of state and federal legislation solidifying the right for multilingual learners to “participate meaningfully and equally in educational programs” (U.S. Department of Education), research demonstrates that students designated as English Learners in California schools are not progressing at the same level as their peers. Moreover, teachers express confusion, frustration, and often helplessness when confronted with the challenges of meeting their multilingual students’ needs. Considering these unfortunate truths, our guiding question becomes: What can school and district leaders do to support teachers in supporting multilingual learners? Previous research conveys plenty of strategies for supporting the distinct literacy needs of multilingual learners, yet these challenges persist. Teacher preparation programs in California require an “English Learner Authorization”, but surveys of in-service teachers reveal that teachers feel unprepared to support these students. Busy in-service teachers need efficient and effective options to develop their skills. Although many solutions will be considered, such as professional development, information dissemination through technological means, and co-teaching, this study will focus on the implementation of a dedicated professional learning team (PLT) for teachers of multilingual students. A PLT would allow teachers to regularly meet to share best practices and observations while learning from the strengths of each other and holding each other accountable. Furthermore, a regularly scheduled PLT will contribute to campus culture and the belief that our multilingual students are all of our students, and their needs and success are our shared responsibility.
Student(s):
Kathryn Royal
Faculty Mentor:
Dr. Terri Leon
The Impact of Early Intervention Programs on Language Development in Deaf and Hard of Hearing Children
Early intervention programs provide essential resources and services tailored to meet the unique needs of children with developmental impairments, supporting language acquisition, communication skill development, and cognitive development from infancy forward. Research consistently shows that early childhood is a critical period for language acquisition, with rapid development and plasticity in linguistic skills during this time. Early detection of hearing loss also makes it feasible to administer interventions on time, which promotes the best potential language development and academic readiness. Early intervention programs target a variety of areas of a child's development through a multidisciplinary approach that includes audiologists, speech-language pathologists, educators, and families. These areas include the auditory, speech, language, and socioemotional domains. Early exposure to language and communication modalities, such as auditory-verbal therapy, sign language, or cochlear implants, helps DHH students engage in positive interactions with peers, the environment, and the curriculum. Early intervention lays the foundation for lifelong learning and achievement by equipping children with essential skills during their formative years. By lessening the possibility of social isolation and educational disadvantages experienced by DHH individuals, early intervention also promotes inclusion and equitable opportunity in academic situations. It gives families the knowledge, resources, and networks of support they require to successfully negotiate the educational system and advocate on behalf of their children. In summary, early intervention is essential for DHH students to have better academic outcomes, optimum developmental trajectories, and inclusive societies that celebrate diversity and help everyone realize their full potential.
Student(s):
Shaira Ruedas
Faculty Mentor:
Srephanie-Renee Anckle
Welcome Back: Utilizing Student Re-Entry Programs for Suicide Prevention in K-12 Unified School Districts
While suicide prevention programs have been at the forefront of school district policy reform across the state of California post-COVID19 pandemic, plans surrounding student re-entry policies post-suicide attempt and/or psychiatric hospitalization are lacking. The weeks following a suicide attempt, leave the student with a 200-300 times higher likelihood of making a second attempt. Using Kotter’s Eight Stage Change Theory Model, best practices were determined for updating the student re-entry policy for a mid-size, southern California suburban school district. This study is framed around three primary research questions. 1) How can schools establish a high-quality process to create a plan of action to better equip students and staff for a successful re-entry post psychiatric hospitalization and/or suicide attempt? 2) What are the best practices to include in student re-entry protocol post psychiatric hospitalization and/or suicide attempt? 3) What is the most efficient timeline for the re-entry process, and will it be a holistic approach determined on a case-by-case basis or a standard set in place? The goal of this change plan is to create a sustainable re-entry policy and program that establishes a safe, accommodating school environment as students are welcomed back onto campus after a crisis situation.
Keywords: Suicide, suicide prevention, psychiatric hospitalization, re-entry, crisis intervention, student support
Keywords: Suicide, suicide prevention, psychiatric hospitalization, re-entry, crisis intervention, student support
Student(s):
Stephanie Russo
Faculty Mentor:
Dr. Kathleen Merrigan
Examining the Inequitable Access of Advanced Placement Classes on Low-income Students
Abstract
As educators, we must deeply consider why our low-income students are not taking the opportunities to enroll in advanced placement (AP) courses. This study investigates disparity by studying the participation levels of low-income students in AP courses and suggests strategies to support their engagement. By emphasizing the importance of empowering students to shape their educational journey, this research aims to uncover the barriers that impede low-income students from enrolling in and excelling in AP courses. Recent findings by Marini et. al. (2019) also shed light on disparities in college grades, with White students achieving higher average first-year grades compared to their Black and Hispanic peers, indicating broader systemic issues that need addressing. Finally, it explores how educators can collaborate with school administrators, teachers, and policymakers to tackle systemic obstacles regarding low-income students.
As educators, we must deeply consider why our low-income students are not taking the opportunities to enroll in advanced placement (AP) courses. This study investigates disparity by studying the participation levels of low-income students in AP courses and suggests strategies to support their engagement. By emphasizing the importance of empowering students to shape their educational journey, this research aims to uncover the barriers that impede low-income students from enrolling in and excelling in AP courses. Recent findings by Marini et. al. (2019) also shed light on disparities in college grades, with White students achieving higher average first-year grades compared to their Black and Hispanic peers, indicating broader systemic issues that need addressing. Finally, it explores how educators can collaborate with school administrators, teachers, and policymakers to tackle systemic obstacles regarding low-income students.
Student(s):
Veronica Salgado MacEda
Faculty Mentor:
Dr. Terri Leon
Teaching Zen: A Nordic Cool v. American Dream - Comparative Analysis of Teacher Wellness
Teacher wellness is increasing at an alarming rate all around the world. It can be seen throughout the United States as well as Scandinavian countries. There is a need throughout education to create professional developments to help increase teacher wellness and combat burnout. The goal of this study is to further the research in creating professional development opportunities to offer greater strategies that emphasize teacher wellness, self-care, and resilience-building. The research question addressed is “What are the various factors impacting teacher wellness in the United States in comparison to Scandinavian countries?” Some other questions that were raised include: “How do these various factors impact different educational outcomes and student achievement? What types of professional development opportunities are available to teachers, and how do they impact their wellness?” This study employs surveys as the main method. Results demonstrate that time management, fatigue, excessive workload, and inadequate support are significant stressors that impact teachers' ability to maintain a healthy work-life balance in both the United States and Scandinavian countries. Teacher wellness affects educational outcomes and student achievement. By increasing teacher wellness, schools can create a more supportive environment for both the teachers and students. Teachers have expressed that when they feel fatigued, burnout or stressed, they are not as effective in the classroom which can lead to compromised student achievement. Teachers from the United States and Scandinavian countries voiced a need to implement professional developments to help with stress management, self-care, and resilience building to have longevity in the teaching profession.
Student(s):
Heidi Scribner
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Parental Engagement in Education
This research recognizes the significance of parental engagement in education and how to increase overall meaningful involvement for the child’s well-being academically, socially, and emotionally. Good parental engagement is knowledge of how their child needs support and providing such support in partnership with the educator and school, whether directly in school or from home. In this context of a private Christian school reviewed, it seeks to improve the partnership in support of the student between the parents, teacher, school, and church. To answer this question and improve the effectiveness of this partnership at the whole school, levels of parent attendance and involvement were compared to ongoing engagement through survey and observation. Parent-to-educator surveys, conversations, and observations were utilized to gauge individual engagement levels. Lewin’s change theory provided a framework for gathering data, noting points of successful opportunities for parental engagement and areas or ideas to increase meaningful parental involvement. The data gathered from parents, families, and other areas concluded the most beneficial way to improve this problem of practice stemmed from timely and detailed communication of events that vary in ways of involvement from in-school to at home, or during the school day or later in the evening. These results can be applied by the educator in the classroom or in advance by the administration for the following school year.
Student(s):
Olivia Serrano
Faculty Mentor:
Dr. Kelly Maloney
Training for Special Education Paraprofessionals Working In Moderate to Severe Classroom Settings
The need for highly skilled staff in moderate to severe special education classrooms is often overlooked within many school districts. This Education Improvement Plan (EIP) is designed to look at the importance and implementation of training for paraeducators who work in classrooms with students with moderate to severe disabilities. Oftentimes, districts rely on teachers to train staff once they are already in the classroom working with students. However, this interrupts the time teachers should be focused on teaching their students. By incorporating training for paraeducators that does not interfere with instructional time, it allows for teachers and staff to focus their attention on students. This EIP will be viewed through the pragmatist lens since my PoP has many layers and should be looked at with a flexible approach. This EIP pulls from Deszca’s and Ingol’s Change Path Model and examines how to implement effective training for paraeducators in mod-severe classrooms. To implement this plan, I will work with my classroom staff, colleagues, and school administrator to begin opportunities for training the paraeducators at my school site to better our program ultimately and improve student growth in the classroom. The EIP may also lead to further research and development of training programs and plans within school districts to continue to prepare staff who work in high-needs classrooms. It is the intent that this EIP will result in trained staff who feel prepared and equipped with the skills that they need to support students with unique learning and behavioral needs.
Student(s):
Emma Servera
Faculty Mentor:
Stepahnie-Renee Anckle
Mental Health and Teachers
Following the COVID-19 Pandemic, teacher turnover has reached an all-time high, with many teachers leaving the profession due to work-related stress and/or responsibilities.Proposed causes, consequences, and implications of these mental health conditions and their related symptoms will be discussed, and the current resources, supports, and training available to educators experiencing these conditions will be explored. The intent of this research is to carefully examine the presence of these mental health conditions and identify possible implications they may have on education at large. In this research, three central questions: What factors are causing educators to experience symptoms of anxiety, depression, and burnout; what resources are currently available to educators in combating these symptoms; and how does negative mental health in educators influence student engagement and achievement, serve as the foundation of the information presented. Through global publications, and case studies; this paper will explore the mental health crisis currently plaguing educators throughout the world, while also providing a comprehensive list of contemporary and “in the works” resources that are available to teachers experiencing symptoms associated with burnout, depression, and anxiety.
Student(s):
Kamiki Soulyalangsy
Faculty Mentor:
Dr. Terri Leon
The Importance of Multicultural Music Education in Schools
Through my research, I am hoping to address the lack of multicultural music education in schools by deep-diving into various phenomena that cause this in the first place, and the benefits of including it in the greater music curriculum. Aspiring educators typically get instruction in Baroque, Classical, Romantic music in college, then only teach that content when they become teachers. This hinders cultural inclusion in schools, which is important for self-identity construction and the bridging of gaps between people. Greater understanding of musical concepts can be gained from studying a widely varied repertoire of music. It is my sincere hope that my Education Improvement Plan will add genuine, high-quality multicultural music to students’ repertoires, bridge gaps between cultures, and solidify cultural self-identities. Research aims to answer the question of how to improve ease-of-access to multicultural music, why aspiring educators primarily learn traditional western classical music, and what students stand to gain from culturally-plural music education. My research methodology was characterized by qualitative surveys and semi-structured interviews on the topic of self-identity construction and its relation to multicultural music. Research indicates that students of traditionally underrepresented cultural backgrounds experience greater motivation and involvement when their repertoire matches their cultural background. Work such as this provides assistance in the construction of their self-identities as well as mitigating the issue of reduced motivation in the classroom.
Student(s):
Aaron Sullivan
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Deaf and Hard of Hearing Students: Chronic Absenteeism with Special Education Related Services Delivered Virtually
This Education Improvement Plan focuses on absenteeism amongst Deaf and Hard-of-Hearing (D/HH) students receiving related special education services virtually. This topic should be addressed with a sense of urgency, as data is emerging that finds chronic absenteeism among students continues to increase rapidly post-Covid. Chronic absenteeism is extending to virtual special education related services. Students, educators, and parent(s) are struggling to resume and comply with attendance standards pre-Covid. When D/HH students, consistently do not receive their related services as directed by their IEPs, they are at risk for not being supported in their development and acquisition of language skills, auditory skills, self-advocacy and self-determination skills. If parents and students are presented with research-backed benefits of receiving services, and the negative long-term outcomes of chronic absenteeism, could attendance be improved? Guiding this change process is, Deszca and Ingols’ "Change Path Model." Current research reviewed included student absenteeism with disabled, minority, and low-income students, absenteeism and academic outcomes, Covid's impact on receiving special education services, the role and importance of D/HH itinerant services, educational and equitable challenges faced when teaching Deaf and Hard-of Hearing students virtually, and parent views on their child receiving D/HH services virtually. Research-based handouts were distributed to five students grade 9-12, and their parent(s), to inform them of the connection between chronic absences, diminished academic success, and poor social-emotional outcomes. A purposeful future outcome would include parent(s) and D/HH students, being equitably taught and guided early in the student's school career, about the negative outcomes of chronic absenteeism.
Student(s):
Jenni Sylvester
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Fostering Foundations: Increasing Elementary Student Academic Success Through Social-Emotional Learning
Social-emotional learning is a subject that has been at the forefront of many discussions in education in recent years. Social-emotional skills are needed to navigate emotions, relationships, and decision-making, all imperative to a student’s academic and developmental success. Students are disadvantaged if they do not know these skills or how to use them properly. As elementary school teachers, there is an opportunity to teach social-emotional skills in the classroom. This education improvement plan hopes to increase students’ academic success by integrating a social-emotional learning curriculum. In promoting the development of the essential social-emotional skills outlined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, teachers aim to provide students with the tools they need to succeed academically and in other aspects of their lives. The methodology in this education improvement plan is to select and implement a comprehensive social-emotional curriculum that meets the needs of elementary school students that also regularly assesses the impact of the curriculum on the student’s academic and socio-emotional well-being. One goal as an educator is to have students gain skills that will make them successful in school and their personal lives.
Student(s):
Monique Teague
Faculty Mentor:
Dr. Brandy Yee
Effects of Classroom Management on Elementary Students
Classroom management has been a topic of concern in the education system for many years. As adverse student behaviors in the classroom increase, teachers are searching for the next best classroom management strategy. Due to the lack of education and training on effective classroom management, teachers are unprepared to effectively manage the adverse behavioral issues in the classroom. The goal of this Educational Improvement Plan is to incorporate university-level education courses specific to classroom management, as well as include more training that is relevant to classroom management. This would allow teachers to have more time for academic instruction while supporting students with a positive and organized learning environment. Effective classroom management is something every teacher should be equipped with so that all students are in an environment where they can learn and grow. Duck’s Five Stage Change Curve (2020) was utilized to establish the process of change. This model has five stages that represent the necessary change for my problem of practice. By using Duck’s Change Curve (2020), organizations such as educational institutions can enhance their ability to navigate this complex change. The goals for this problem of practice are to increase student behavior, motivation, engagement, and academic performance. My educational improvement plan will assist new teachers to feel confident and prepared to effectively teach and manage a group of students. This plan will demonstrate the benefits of a successfully managed classroom for the teacher and students.
Student(s):
Julia Trento
Faculty Mentor:
Dr. Brandy Yee
First-Year College Students Lost in Transition Post COVID-19
Navigating the transition from high school into college has always been difficult, but first-year undergraduate students who were in high school during the COVID-19 pandemic lockdowns lost a considerably amount of normalcy during their prime teenage years. Their lack of typical academic and social high school experiences has many first-year college students underprepared. The purpose of this study is to address the problem that many first-year college students are currently having with their transition into college by implementing a new first-year seminar program for first-year college students using an outside program resource. The proposed change plan would be to bring The Jed Foundation’s JED Campus program to the University of California, Los Angeles campus.
Kurt Lewin’s Three Stage Change Model will be used to help this change plan move through each stage. This study is guided by these research questions: (1) What are the main reasons that first-year college students are having a more difficult transition from high school into college in recent years?; (2) What can colleges and universities offer first-year college students in a post COVID-19 world to make sure that their transition goes smoothly? (3) What are some helpful outside resources and programs that would be helpful for higher education and first-year college students, specifically?
Keywords: college, campus, seminar, first-year, student, transition, COVID-19
Kurt Lewin’s Three Stage Change Model will be used to help this change plan move through each stage. This study is guided by these research questions: (1) What are the main reasons that first-year college students are having a more difficult transition from high school into college in recent years?; (2) What can colleges and universities offer first-year college students in a post COVID-19 world to make sure that their transition goes smoothly? (3) What are some helpful outside resources and programs that would be helpful for higher education and first-year college students, specifically?
Keywords: college, campus, seminar, first-year, student, transition, COVID-19
Student(s):
Victoria Usher
Faculty Mentor:
Dr. Kathleen Merrigan
The Impact of Professional Learning Communities on School Culture
In education, a Professional Learning Community (PLC) aims to ensure high levels of learning for students by focusing on learning, making decisions backed by data, and building collaborative and collective relationships among staff. A PLC is also shaped around four main questions: What students should learn, how will proficiency be shown, what should be done to support students who do not meet proficiency, and what should be done for students who do? This Education Improvement Plan (EIP) seeks to address when a school aligns practices and values with that of a PLC, how school culture is influenced. This need for change comes from the current state of the school site being a Professional Learning Community to sustain better practices in instruction and intervention for all stakeholders. For this EIP, both qualitative and quantitative data examines the current observations, made by teachers and staff, of school culture and what a desired school culture should exemplify. Research regarding implementing PLCs at various schools is examined focusing on how the culture of a shared vision, collective responsibility, and collaboration impacts the teachers’ practices and school culture when becoming a PLC. In examining and inquiring the impact of PLCs on school culture, the practices and values of a PLC which can change the school are refining the current collaboration model at the school site, celebrating accomplishments of staff, and rebuilding policies/procedures. These changes can ensure higher learning levels and for stakeholders to feel valued and successful.
Student(s):
Bailey Van Buren
Faculty Mentor:
Dr. Brandy Yee
Enhancing Early Literacy Instruction for Students with Hearing Loss: A Case Study Approach
The purpose of this study is to delve into the development of specialized literacy curricula tailored to individuals with hearing loss who rely on hearing technologies and communicate using listening and spoken language (LSL) skills. The research addresses the critical need for educational equity by identifying evidence-based instructional approaches that foster early literacy skills among students with hearing loss. Three primary research questions guide this investigation:
1. How can individualized support strategies be designed to accommodate the diverse needs and abilities of students with hearing loss in the context of early literacy instruction?
2. What are the most effective instructional approaches for developing early literacy skills in students with hearing loss who utilize hearing technologies and engage in LSL?
3. What role should collaboration with specialized professionals such as audiologists, speech-language pathologists, and deaf education experts play in enhancing the effectiveness of early literacy instruction for these students?
Through the use of a robust study methodology, this research was conducted within a transitional kindergarten Special Day Classroom (SDC) that catered to the targeted population (students with hearing loss who use hearing technology and LSL). Survey research and participant observation were employed to gather data. The findings revealed evidence-based practices that improved reading skills among students with hearing loss. However, the study also underscores the importance of longitudinal tracking to assess progress as students mature. This study contributes to advancing effective literacy instruction for these students while also emphasizing the significance of collaboration among educators and specialized professionals in optimizing outcomes for this population.
1. How can individualized support strategies be designed to accommodate the diverse needs and abilities of students with hearing loss in the context of early literacy instruction?
2. What are the most effective instructional approaches for developing early literacy skills in students with hearing loss who utilize hearing technologies and engage in LSL?
3. What role should collaboration with specialized professionals such as audiologists, speech-language pathologists, and deaf education experts play in enhancing the effectiveness of early literacy instruction for these students?
Through the use of a robust study methodology, this research was conducted within a transitional kindergarten Special Day Classroom (SDC) that catered to the targeted population (students with hearing loss who use hearing technology and LSL). Survey research and participant observation were employed to gather data. The findings revealed evidence-based practices that improved reading skills among students with hearing loss. However, the study also underscores the importance of longitudinal tracking to assess progress as students mature. This study contributes to advancing effective literacy instruction for these students while also emphasizing the significance of collaboration among educators and specialized professionals in optimizing outcomes for this population.
Student(s):
Rachel Vergara
Faculty Mentor:
Dr. Stephanie-Renee Anckle
Implementing an Alternative Process to Provide Accommodations to DSS Students Without a Formal Diagnosis
This paper explores the barriers and strategies involved in implementing an alternative process within disability support services in higher education to provide accessible accommodations to students who do not have a formal diagnosis. The Problem of Practice (PoP) lies in the accommodation process, which becomes extensive for students lacking a diagnosed disability or supporting documents. Without a formal diagnosis, these students must undergo testing and evaluations by a licensed professional, adding significant time and expense to an already challenging process. The proposed changes include creating an alternate process where students can meet with a disability counselor for in-depth assessments to determine the validity of their challenges and identify possible accommodations. The reason for this proposed change is that students without a formal diagnosis or disability undergo additional barriers and processes to receive accommodations. Lewin’s Change Management Model was the most appropriate approach to this proposed change. The research question guiding this PoP is what alternative process will be put in place to give students without a formal diagnosis access to accommodations and how will this be approached? By addressing these challenges and engaging in a culture of collaboration and continuous improvement, colleges can create a more accessible environment and process for students.
Keywords: higher education, accessible accommodations, alternative process, diagnosis
Keywords: higher education, accessible accommodations, alternative process, diagnosis
Student(s):
Alberto Villalpando
Faculty Mentor:
Dr. Merrigan Kathleen
Educational Improvement Plan Proposal: Social Emotional Learning
Social Emotional Learning (SEL) curriculum is being more often embedded into schools and is slowly growing to be a more important part of schools’ curriculum. However, the emphasis on developmentally appropriate SEL curriculum is still lacking. This study introduces a developmentally appropriate Educational Improvement Plan (EIP) designed to enhance Social and Emotional Learning in educational settings. Recognizing the pivotal role of SEL in fostering social-emotional development and academic success, this research aims to explore the outcomes of promoting SEL competencies among elementary students. The EIP will pull from Deszca’s and Ingol’s Change Path Theory as well as Lewin’s democratic leadership theory, aiming to lead change to cultivate core competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making in students. Utilizing a mixed-methods approach, this study evaluates the impact of students' SEL competencies, academic performance, and overall well-being. The quantitative method involves pre- and post-intervention assessments. Additionally, qualitative data collection methods such as interviews and student and teacher observations offer deeper insights into students' perceptions of the program, personal experiences, and behavioral changes following participation in the program. The findings of this research have significant insights for educators, policymakers, and stakeholders invested in promoting SEL within educational settings. By illuminating the effectiveness of the EIP, this study contributes to the research on the effectiveness of developmental SEL programs on student behavior and overall well-being. Ultimately, the outcomes of this research add promise to fostering supportive and targeted SEL content for students of all ages.
Student(s):
Kaitlyn Weaver
Faculty Mentor:
Dr. Brandy Yee
The Value of Physical Education in Educational Organizations
Physical Education should be valued in educational organizations because of the physical, mental, and emotional benefits it creates for students. However, many educational organizations fall short when given the opportunity to create an environment that values Physical Education. This Education Improvement Plan aims to offer solutions towards creating a valued Physical Education program. The Beckhard and Harris (1987) change model will be use to frame the Problem of Practice as it focuses on a process model that finds the “why” behind a need for change. In this model, a gap analysis is conducted to identify and comprehend the factors that are driving and hindering change. This involves gaining insight into the organization and its stakeholders, articulating the desired future state, and continuing to manage the transition from the old state to the new. In order to make an impact a variety of changes need to occur. These changes include awareness of the importance of qualified staff and appropriate curriculum, improved quality of facilities and equipment, as well as an increase in community partnerships and engagement. Educational organizations have a responsibility to provide high-quality Physical Education instruction to all students. The desired future state for all schools and districts is an environment that supports and upholds Physical Education as a necessary and important component of a student’s comprehensive learning experience.
Student(s):
Emily Paige Williams
Faculty Mentor:
Dr. Brandy Yee
Including Students with Disabilities in Bilingual Education Programs in Public Schools
This study addresses the lack of inclusion for students with disabilities in dual-language educational programs. Moreover, it discusses some barriers that exclude students from optimal learning circumstances, the potential benefits of participating in these multi-lingual programs, and how educators can help prepare to support these students. As the school site of focus was already following practices that aligned with Edwards Deming’s “Continuous Improvement” framework, this theory seemed the most efficient lens from which to navigate this change proposal. This study aims to investigate the operations of a newly piloted dual language immersion program at a small school site and open discussion about who is considered when new programs are introduced. Determining how educational institutions maintain equity with available resources and opportunities is another examination point of this research. Although it is important to ensure that access to programs is equitable, it is also key that staff are adequately prepared to support all students in sustainable and meaningful ways. In addition to several suggestions on how to better operate dual-language programs for students and teachers alike, this study also suggests ways to continue discussions regarding disabled students’ ability measurement and skill-building.
Student(s):
Skye Wojciechowski
Faculty Mentor:
Dr. Kelly Maloney
Transitional Pathways Program-A Gateway to Assist New Transfer Students
The following educational improvement plan illustrates the critical importance of diversity, equity, and inclusion among one of the largest marginalized populations, the transfer community. Historically higher education was created by White males for White males, the marginalized population have been oppressed for generations, until 60 years ago when civil rights and other equal opportunity just laws came into effect.
The limited support adjusting into a public four-year university is not just with a handful of universities, but a systemwide concern. The research will indicate the importance of organizational change at the largest public university’s system within higher education, California State Universities (CSUs). The CSU system is historically known to cater to underserved communities to widen the scope for equity. By utilizing the Change Path Model by Deszca and Ingols; the proposal advocates for a redesigned system-wide structure to better support and improve outcomes for transfer students navigating the transition from a community college to a four-year public university climate.
Furthermore, the proposal will highlight the changes, by implementing various programs leading to an increasement in degree completion across all CSUs. Actively dismantling long standing systemic barriers with progressive programs by keeping up with students’ needs will ultimately eliminate the roadblocks many minorities face.
Keywords: Transfer Community, CSU systemwide, Marginalized Population, Transitional Pathways, and Higher Education.
The limited support adjusting into a public four-year university is not just with a handful of universities, but a systemwide concern. The research will indicate the importance of organizational change at the largest public university’s system within higher education, California State Universities (CSUs). The CSU system is historically known to cater to underserved communities to widen the scope for equity. By utilizing the Change Path Model by Deszca and Ingols; the proposal advocates for a redesigned system-wide structure to better support and improve outcomes for transfer students navigating the transition from a community college to a four-year public university climate.
Furthermore, the proposal will highlight the changes, by implementing various programs leading to an increasement in degree completion across all CSUs. Actively dismantling long standing systemic barriers with progressive programs by keeping up with students’ needs will ultimately eliminate the roadblocks many minorities face.
Keywords: Transfer Community, CSU systemwide, Marginalized Population, Transitional Pathways, and Higher Education.
Student(s):
Shahin Zaveri
Faculty Mentor:
Dr. Kathleen Merrigan