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Signature Assignment

Applied Improvement Project Action Plan

SUBJECT: Design an Action Plan to train Teachers to integrate technology into the classroom since the Covid 19 Pandemic

REWRITE THIS!!

WHAT DOES TECHNOLOGY INTEGRATION MEAN IN EDUCATION?

Integration of technology in education simply refers to the use of technology to enhance the student learning experience. Utilizing different types of technology in the classroom, including virtual learning? creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

REWRITE THIS!!!

HOW TO INTEGRATE TECHNOLOGY IN THE CLASSROOM

There is a common misconception that the integration of technology in the classroom can be a financial burden for school districts, but students do not necessarily need their own tablets or laptops to succeed with technology. The use of technology during whole-class instruction can foster student engagement for auditory and visual learners. Integrating simple technologies Power Points, games, internet homework assignments, or online grading systems can be difference makers in students’ growth in the classroom.

Instructions

Use the headings below to complete the signature assignment. For information and examples specific to each heading, refer to the Action Plan Signature Assignment Guide document.

INTRODUCTION

ACTION PLAN

FOR THE COMMUNITY SCHOOL

Purpose of the Project

Use this: TO ASSIST EDUCATORS TO The instructional shift in education has led to new experiences for educators due to the inception of the Covid-19 Pandemic. Its differentiation between the technological uses in different periods has affected teaching, with educators striving to catch up with the new methods to enhance their teaching practices (Rapanta et al., 2020).

Participants and Stakeholders

Participants Educators, Paraprofessionals and Academic Interventionist

Stakeholders

superintendents, school board members, principals, teachers, parents, and students

Description of the Applied Improvement Project

Follow directions on the attached breakdown

Implementation Plan

Table 1

Implementation Plan

ACTIVITY/ INTERVENTION

TASKS

WHO

TIMELINE

DEADLINE

EVIDENCE of COMPLETION (Outputs)

CREATE A THOROUGH AND COMPLETE IMPLEMENTATION PLAN

**SEE INTERVENTION PLAN TO ASSIST BELOW ***

Guiding Questions

COMPLETE ENTIRE SECTION WITH ACADEMIC WORK

Process Questions

Outcome Questions

Data Collection Plan

Table 2

Data Collection Plan

Guiding Question(s)

Type of Data to be Collected

Data Source

When

Collected

P, O, PO

Data Analysis Plan

COMPLETE ENTIRE SECTION WITH ACADEMIC WORK

Table 3

Data Analysis Plan

Type of Data

Analysis Procedures/Plan

Limitations, Validity, And Ethical issues

COMPLETE ENTIRE SECTION WITH ACADEMIC WORK

Limitations of the Project?s Design

Credibility, Dependability, and Transferability

Credibility

Dependability

Transferability

Ethical Issues, Regulatory Issues, and Risks to Participants

COMPLETE ENTIRE SECTION WITH ACADEMIC WORK

THIS IS AN EXTRA REFERENCE FOR YOUR WRITING ONLY!!!!

****Proposed Intervention Previously Written ? Use this to complete different Areas ***

Potential Solution/Intervention

Cause Solution/Intervention Addresses

? Provide technology integration training for novice educators

? Provide technology platform training to support all level educators for learning in the classroom

? clear goals outlined for each participant

? Educator knowledge & professional development to engage and instruct students using technology

? Develops new ideas for classroom learning

? Leadership should be dedicated to staying on top of changing trends and improving products

? Leadership supports multiple opportunities for ongoing training.

? Educators struggle with introducing technology into classrooms

? Allows keeping up with the numerous changes, requirements, and trends

? Educators must prepare to provide that support and meet multiple challenges of students and families

? peer-to-peer collaboration of instructional rounds that can support student learning.

? Educators need to feel safe to give and receive genuinely constructive feedback

? There is a widening digital divide for students in this service area due to the Covid-19 pandemic educators

? Extensive training is needed to readjust from the Covid-19 challenge

References

DONOT FORGET THIS PART USING APA 7TH Edition only

EDD9953: Signature Assignment

Guide last revised September 15, 2021

Action Plan Guide

Overall Instructions

Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.

Introduction

In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)

NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.

Action Plan

Provide a paragraph (3?5 sentences) that introduces the sections of the Action Plan.

The action plan comprises the following sections:

? Purpose of the Project

? Stakeholders and Participants

? Description of the Applied Project

? Implementation Plan

? Guiding Questions

? Data Collection Plan

? Data Analysis Plan

Purpose of the Project

In this section, provide a statement of purpose. You may use the following formulation and add

a few sentences of clarification if desired.

The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved?be sure it aligns with your problem statement and guiding questions].

Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem?s
causes: inadequacy of district principals? classroom observation and coaching skills.)

EDD9953: Signature Assignment

Guide last revised September 15, 2021

A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school?s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem?s causes identified in the root-cause analysis was an outdated
curriculum.)

Stakeholders and Participants

In this section, briefly describe the project?s stakeholders and their roles. Use two
subheadings?one for stakeholders and one for participants.

1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.

2. Identify and describe the roles of the people you anticipate will participate in your
applied improvement project and include their approximate number. These
participants will include people who will participate in your project?s activities and
from whom you will collect data to evaluate the intervention or solution.

3. Provide a rationale for the size and makeup of your participant group.

Local conditions will dictate, in part, who and how many participants you will have. You will
need at least a minimum of five participants for your Applied Improvement Project (AIP). The
number of participants will vary from AIP to AIP but you will need a sufficient number of
participants to support the analysis you intend to use, particularly for quantitative analyses:

? For parametric statistics, sample must be > 30

? Nonparametric statistics are used for samples of 11 to 29.

? For a qualitative analysis the sample should include 5 to 10 participants.

Notes

Stakeholders and participants are not necessarily the same people, but they could be the
same. Stakeholders have a stake in solving or improving a problem and are involved in
providing necessary input to define a problem and consider ways to address it. This input
happens during the planning phase before beginning the implementation of the intervention.
Collaborating and communicating with stakeholders are essential in of change
management, which is what an AIP will involve. A project participant is someone directly
engaged in implementing and evaluating the intervention. Data should be collected about
the implementation from participants, including their perceptions of the implementation as
well as their perceptions of the evaluation of the intervention.

It is possible for stakeholders to be participants in the improvement project. It is also
possible that some stakeholders may not be project participants. For example, a school
principal may be a stakeholder in a process to define a problem with student achievement or
teacher performance but would not be a participant in a project that provides instructional
coaching for teachers. Both teachers and a school principal, however, could be stakeholders
with whom you collaborate in the planning stages of the study.

EDD9953: Signature Assignment

Guide last revised September 15, 2021

Description of the Applied Project

In this section, you will give a detailed (step-by-step) description of your applied project. In

EDD9951, you shared a general description of the approach you propose to take to address
the problem of practice. In this course, your goal is to design an action plan that you will
follow to implement your project.

Whether your project is to conduct an evaluation, an action research study, or other type of

applied improvement project, you should provide a clear narrative about the project that
addresses each component of the project. Do not simply name or identify the activities or
tasks. Describe them, incorporating the following into your narrative:

? A description of the actions, activities, and tasks that will be implemented.

? The order in which the activities will be implemented.

? The resources needed to implement the project. Examples of resources include human
resources, funding, and materials.

? The approximate duration of the project implementation from start to finish.

Finally, referring to your ?then? statement(s) in your EDD9951 Signature Assignment, describe
the expected outcomes of the applied project. How will your project help mitigate or remedy the
problem of practice at your site? (You will need to measure outcomes, so be specific. State the
outcomes in ways that will allow you to use data and evidence to show whether your desired
outcomes occurred and to what degree.)

Notes

Pay attention to and be consistent in your use of language in this assignment. Use the same
words to name your intervention (or solution or evaluation) everywhere you refer to it. For
example, if you describe the intervention as a professional development initiative in one
section, do not refer to it as a training program or workshop series in another section.

For a program evaluation you will need additional sections and details. You will need to
identify the program?s goals and objectives, the type of evaluation (formative or summative),
the evaluation model applied (e.g., CIPP model), guiding evaluation questions, and a
complete evaluation plan. There will need to be clear alignment among the program?s goals
and objectives, the guiding evaluation questions, and the data to be collected and analyzed.

Important: Your detailed description of the project must match the project proposed and

approved in (EDD9951). If you believe you need to adjust or modify the approach to the
problem that was approved in EDD9951 or have any questions about alignment, contact
your instructor immediately.

Implementation Plan

In this section, you will build on your description of the project by developing a detailed
implementation plan using the template below. Your completed plan, once approved, can be
used to guide the project implementation at your site.

EDD9953: Signature Assignment

Guide last revised September 15, 2021

In addition to the detailed implementation plan, include the following below your completed

template:

? A description of anticipated collaboration with participants and stakeholders as part of
the implementation of the project.

? A description of strategies for keeping participants and stakeholders informed of
progress, as well as unanticipated challenges during the implementation of the project.

ACTIVITY/
INTERVENTION

TASKS WHO TIMELINE DEADLINE EVIDENCE of
COMPLETION
(Outputs)

Notes: Use the APA formatted table located within the Action Plan template. Add rows as
needed. Delete any unused rows.

Example

The following example is an implementation plan for a professional development program for
instructional coaches in several schools in a P-12 school district. The problem of practice was
that instruction was not improving in classrooms despite the presence of the coaches. Poor
instructional practices negatively impact student achievement.

One root cause of the problem was ineffective coaching practices that did not lead to
increased understanding on the part of teachers about how to alter their practice. Coaches
gave inconsistent, unfocused and, at times, conflicting feedback to teachers. Feedback was
not always aligned with district student achievement goals, and their coaching conversations
were not based on any particular protocol or coaching strategy. This often led to confusion
about what was expected on the part of teachers. Follow-up support was also often missing.
A cause of these ineffective coaching practices was found to be inadequate preparation of
the instructional coaches.

District leaders, in coordination with principals and instructional coaches, worked to develop
a feasible way to address the problem. The implementation plan for the improvement project
they proposed is described below:

ACTIVITY/
INTERVENTION

TASKS WHO TIMELINE DEADLINE EVIDENCE of
COMPLETION
(Outputs)

Professional
development on
district instructional
goals. (Internal)

(For both instructional

Prepare materials
with clear goals and
expectations for
instruction aligned to
curricular standards.

Curriculum
director

Spring,
summer,
20xx

August 1,
20xx

All materials
completed.

EDD9953: Signature Assignment

Guide last revised September 15, 2021

ACTIVITY/
INTERVENTION

TASKS WHO TIMELINE DEADLINE EVIDENCE of
COMPLETION
(Outputs)

coaches and school
principals)

Prioritize
instructional
strategies to identify
the most impactful.

Curriculum
director in
coordination
with
research
department

Spring,
summer,
20xx

August 1,
20xx

Instructional
strategies are
prioritized across
the district.

Prepare timetable for
delivery, follow-up
strategies.

Spring,
summer,
20xx

July 20xx Timetable is
completed.

Deliver sessions and
provide follow-up
communications.

Curriculum
director,
assistants

Mid-August
to mid-
September

Must be
completed
by end of
September

Professional
development
was delivered.

Follow-up
communications
are provided
September
through
December.

Training by external
coaching consultants:
Two hands-on half-
day sessions.

(For both instructional
coaches and school
principals)

Prework: Engage
trainers and
determine
timeline/dates for
workshops by
consulting school
calendar for next
year.

Assistant
Director

Spring 20xx August 1,
20xx

Contract
agreements
completed; dates
are set for.

Determine and
prepare necessary
materials/location for
consultants and
workshop
participants.

Admin
Assistant

Upon
contract
completion
until deadline

Three days
prior to
sessions

All preparations
completed.

Deliver training
sessions and
evaluate training
(satisfaction,
knowledge
assessment).

External
trainers

Between mid-
September
and end of
October 20xx

Must be
completed
prior to end
of October

Training was
delivered and
evaluation of
training was
completed.

Classroom
observations

Conduct and
videotape classroom
observations.
(Specify number of
observations
expected per coach).

Instructional
coaches

End of
September to
mid-
December

End of
December

Expected
number of
observations
were conducted.

Follow-up meeting to
review classroom
video and
instructional coach?s
proposed feedback
focus and coaching
strategy.

Principals,
instructional
coaches

End of
September to
mid-
December

End of
December

Follow-up
meetings were
conducted.

Coaching
conversation review

Conduct and
videotape coaching

Instructional
coaches,

End of
September to

End of
December

Expected
number of

EDD9953: Signature Assignment

Guide last revised September 15, 2021

ACTIVITY/
INTERVENTION

TASKS WHO TIMELINE DEADLINE EVIDENCE of
COMPLETION
(Outputs)

conversations,
(Specify number of
conversations
expected per coach).

teachers mid-
December

conversations
were conducted.

Follow-up meeting to
review classroom
video and
instructional coach?s
proposed feedback
focus and coaching
strategy.

Principals,
instructional
coaches

Follow-up
meetings were
conducted.

Coach and school
leadership meetings

All coaches observe
one videotaped
lesson and provide
feedback and
coaching strategies
to build interrater
reliability, coaching
consistency.

Principals
(or
designee),
instructional
coaches

Twice per
month,
September
through
December

End of
December

Meetings were
held with
appropriate
format to support
consistency of
feedback and
coaching
strategies.

Notes: Use the APA formatted table located within the Action Plan template. Add rows as
needed. Delete any unused rows.

Guiding Questions

Planning Questions

Process Questions

Outcome Questions

In this section, you need to think about three different types of guiding questions: planning,
process, and outcome questions. Planning questions include any unanswered planning
questions you still have regarding the process of developing your intervention or solution.
These planning questions are not questions for which you will collect data but rather are
questions you still need answered in order to ensure your intervention is on track for
implementation in EDD9954. The planning questions could include logistical questions that you
need to work out with your site in order to implement the intervention. The planning questions
could be questions for your course instructor that will lead to a planning discussion.

The typical intervention for an Applied Improvement Project (AIP) is professional development
training. Keep in mind that the curriculum content for your AIP intervention must be reviewed
and approved by your course instructor before you implement the intervention in EDD9954.
Typically, you will be the facilitator of the intervention although it is possible that you might use a
stakeholder team to deliver the intervention. Regardless, you will need to follow a guide for
delivering your intervention. The expectation is that guide will be a Facilitator?s Guide that will

EDD9953: Signature Assignment

Guide last revised September 15, 2021

include items such as: instructions, sequence, and timeline to be followed during the
intervention, Power Point slide presentations, lectures, exercises, handouts, etc.). The
Facilitator?s Guide should be developed simultaneously with this course and needs to be ready
to submit a draft to instructor by the end of EDD9953.

It is okay if you have no unanswered planning questions. If you have planning questions that
are answered or resolved during EDD9953, indicate in an assignment submission in this section
that the questions were answered, addressed, or resolved.

Process Questions are used to collect process data that will be used to tell the story of how
your AIP was implemented and evaluated. Outcome questions clarify how to evaluate the
outcomes of your project. These questions require that you identify what data will show that the
project was or was not successful.

For a typical AIP that will uses a first cycle Action Research approach or a cycle of inquiry
approach in implementing an intervention, begin with the two standard action research
questions listed below. The ?To what extent? question is the outcome question. The ?How?
question is the process question. Depending on the complexity of your AIP, you can add
additional process and outcomes questions. See the Additional Information section below.

If you use only the two standard action research questions, change your question headings from
plural to singular to reflect just one question (i.e., Process Question, Outcome Question)

Standard Action Research Questions

For an action research or cycle of inquiry approach use the following formula:

To what extent will the implementation of X improve Y in Z?

How will the implementation of X improve Y in Z?

(X = the intervention, Y = the process to be improved, Z = the organization.)

The ?to what extent? research question is typically a measurement question that will drive the
quantitative component but for an action research study (when quantitative data are also
collected) but keep in mind that action research is based on the qualitative paradigm. For an
action research study in which only qualitative data will be collected the ?to what extent?
research question can be answered by participants? perceptions and descriptions of the extent
to which they are using or incorporating the intervention training or new process provided. In
other words, when only qualitative data are collected, the ?to what extent? research question will
be answered descriptively with qualitative data.

The ?how? question is a process research question that will drive the qualitative component to
tell the story of how the intervention led to change. The how research question refers to two
things: (a) The process by which the intervention does its work (known as process tracking or
monitoring) and is answered by telling the story of how the intervention works and (b) the ways
in which the problem is changed or improved (known as the assessment of outcomes) when
using qualitative descriptive interview and or focus group data. Keep in mind that action
research studies overall are qualitative in nature (see Stringer, 2014 p. 36, or Stringer & Aragon,
2020, p. 43) but can include both quantitative and qualitative data, although with very small

EDD9953: Signature Assignment

Guide last revised September 15, 2021

samples (e.g., fewer than 20 participants), only qualitative research might be used.

Keep in mind that your questions will guide your project and will ultimately determine the types
of data you collect. The data you collect and analyze will determine what you can infer or
conclude from the data. All conclusions and claims you make about the results of your applied
project must be supported by your data. If you do not ask the right questions, you will likely not
collect the data that will allow you to conclude whether or not your project effectively addressed
the problem.

Before you begin, read the following, reprinted from the Applied Improvement Process: Using

a Cycle of Inquiry to Plan, Implement, and Evaluate Improvement at:
http://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp

Keep in mind that in collecting qualitative data about the implementation process to enable you
to explain how the intervention produced the change as evidence and data to support your
claim. For example, checking in with participants during the intervention can be rich source of
process data and can also lead to adjustments in the intervention. Also, a journal in which you
record the intervention steps as they occur, your reflections, casual conversations, ?aha?
moments, and observations can be a rich source of information to help explain how the
intervention or solution was implemented and or why the intervention or solution did or did not
prove effective. A journal can also be helpful when conducting either action research, cycle of
inquiry or program evaluation as a record of the entire process, which can form the basis of an
audit trail.

Additional information regarding Process and Outcomes Guiding Questions.

For some AIPs the two standard Action Research questions might not be sufficient.
In considering process questions keep in mind that implementation activities involve organizing
the ways the proposed intervention or approach will be used, developing training activities for
participants who will apply or use the intervention or approach, providing ongoing
communication and follow-up information to all participants and stakeholders. Each of these
processes can be guided by process questions that require specific data collection procedures
to determine that the implementation is appropriate and sufficient. To develop separate process
questions, you need to identify specific components in the implementation process that lend
themselves the collection of evidence that the components were implemented properly.

Additional outcome questions are appropriate when there is an expectation for more than one
outcome. If that is case for your AIP, develop an outcome question for each expected outcome.
Outcome questions can also specify the criteria that will determine success.

The following example outcome questions clarify how the outcomes of the implementation will

be evaluated or assessed. For example, these questions could clarify if improved perception

outcomes for one or more stake

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