This assignment is for my assignment

Objective:

Create a presentation using MS PowerPoint on an assigned topic related to ELLs’ reading, writing, and literacy development.

Topics include:

Oral Language

Phonological Awareness

Phonics

Comprehension

Fluency

Vocabulary

Presentation Requirements:

Your presentation must include the following components. Each slide must be clearly labeled with the specified points as listed below. Label each slide using the headers provided.

1. DEFINITION (slide(s) header):

• Visual slide: visuals to aid in understanding the assigned area of study.
• Research slide(s): slide(s) that define and describe the assigned area of study. Information presented on slide(s) should be comparable/equivalent to a research paper.

1. LITERACY DEVELOPMENT (slide(s) header):

• Visual slide(s): visual(s) that aid in understanding how literacy develops in the assigned area of study for ALL students in grades K-6.
• Research slide(s): slide(s) that discuss in detail how literacy develops in that area for all students in ALL grades (K-6). Information presented on slide(s) should be comparable/equivalent to a research paper.
• ELL Research slides(s): slide(s) that include a specific focus on ELLs in ALLgrades (K-6). Information presented on slide(s) should be comparable/equivalent to a research paper.

1. ELL DIFFICULTIES (slide(s) header):

• Visual slide(s): visuals to aid in understanding the difficulties that ELLs may encounter related to the assigned area of study.
• Research slide(s): slide(s) that discuss in detail the difficulties that ELLs may encounter related to the assigned area of study. Information presented on slide(s) should be comparable/equivalent to a research paper.

1. TEACHING STRATEGIES (slide(s) header):

• Visual slide(s): visuals to aid in understanding the teaching strategies that will be presented.
• Research slide(s): slide(s) that provide one teaching strategy for each grade level (K-6) for the assigned area of study.

Teaching Strategies for each grade (K-6) Must Include:

• One hands-on strategy for each grade level (K-6).
• One differentiation strategy for ELLs for each grade level (K-6). Differentiation Strategies for each of the teaching strategies provided:

Differentiation Strategies MUST Include:

• Explanations on how differentiation will be provided to ELLs.
• NOTE: the differentiation for each grade level MUST be different.

Presentation Guidelines

• Format: Create the presentation digitally using MS PowerPoint.
• Images: Include images that align with the topic and strategies.
• Narration: Include voiceover narration for each slide to simulate presenting to your peers in a face-to-face setting.
• Slide Content:
• Each slide should be labeled using one of the four headers provided above.
• Visual slides should consist of visuals and research slide(s) should include important concepts highlighted/bulleted. Minimal text should be placed on the visual slides.
• Extensive notes should be placed on the research slide(s). These notes should be the equivalent of writing a research paper.

Discussion Topic

Students should answer the following prompts:

Review the instructions for the key assessment: , due at the end of the course.

1. Brainstorm ideas for Part 6 (Taking Action). Apply what you have learned in this module’s materials regarding taking action based on assessment results, including structures that support action/intervention and the roles of specific stakeholders.
2. Share your action plan, including opportunities for reflective practice, collaboration, and/or action research. Remember to include actions that can be taken by students (assessment as learning), and students and teachers together (assessment for learning).
3. Ask any questions or clarifications you may have about the key assessment instructions or rubric.

Module 9: Activities & Assignments

Activities to Complete

Note that you will find all the activities listed below within this module including: articles, videos, discussions, and assignments.

REQUIRED READINGS & RESOURCES

• Read: Gottlieb, Chapter 7: Taking action based on assessment results in multiple languages. Available via the NLU Library:
• Read: Helman, Ittner, & McMaster, Chapter 8: Creating responsive systems for connecting assessment and instruction. Available via the NLU Library:
• View: Swank, G.L. (2010). . [TeacherTube].
• View: Edutopia. (2014). . [Youtube].

Optional Reading:

Students will need to request the following article via interlibrary loan through the NLU library (request form available via the link) Alicia, K. A., Chapman, M., West, G. B., Zheng, B., & Cranley, M. E. (2022). . International Journal of Bilingual Education & Bilingualism, 25(5), 1857-1876. DOI: 10.1080/13670050.2020.1835804

mhernandez90@my.nl.edu mhernandez90 Josefina#7056

Formative Assessment: Cultural Competence Download and complete the Cultural Competence Self-Assessment Download Cultural Competence Self-Assessmentand reflect on your results. How culturally competent are you in each area? What do you think about the results? What areas do you need to work on? Document Type/Template: You may submit this formative as a paper. This formative should not be longer than 2 pages.

Assignment 2 (EDLD 604)

You must design a proposal for an online learning module based on a problem in your professional setting. The document has 3 sections.

DOLE_Assignment_2_Instructions

Section A Simulated Design Request

Write as if an organization (e.g., your school) asked you to design training.

Include:

• The organization and problem
• Who the learners are
• The learning gap
• Constraints (time, platform, devices, policies)
• What success will look like

Section B Instructional Design Proposal

Your response to the request. Explain:

• The learning problem and objectives
• Learner and context analysis
• Learning activities and assessments
• Alignment using Backward Design
• Engagement strategies (e.g., Self-Determination Theory)
• Optional AI tools and ethical considerations
• An ADDIE plan for development and improvement

Section C Visual Aid

Add one visual page such as:

• Course blueprint, or
• Design flowchart showing objectives, activities, technologies, and assessments.

Additional requirement

• Add a short AI use disclosure statement at the end.

its a two part assignment

The purpose of this assignment is to discover and familiarize yourself with 2 assessment tools that are available for teachers to use to screen students for behavior problems. These assessments are standardized and formal, however, they do not require certification to administer. This assignment also provides an opportunity for you to think critically about the practice of assessment standardization and culturally sustaining pedagogy. The single component of this assignment is a completed review of 3-4 assessments that includes the following content: Content: Section 1: Name the assessment and provide an APA citation. Describe the stated purpose of the assessment. Describe the basic details for use (group vs. individual; number of items and duration; the mode of testing such as computer assisted, paper and pen, listening; any modifications and accommodations for disability) Section 2: Reflect on the use of the assessment. What would it reveal to you about your students? How should the information be used? Would changes need to be made to align its use with culturally responsive pedagogy? Does the assessment have a component for providing feedback directly to students? Should the assessment tool not be used, with an explanation of why not? Section 3: Describe your plan for your classroom. How will you assess your students behavior and social emotional well being? What tools will you use? How will you use the information to create your classroom climate?

The Carnegie Project on the Education Doctorate (CPED) (n.d.) has defined a problem of practice as “a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes.”

One theme that abounds in current leadership literature is the redefining of leadership and the skills required to navigate and lead in disruptive environments rife with problems of practice and often directly connected to the relentless cadences of data and information. Effective leaders are increasingly expected to be consumers of large volumes of data, often being released at unprecedented velocity, in a variety of different forms, with tremendous variability and complexity (SAS, n.d.).

References

Carnegie Project on the Education Doctorate. (n.d.). The framework. https://www.cpedinitiative.org/page/framework

SAS. (n.d.). Big data: What it is and why it matters. SAS Insights. https://www.sas.com/en_us/insights/big-data/what-is-big-data.html

Preparation

Read the following case study:

• .

As you read the case study, watch for habits of mind that you see at work for the Central Texas University task force. Think about whether existing habits should be reinforced and if there any absent that you judge would be beneficial for the LTG and stakeholders to embrace. The other element of the case study you will want to pay special attention to is how data can be used to define and address the problem of practice.

Instructions

For your assessment this week, complete the following sections of the :

• Introduction: Summarize the Problem.
• Part 1: Foundation Description and Problem Identification.
• Part 2: Diagramming and Application of Systems Thinking Concepts.
• Part 3: Diagramming and Communication of Existing Data.
• What is the evidence?
• Part 4: Data Collection Plan.
• Part 5: Designing a Way Forward.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:

• Competency 1: Use systems thinking to evaluate problems of practice and opportunities for improvement.
• Provide a background narrative of relevant information for Part 1 including, site information, the purpose of the foundation, the stakeholders and participants, existing data, missing data, Foundation goals/objectives, mission, and vision are clearly identified and stated.
• Provide an initial clear single problem statement that is void of causes and/or solutions that have not yet been implemented.
• Competency 2: Apply continuous improvement models and methods to uncover the multi-dimensional nature of problems of practice.
• Propose a plan for a chosen option that is consistent with an organization’s mission, vision, and values.
• Competency 3: Analyze the implications of leadership behaviors for organizational learning.
• Critique three options for resolving creative tension experienced by subjects in a case study.
• Competency 4: Apply critical thinking skills and habits of mind to analyze problems of practice.
• Provide an alignment of Foundation information with systems thinking concepts. Diagrams/maps of the dynamics and tensions related to the problem illustrate an understanding of system concepts at work in the Foundation.
• Design questions that will be used to complete missing data.
• Provide methods for collecting missing data that align with questions that have a high probability of successfully answering questions with the specific data needed.
• Identify probable sources of data.
• Competency 5: Communicate effectively for a given purpose and audience.
• Provide 3 or 4 descriptive figures and charts to display existing data, and include an explanation of trends and projections resulting from the analysis.
• Create a narrative that includes an explanation of how data collected will be expected to provide answers to questions.
• Communicate clearly, supporting a central idea with appropriately formatted citations and correct grammar, usage, and mechanics.

Drawing on module seminars and assigned readings, critically examine the challenges and opportunities associated with the teaching and/or learning of critical thinking in EAP. Your discussion should be situated within a clearly defined educational context and should engage with theoretical and empirical perspectives explored during the course. Analyse the specific challenges (e.g., epistemological, linguistic, cultural, or institutional) that may complicate the development of critical thinking among EAP learners, taking into account their educational backgrounds and learning experiences as discussed in class. At the same time, explore the opportunities afforded by these same features, explaining how they can be pedagogically leveraged to support critical engagement in EAP. Support your argument with concrete examples and explicit references to classroom discussions and course readings.

Note: Challenges and opportunities should not be treated as synonymous with strengths/weaknesses or advantages/disadvantages.

Write will use previous work, which will be sent under separate cover, to complete the assignment. The proposal will use the descriptive qualitative research design

Quantitative Research Mini-Proposal

This course has examined the major quantitative research design methods used in educational leadership and policy research, including descriptive, correlational, quasi-experimental, and experimental designs. This midterm assignment requires you to apply those concepts by developing a concise, defensible quantitative research proposal grounded in an authentic educational administration problem.

The purpose of this assignment is to assess your ability to:

• Identify an appropriate quantitative research design
• Align research questions, variables, and methods
• Demonstrate methodological rigor expected at the doctoral level
• Articulate validity considerations and limitations
• Write in clear, scholarly, APA-style language

This assignment is designed to support future work on a dissertation, capstone, or applied research project.

You will develop a quantitative research mini-proposal focused on a leadership, policy, or organizational issue in education (e.g., leadership practices, program effectiveness, staffing, accountability, student outcomes). Your proposal should clearly justify the selection of a quantitative design and demonstrate a strong understanding of quantitative research principles.

Requirements

• 68 pages, not including title page or references
• APA 7th edition formatting
• Minimum of 6 scholarly sources (peer-reviewed journals preferred)
• Use of professional, doctoral-level academic writing

Required Sections

1. Problem Statement (11.5 pages)

• Clearly describe a specific, researchable problem in educational administration
• Establish the significance of the problem using scholarly literature
• Explain why the problem warrants quantitative investigation
• Identify the leadership or policy implications of the problem

1. Purpose Statement and Research Question(s) (1 page)

• Provide a concise purpose statement aligned to quantitative inquiry
• Include 13 clearly stated research questions
• Ensure questions are:
• Measurable
• Non-causal unless using an experimental or quasi-experimental design
• Aligned with the selected design

1. Quantitative Research Design (11.5 pages)

• Identify the specific quantitative design:
• Descriptive
• Correlational
• Quasi-experimental
• Experimental
• Justify why this design is most appropriate
• Briefly explain why alternative designs are less suitable
• Demonstrate understanding of the designs strengths and limitations

1. Variables and Measurement (11.5 pages)

• Identify:
• Independent variable(s) (if applicable)
• Dependent variable(s)
• Provide clear operational definitions
• Describe how variables will be measured
• Address reliability and validity of instruments or data sources

1. Sampling and Data Collection (1 page)

• Describe the target population
• Explain the sampling strategy
• Identify data sources (e.g., surveys, administrative data, assessments)
• Discuss feasibility and ethical considerations

1. Data Analysis Plan (1 page)

• Identify appropriate statistical analyses
• Justify why these analyses align with:
• Research questions
• Variable types
• Design selection
• Mention software (e.g., Excel, JASP, etc.) if appropriate

1. Validity, Limitations, and Ethical Considerations (1 page)

• Discuss threats to:
• Internal validity
• External validity
• Identify study limitations
• Address ethical considerations, including:
• Use of human subjects
• Data confidentiality
• IRB considerations

Rubric

EDA 732 Midterm

EDA 732 Midterm

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Problem Statement

15 pts

Excellent

Clear, focused, well-supported problem with strong scholarly justification

10 pts

Proficient

Problem is clear but lacks depth or strong justification

5 pts

Developing

Problem is vague or poorly supported

0 pts

Did Not Address

Did not address the problem.

15 pts

This criterion is linked to a Learning Outcome

Purpose & Research Questions

15 pts

Excellent

Purpose and questions are precise, aligned, and appropriate for quantitative design

10 pts

Proficient

Mostly aligned; minor clarity or scope issues

5 pts

Developing

Poor alignment or inappropriate questions

0 pts

Did not address

Did not have questions

15 pts

This criterion is linked to a Learning Outcome

Research Design Selection & Justification

15 pts

Excellent

Design is clearly identified, expertly justified, and alternatives thoughtfully addressed

10 pts

Proficient

Design identified with adequate justification

5 pts

Developing

Design unclear or poorly justified

0 pts

Did not address

Did not have a research design identified

15 pts

This criterion is linked to a Learning Outcome

Variables & Measurement

15 pts

Excellent

Variables clearly defined, operationalized, and well-measured

10 pts

Proficient

Variables identified but operational detail limited

5 pts

Developing

Variables unclear or inappropriate

0 pts

Does not address

Does not address variables or measurements

15 pts

This criterion is linked to a Learning Outcome

Sampling & Data Collection

10 pts

Excellent

Sampling strategy and data sources are appropriate and feasible

7 pts

Proficient

Adequate but lacks detail or feasibility discussion

3 pts

Developing

Weak or inappropriate sampling plan

0 pts

Does not address

Does not address sampling and/or data collection

10 pts

This criterion is linked to a Learning Outcome

Data Analysis Plan

10 pts

Excellent

Statistical analyses are appropriate and well-justified

7 pts

Proficient

Analyses identified with limited justification

3 pts

Developing

Analyses inappropriate or missing

0 pts

Does not address

Does not address data analysis

10 pts

This criterion is linked to a Learning Outcome

Validity, Limitations & Ethics

10 pts

Excellent

Thoughtful discussion of validity threats, limitations, and ethics

7 pts

Proficient

Some discussion but lacks depth

3 pts

Developing

Minimal or missing discussion

0 pts

Does not address

Does not address validity, limitations and/or ethics

10 pts

This criterion is linked to a Learning Outcome

Scholarly Writing & APA

10 pts

Excellent

Clear, professional, doctoral-level writing; correct APA formatting with 1-2 errors

7 pts

Proficient

Doctoral-level writing; correct APA formatting with 3-5 errors

3 pts

Developing

Doctoral-level writing; correct APA formatting with more than 5 errors

0 pts

Does not address

Paper is either not in APA format or not written on a Doctoral Level

10 pts

Total Points: 100