Festival of Scholars

Student Abstracts

Destigmatizing Negative Connotations about Continuation High Schools and Their Students

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As educators, we all share the common goal of wanting our students to succeed academically and personally. We also understand that every student is unique – each brings individualized needs and lived experiences. For those students facing academic challenges, their needs and lived experiences can often be overshadowed by negative perceptions about their abilities to reach high school completion. Students who attend a continuation high school, a school site dedicated to serving students who are credit deficient, all too often have negative preconceptions connected to them. These negative connotations attached to them are often hard for them to shed as they are so reinforced within our educational system. This educational improvement plan focuses on highlighting the benefits these sites provide its students and how as educators we can help promote these sites as an opportunity and eliminate the stigmas present. This change plan will follow Kotter’s 8-Stage Model, with an initial focus on developing a thorough communication plan. The main forms of communication that will be utilized are digital presentations, informational portfolio’s, student and parent/guardian advocacy committees, and dialogue and discussions amongst educators. It is our responsibility as educators to ensure we are promoting and highlighting these continuation schools in the positive light they deserve and as equally as important, are ensuring that an equitable and inviting learning environment is available to all our students.

Student(s):
Alejandra Aldana

Faculty Mentor:
Dr. Lisa Putnam

The Impact of Parental Involvement on Student Achievement

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Academic achievement refers to the attainment of educational objectives, encompassing the acquisition of subject matter expertise, skills, and competencies, and the acquisition of academic credentials or degrees. This abstract describes an education improvement plan (EIP) that aims to explore the impact of parental involvement on the academic achievement of students attending a low-income elementary school. The plan proposes that an effort to bridge the gap between the community and the public school organization will provide better support to students and in turn promote meaningful learning. A review of relevant literature has found that many studies support the conclusion that, "Parental involvement in schooling has been linked with positive academic outcomes, including higher grades, test scores, and graduation rates" (Desimone, 1999). The students of this low-income, public school performed worse academically when compared to other schools in the district. Although they have taken measures to address these scores, it is believed that the primary reason for these results is the lack of parent involvement. The EIP aims to close the gap between the organization’s students’ success and the success of other schools. The specific research is significant because low-income environments face a unique mixture of constraints that set them apart from middle-class areas, such as inflexible work hours, language barriers, cultural norms, fear, and low self-esteem. The success of the EIP will improve academic achievement within the organization, in turn bettering each student’s overall success in learning and improving the community as a whole.
Keywords: parental involvement, education, academic achievement

Student(s):
Priya Allen

Faculty Mentor:
Dr. Lory Selby

The Lack of Paraeducators in Special Education Classrooms

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Existing research shows that many problems occur when special education teachers lack support within their classrooms. This researcher believes that special education teachers could benefit from increasing paraeducators within the classroom. The purpose of this research would increase collaboration between the teacher and students to better support student needs. The researcher focuses on two questions: What support do special education teachers need, and why are paraeducators not sufficiently trained?
As the organizational context focuses on the internal and external issues, it aligns with the district issues in failing to meet the needs of teachers and students. Therefore, it is believed that this problem is one of the main issues affecting special education as it is a major issue throughout multiple organizations.
The change theory that was selected for this Problem of practice is the Kotter Eight stage process. This process allows the stakeholders to know what they should do and what they need to do to take specific actions, and it also allows them to know when it is time to move to the next stage. Communication is a big step for allowing the stakeholders to know what's going on through the whole process.

Keywords: teachers, classrooms, communication, paraeducators, problem of practice

Student(s):
Nancy Amezquita

Faculty Mentor:
Dr. Kathleen Merrigan

Collegial Collaboration for Student Success

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Creating, exploring, establishing, assessing, and reflecting on the feasibility of teacher collaboration is an ongoing field of study in education today. The research demonstrates that collaboration is beneficial for teachers and students, yet true collaboration is difficult to sustain over time. Research documents that it best to initiate change in small groups (grade-level) and then extend the collaborative reach schoolwide. Incorporating the knowledge from published research on collaboration, I was motivated to become an agent of change for my 5th grade-level team. As a current special education teacher and previous general education teacher of the 5th grade, I found that bridging the gap between the two entities is imperative for student success. Since implementing weekly grade level collaboration meetings amongst the 5th grade special education and general education teachers, we observed and assessed increased student success in meeting their goals and increased teacher understanding that their collaboration time is valuable.

Student(s):
Kristina Amstutz

Faculty Mentor:
Dr. Terri Leon

The Increase in Classroom Size, and the Decrease in Class Morale

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As school districts face budget cuts, classroom sizes are growing to accommodate limited financial resources, which has led to increased strain on teachers and reduced student performance. Throughout this Education Improvement Plan (EIP), the Problem of Practice (PoP) will focus on the negative impact that large classroom sizes have on student academic and socio-emotional learning. This change plan follows an unfreeze, freeze, refreeze model mirroring Lewin’s Stage Theory of Change in order to persuade the school board and superintendent that reduced classroom size is in the best interest of students and teachers. Since a reduction in class size amounts to an increase in demand for teachers, a transition to smaller classes raises questions of economics and school district funding. To address this problem, I recommend establishing a pilot program that uses existing and available district resources. This pilot program in turn should provide the proof of concept needed to persuade decision makers that smaller class sizes across the district will be highly beneficial to student academic performance and socio-emotional learning and overall ability to succeed in the classroom, enough to prioritize reducing classroom size ahead of other competing financial needs of the school district.

Student(s):
Ariane Azar

Faculty Mentor:
Dr. Lory Selby

Inclusive Education: Dismantling Barriers that Affect the Education of Students with Disabilities

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Inclusive education is essential to the academic and social development of students with and without disabilities. Research findings indicate that students in inclusive classrooms perform better in reading and mathematics, have higher attendance rates, develop stronger behavioral management skills, and are more likely to complete secondary school than students in restrictive learning environments (Hehir et al., 2016). Inclusion also promotes diversity and reduces discrimination against individuals with disabilities. Students with disabilities who are culturally and linguistically diverse are most vulnerable to segregated learning environments due to the intersection of racism and ableism (Love & Beneke, 2021). This Educational Improvement Plan (EIP) addresses the inequalities in Special Education and offers evidence-based strategies to support all learners in inclusive settings, especially those with severe emotional and behavioral disabilities. Inclusive education is imperative in reaching an equitable and just society.

Student(s):
Chantell Barragan

Faculty Mentor:
Dr. Terri Leon

Implementing Data-Driven Multi-tiered System of Support for Elementary Students' Social-Emotional Growth

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School counselors are key stakeholders responsible for the development and implementation of multi-tiered system of support (ASCA, 2021). The current problem of practice is that Simi Valley Title I elementary schools cannot equitably provide the social-emotional and mental support needs of all students based on the current referral practices associated with school-based counseling services. How can counselors at this school site advocate for the resources to utilize universal screening data in their daily practice effectively? This thesis-in-practice establishes a process for implementing counseling services based on the universal screening data gathered from the survey instrument, Panorama. The goal is to use more data-informed approaches, in addition to teacher referrals, to proactively serve more students. Using the Change Path Model by Deszca et al. (2019) for my educational improvement plan, I want to formulate an ad-hoc counselor leadership team who will focus on data analysis of each school site, curriculum development for multi-tiered systems of support according to relevant school needs, and assessment of the effectiveness of the proactive interventions. Can school counselors collaborate to create a procedure that analyzes the data collected biannually effectively? The proposed solution to this problem will help deliver social-emotional learning competencies to aid elementary students' growth and development.

Student(s):
Andrea Bendik

Faculty Mentor:
Dr. Dan Tillapaugh

Minor Adjustment for Major Success: How Advising Adjustments Can Improve Black STEM Major Retention

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The purpose of this change plan is to address the racial inequities of students who persist in Science, Technology, Engineering, or Mathematics (STEM) majors. Historically marginalized students, especially those who are Black, experience decreased retention in STEM majors. Previous studies show that one of the factors that push historically marginalized students out of their STEM majors is academic advising (Rozhenkova et al., 2022). A contributing factor to this is the observed advisor tendency to encourage struggling students to switch majors.
The proposed change involves encouraging the use of strength-based and proactive advising models among advisors. The proposal seeks to understand: (a) the cultural considerations needed to make advising equally beneficial to all students; (b) how advising practices can be adjusted to ensure equitable educational opportunities; and (c) what standards for academic advising can be implemented to prevent an advisor’s personal bias from impacting STEM advising suggestions.
The institution that this change is designed for is a small, private, four-year university in Southern California. The six-year graduation rate for students at this institution who enrolled in 2015 as a STEM major is 25% lower for Black students than it is for all students (College Data Report, 2023, p. 4). Suggested changes and next steps to reduce the racial inequities within STEM majors are guided by Deszeca and Ingols’s Change Path Model.
Keywords: STEM retention, Black student success, proactive advising, strengths-based advising, academic advising

Student(s):
Rachel Bennett

Faculty Mentor:
Dr. Kathleen Merrigan

Grading For Equity May Have Set The Bar Too Low

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The four point scale attributed to grading for equity has opened many opportunities for a variety of students, but may also come with the unintended consequence of a false sense of accomplishment. Time again high schools claim to be college preparatory establishments, however with the many discrepancies related to graduation requirements, college admission eligibility, and the grading scale comparison between the two may raise the question whether high schools are really preparing students for college. Some solutions to this issue include removing the D as a passing grade altogether, especially since the threshold of a passing grade on the four point scale is already very low and instead include more early intervention strategies for students at risk. Student Study Teams and teacher office hours for students at risk are just a few options for students to get the help they need to pass with a grading policy that is more closely aligned with college eligibility requirements. Aligning with the deductive change model it is clear the graduation rates of school districts who made the change to grading for equity has remained the same since the change but the A-G completion rate aligning with college eligibility requirements has declined at least seven percent every year since the grading policy was implemented. There is a direct correlation to how the four point scale is affecting students' college eligibility and a change has to be made.

Student(s):
Kyle Brown

Faculty Mentor:
Dr. Brandy Yee

English Language Learners in a Dual Language Immersion Program and English Acquisition

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Abstract
Dual Language Immersion (DLI) programs are becoming increasingly popular across the nation to support English Language Learners (ELL) best. Research demonstrates that DLI programs have great benefits for both ELLs and English-speaking students. Some of the benefits of learning two languages include higher scores on state tests, an increase in cognitive abilities, and a higher probability of attending college. Findings show that a DLI program integrates students from different cultural backgrounds and creates an environment with equal classroom status. Research demonstrates that all students placed in a DLI program have greater benefits in their future careers. The purpose of this paper is to explore the success of each model based on state tests such as the California Assessment of Students’ Performance and Progress (CAASPP) and the English Language Proficiency Assessment for California (ELPAC) to determine what is the best setting for ELLs.

Student(s):
Griselda Ceron

Faculty Mentor:
Dr. Terri Leon

Examining The Need for Explicit and Continuous Paraeducator Training

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Paraeducators play a large role in supporting students who require special education services, yet many of them have little explicit training when it comes to disabilities, accommodations, and behavior intervention strategies. As a new special education teacher working with paraeducators in my classroom and school site, I have received feedback from many paraeducators who feel ill-equipped to take on various roles due to inexperience. In order to best support students, it is essential that all members of the team are confident and able to assist students with various needs. The goal for this education improvement plan is to create a system of company-provided training for paraeducators prior to beginning work and continue to provide quarterly training and check ins. Since paraeducator support is relied on so heavily, it is important that they are receiving adequate support and resources to perform their day-to-day duties. This plan would create a new position in the district to manage paraeducators and provide more direct support in their day-to-day work. The need for this plan will be assessed through the change model of Beckhard and Harris. The driving force behind this is the increasing amount of support students require to develop and utilize coping skills and strategies. This change process will involve much collaboration; though not directly affecting all members in the school district, all will benefit from employees exposed to more training opportunities. In conclusion, there must be a change in the current system to increase paraeducator efficiency and job satisfaction.

Student(s):
Allison Chenevert

Faculty Mentor:
Dr. Brandy Yee

Poverty in the American Education System

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Abstract
This Problem of Practice focuses on the inequalities and inequities impoverished children face within our school system. Regardless of social standing, race, or background, every child deserves a robust, comprehensive education that provides opportunities for a decent future.Increased understanding and awareness of this problem can help stakeholders assess possible sources of inequity and inequality within their schools and find ways to ensure all students are provided with the resources necessary to succeed. To assess inequity and inequality within Los Angeles schools, three research questions are presented: (1) “What educational barriers exist for impoverished students living in the Los Angeles metropolitan area?”; (2) “ How has the Covid-19 Pandemic affected educational opportunity for impoverished students?; and (3) “What changes can realistically be made at the school level to make a substantial difference in the lives of impoverished students?” The organization is a public school and therefore a government organization. The change theory model that was selected for the proposed change plan is Greiner’s Model of Organizational Growth. The change processes involved with Greiner’s change model comprises five different phases of growth and five phases of crises or moments of revolutionary change. This model is based on the concept that in order for organizations to remain healthy, there needs to exist moments of stability and evolutionary change that will ultimately lead to radical transformations of practice.
Keywords: Inequality and inequity in public schools, impoverished children, Greiner’s Model of Organizational Growth, radical transformation of practice

Student(s):
Jamie Cline

Faculty Mentor:
Dr. Kathleen Merrigan

The Intersectionality of Ableness and Socioeconomic Status at a Private, Suburban University

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Higher education is considered a gateway to upward mobility. However, those from marginalized student groups, like college students with disabilities, experience more barriers to support services than their peers. Those barriers are exacerbated by the intersectionality of ableness with socioeconomic status. The purpose of this project is to develop an education proposal to address the phenomenon of the underrepresentation of low-income students registered with disability support services. The goal is to create awareness of possible gaps in support services for low-income students with disabilities. The problem of practice occurred at a private, suburban university in Southern California. To frame the problem of practice, the researcher applied Kurt Lewin’s (1951) organizational change model to address the issue on the individual and systemic levels.

The guiding research questions were (1) What impacts students with disabilities who are low-income from self-identifying to DSS?; (2) How do institutional type and location of the institution influence self-disclosure for low-income students with disabilities?; (3) What are the needs of low-income students with disabilities at this specific institution?; (4) How do low-income students with disabilities feel about their current levels of campus support at the university?; and (5) How do low-income students with disabilities at the college feel about the communication between university staff and faculty with low-income students with disabilities and their families?
Keywords: college students, disabilities, low-income, intersectionality, disability support services, suburban, private university

Student(s):
Julianne DeCaro

Faculty Mentor:
Dr. Kathleen Merrigan

Better Support for English Learners in the General Education Classroom

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English Learners (ELs) often struggle to meet grade-level standards in the general education classroom due to language barriers. These students are usually placed into a grade-level classroom appropriate for their age, regardless of whether or not they have the basic skills needed to access the curriculum at that specific grade level. When ELs are not equipped with the fundamental skills of a subject area, they are immediately several steps behind their English-fluent peers. The longer that ELs lack the basic skills and knowledge of a subject area, the further behind they fall from grade-level performance. These students often struggle to communicate their needs or lack of understanding, and the teachers of general education classrooms are not usually trained to provide the specialized instruction that these students need. In order to provide the accessible education to which all students in California schools have a right, school systems need to undergo a change process with the goal of better serving the English Learner population. This Education Improvement Plan uses Kotter’s Eight Stage Process to outline a possible change plan for bridging the learning gap for these students. I envision that a 504 Plan, an Individualized Education Program, or another variation of these two programs could greatly benefit the English Learner population by ensuring that these students’ needs are being met in the classroom, resulting in higher classroom achievement and, eventually, the ability for these students to meet grade-level standards.

Student(s):
Niki Decker

Faculty Mentor:
Dr. Brandy Yee

We Can Work it Out: Using Social Emotional Strategies to Problem Solve

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Students in third through fifth grade seem to be lacking the problem-solving skills that are taught in kindergarten through second grade. The problem of practice that will be addressed, is the lack of problem-solving during unstructured time (i.e., recess and lunch) in a Title I public elementary school in Southern California. There is a need for teachers to demonstrate problem solving strategies to students that can start to be used in the classroom and can be generalized into the unstructured times (i.e., recess and lunch) and throughout the school before the problem becomes more severe. John Kotter’s Eight Stage Process for Leading Change is relevant to this change process. The change team will look further into other social emotional strategies including restorative justice and the Social Inclusion Approach to get a bigger picture of how we can help the students. With the last few years of education being out of the norm due to a pandemic, students’ strategies to cope and solve problems on their own have been impacted. My end goal is to help students learn different social skills and strategies to help themselves and the other students around them.

Student(s):
Alyson Edelstein

Faculty Mentor:
Dr. Brandy Yee

A Trauma Informed Approach to Combatting Mental Health Struggles at Their Core

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Schools are beginning to shift the focus and to include social emotional lessons in their curriculum. Somewhere the wanting to implement support for mental health and actually helping students is being lost. The Problem of Practice is to focus on the disconnect between wanting to support the mental health of students and actually following through with the support within the school site. Some people believe that when students are little they do not fully understand the traumatic experiences in their lives. It is important to acknowledge and process these events in all areas of their lives, including within the classroom. Kotler’s model best aligns to use in a school setting because it relies on the help of important stakeholders in the school culture. The diagnosis of the program, symptoms, and effects of the Pop will use Nadler and Tushman’s Congruence Model. This model takes the environment, resources, and history of the school into consideration in order to develop a strategy for change. A pragmatic paradigm will use quantitative and qualitative data to gain a deeper understanding of the problem. The best solution will be to become a trauma-informed school through Trust Based Relational Intervention(TBRI) training. Many schools struggle and will continue to struggle with students behavior and attention problems that interfere with educators ability to teach students. The research will continue to be an example and encouragement for teachers that there are strategies that work to improve overall students well-being.

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Student(s):
Sheridan Edens

Faculty Mentor:
Dr. Brandy Yee

Staff Absenteeism is the Byproduct of School Culture

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The transition from virtual learning to in-person learning has had a significant impact on all aspects of education. There has been a decrease in staff morale and burnout due to the rise in student behaviors after the pandemic. The Problem of Practice (PoP) will help address how school culture is a byproduct of absenteeism. Kotter’s Eight Stage Model of Organizational Change will form the foundation from which to examine the PoP and formulate a change plan to address the identified issues. Both quantitative and qualitative sources of data will be examined to understand the external and internal factors impacting school culture and how staff can be brought together to address how the issue of absenteeism is impacting student success. The pragmatist paradigm will be a lens through which a solution is sought. Systems perspective will provide a lens from which school leaders can help address the issue of staff absences, taking a positive approach to make absenteeism centered on belonging and engagement to help staff understand why daily attendance is essential. The vision for change is to increase communication, morale, and understanding of the school culture to help decrease staff absenteeism. It is hoped that through the proposed change outlined in the EIP, there will be growth in understanding, staff community building, and connectedness within the school culture, which will have a positive impact on staff morale.

Student(s):
Marysol Esquivel

Faculty Mentor:
Dr. Brandy Yee

Interns Can Do More: Case Management Implementation at a Community College

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The Problem of Practice (PoP) that I have identified is that transfer students at a large California community college do not receive enough consistent, quality support from counselors because there are time limits in counseling appointments and a scarcity of appointments. Based on anecdotal evidence and recent research, this leads to counselor burnout, student dissatisfaction with services, and lower transfer success rates (Kadlec & Gupta, 2014; Walker & Okpala, 2017). This issue is present at many community colleges in California because there is not enough funding to hire more counselors to accommodate large student populations (Chen, 2022). The guiding question for this thesis-in-practice is to investigate how staff members at a community college can change their approach to work to support students more and create a more equal division of labor among staff. The purpose of this Educational Improvement Plan (EIP) is to use the Change Path Model to design a program in which interns contribute more to transfer student success (Deszca et al., 2019). I propose using a mixed-methods approach to analyze existing quantitative data alongside contextual stakeholder perspectives to illustrate the effects of the PoP on student persistence and retention. I will also investigate how using a case management model and incorporating Rogers’ (1977) person-centered therapy and Rendon’s (1994) validation theory can help students feel more comfortable speaking with interns rather than counselors. This EIP will highlight the ways in which interns can help lessen counselor workload and improve student retention by undertaking more responsibilities.

Student(s):
Pardees Fassihi

Faculty Mentor:
Dr. Dan Tillapaugh

Utilizing an Existing Organizational Structure to Effect Change

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California’s educational leaders are concerned with improving educational achievement for students with special needs. Ventura High School’s state test results for the English Language Arts test indicate that 18% of students with special needs meet the standards, and student performance has been stuck at this level for years. In 2019-2020, WASC evaluators at VHS noted that attention must be paid to increase achievement of students with special needs at the school site. Administrators and teachers admit that a change of teaching practice is indicated and that intense collaboration of faculty might help to address the problem, however, work to develop and support Professional Learning Communities has been ineffective. This project seeks to resolve this by utilizing empirical research and a theoretical framework to support collaboration and focus instructional change using necessary resources to sustain collaborative work. Initially, teachers of English 10 and a teacher of special education, who also teaches English 10, will partner to build a new community while other teachers will follow suit in their subject/grade band areas along with the special education teachers that teach the same subject. From the initial study of our English 10 students, a plan will be developed to chart progress and to determine the next steps in our collaboration and we will continue to support each other through the first year to improve practices and increase student achievement.

Student(s):
Samantha Fox

Faculty Mentor:
Dr. Terri Leon

Examining the Implications of the Term "White Presenting" on Latinx Students Throughout Their Educational Experience

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Recent research have shown that Latinx with lighter skin had greater possibilities in life, including in terms of education, employment, and money (Noe-Bustamante et al.,2022). However, the cultural rejection that White presenting Latinx people encounter from their ethnic group and phenotypic cultural group is not taken into consideration by the findings. Depending on who the term is directed towards and how much the individual has adopted the culture, the phrase "White presenting" can have either a negative or positive connotation. (Tyson, Darity, & Castellino, 2005).The study's objective was to determine the socio-emotional and academic effects of Latinx pupils who are classified as White presenting. Additionally, it was intended to find out if the designation of White presenting confers any rights or privileges on the student.The researcher used a pragmatic paradigmatic lens to forge the methodological decisions that influenced the design of the research study and the methods applied to the collection, analysis, and reporting of data. An exploratory sequential design, a mixed method technique, was used in the investigation. The following requirements had to be met in order for a student to be included in the study: they had to be a Latinx and White presenting student currently enrolled in college at California Lutheran University between the ages of 18 and 30. By drawing on the experiences of students who identify as White presenting, the hope is to gather data that will help researchers and educators better understand the effects that perceived privilege may have on White presenting Latinx students.

Student(s):
Jesse Galvan

Faculty Mentor:
Dr. Brandy Yee

Social Emotional Learning in the Secondary School Setting: Implementing Strategies for Teachers and Students

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Social-Emotional Learning (SEL) is a pivotal pilar in the development of all students. As a result of the COVID-19 Pandemic, SEL development has been significantly impacted for all students at all developmental ages. In order to support the lasting impacts that students have experienced during this time, SEL implementation is of vital importance. However, what is SEL now and how can it support the diverse populations that educators encounter every day? SEL is described by the Collaborative for Academic, Social, and Emotional Learning (CASAL, 2015) as “the process in which individuals learn to socialize and build emotional connections, learn how to minimize behaviors and attitudes in a controlled manner, and direct their thoughts and values as it pertains to sensitive subjects.” These skills are crucial if students are to be successful in their schools and communities. In consideration of the most affected populations including but not limited to the Deaf and Hard of Hearing (DHH), English Language Learners, and/or other populations, SEL can be the foundation needed for a student to be a successful learner. For those in the education of the DHH, SEL strategies can support DHH students by facilitating and reinforcing the social skills needed to make and maintain successful relationships with peers and adults. The goal for this EIP is to encourage all educational staff to partake in SEL trainings and acquire the skills necessary to enact SEL strategies throughout the school day to both special education and general education students.

Student(s):
Armando Garcia

Faculty Mentor:
Dr. Brandy Yee

Do Educators Have the Right Knowledge to Support Students’ Mental Health Needs?

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Adolescents today are at higher risk for experiencing anxiety and depression than ever before; Newberry (2021) found that students between 11 and 17 years old receiving counseling services for anxiety and depression in 2020 increased by 9% from the year before. Particularly given the impact of COVID-19 on young people’s mental health, there are increased concerns about the knowledge and ability for K-12 educators to be equipped to serve their students and their holistic needs. The purpose of this thesis-in-practice is to help identify strategies to equip teachers to respond more effectively to the needs of their students who are experiencing anxiety and/or depression. The educational improvement plan that I am proposing is to provide more training to have teachers be better prepared to respond to their students’ mental health needs. I will use the Change Path Model (Descza et al., 2019) to implement this proposed educational improvement plan. As an outcome, it is my hope that teachers and other school staff, including administrators and counselors, can better collaborate with one another to create safer schools and address students’ mental health needs more adequately.

Student(s):
Carmen Garcia

Faculty Mentor:
Dr. Dan Tillapaugh

Increasing General Education Integration for Resource Specialist Program Students

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The focus of my project is to increase general education inclusion for resource specialist program special education students at my school site. As educators there is a general consensus that students should have equal opportunity and access to the best education possible. This Education Improvement Plan will look at a school site where there is currently a struggle with increasing special education students’ rate of inclusion. In order to seek the best possible route in solving this problem, a pragmatic approach was used when analyzing research and formulating a possible plan of action. The vision for change set forth in the change plan is to greatly increase the integration of resource specialist program special education students to allow them to reap the same benefits and opportunities as their general education counterparts. The change model that will form the foundation of and inform my plan will be the Stage Theory of Change by Lewin. While this plan has not yet been implemented, I do expect the results to benefit the special education students based on my current knowledge and practice at my school site. The future implications of this work can reach further than just my school site, as most middle schools within my resident district operate within the same set of standards and practices. This Education Improvement Plan could serve as a road map for other school sites to begin their own change of course for their special education programs.

Student(s):
Nicholas Garcia

Faculty Mentor:
Dr. Brandy Yee

Four-Year High School Graduation Rates for Students with Disabilities

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Obtaining a high school diploma is an accomplishment that marks the beginning of the transition to adult life for high school students. However, not all students have the same high school experience and therefore, the assistance that may help students reach this milestone varies. This Education Improvement Plan will focus on the implementation of an intervention system that will support special education high school students with obtaining their high school diploma within the standard four-year time frame. The purpose of this intervention model is to follow a clearly outlined procedure when assisting students with disabilities who are at risk of failing their courses or have failed courses in the past and are now credit deficient. High school students with an Individualized Education Plan (IEP) benefit from additional services and supports. The end goal of this plan is to create a clear and concise intervention system designed to help the special education population reach high school completion within the four-year time frame and reduce the dropout rates pertaining to this population. The approach taken when creating this intervention system was to view students and their needs in an individualized way, much like the supports that are given to students based on their disabilities. Using an interpretivist lens when creating the varied options that make up the intervention plan will allow for differentiation when assisting students at risk of not meeting the credit requirements in their fourth year of high school.

Student(s):
Paola Garcia

Faculty Mentor:
Dr. Brandy Yee

From Apathy to Appreciation: Using Existing Infrastructure to Develop Student-driven Culture

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As we come back to normalcy, post COVID-19, students have struggled to do more than check the box required on their online portals and do what is needed to get through with content mastery. However, educators, administrators, and parents can all agree that one of the primary purposes of education is to provide students with purpose and community along with content mastery. This disconnect is leading to a loss of school identity, with students only concerned with the instant gratification of the grade. This apathy leads to uninvolved young adults who will settle for what is, rather than what could be. Through this thesis-in-practice, I will guide students to recognize the gifts already present and how they can apply themselves to have an impact beyond a grade and beyond the classroom. Appreciative inquiry (Cooperrider & Srivasta, 1987) has shown itself to be a reliable change model to address apathy in a meaningful yet undisruptive way. Rather than suggesting a rebranding of education or a new pedagogical method, appreciative inquiry is a series of questions and answers that allows change to happen organically from all levels. Students, seeing both the good and the bad, can participate in negative discourse seeing a problem with a simple solution or, can instead be encouraged to take a look at the positives as a jumping off point. It's with the latter that there is no limit to what they can change or develop in their school communities and beyond

Student(s):
Alec Gasca

Faculty Mentor:
Dr. Dan Tillapaugh

Education Improvement Plan Examining the Direct Link between Poverty and Education

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Receiving an education is one of the best methods to achieve financial security, and lack of access to education is a significant predictor of poverty passing down from one generation to the next. Additionally, students living in poverty have less access to resources that help with studying, completing work, and remaining engaged in daily activities. In other words, the health, home life, education, and neighborhood conditions of poverty affect a child's preparedness for school. Such harmful stress during youth has a long-lasting effect on learning, behavior, and health.
The objective is to reduce, and eventually end, disparities between students who live in poverty and those who come from higher socioeconomic status families. Providing the necessary resources to these students, education will increase knowledge and capacities, address some inequalities that result from marginalization, and reduce susceptibility and risk.
Kotter's model for change will be used as the theoretical foundation for this education improvement plan. This model highlights eight different steps to take in order to lead change within an organization. The first four steps suggest that we need to “unfreeze” the preconceived ideas that stakeholders and those affected have. The goal is to make everyone aware of the link between poverty and success rates in education and beyond. Steps five through six requires the introduction of new behaviors that limit and hinder student success. The two final steps require that these new behaviors continue to be implemented, revised, and modified as needed and through time.

Student(s):
Alejandra Gonzalez

Faculty Mentor:
Dr. Brandy Yee

The Challenge of General Education Teachers working with Deaf and Hard of Hearing Students

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The National Association for the Deaf quotes the US Census Bureau (2018), American Community Survey, “Disability Characteristics” that in the United States, there are an estimated 308,648 deaf or hard-of-hearing children between the ages of five and 17 with approximately 58,000 students having an Individual Education Plan and attending general education classes. Therefore, most educators during their teaching career will have a student in their classroom that has some sort of a hearing loss. Deafness or hard of hearing (DHH) is often considered an invisible disability where there is false belief that amplification systems (ex: hearing aids, cochlear implants) restore hearing. Unfortunately, that is far from true. Many teachers feel ill prepared to work with DHH students and do not know what accommodations may be needed to help them access the curriculum. This lack of training or support often results in teacher and student frustration that may lead to poor grades or negative behaviors. To address this problem of practice, an Educational Intervention Plan has been created using Lewin’s Three Stage Model of Change. The first stage is to “unfreeze” the problem of practice, followed by the second stage of “change” which is implementing adequate trainings and needed resources for teachers, followed by the final stage of “refreeze” of establishing trainings and resources that resulted in positive, desired outcomes. The implications of applying this model would result in teachers feeling better equipped to work with DHH students and having them be more successful in their general education classes.

Student(s):
Margoth Granados

Faculty Mentor:
Dr. Brandy Yee

The Impact of Social Exclusion on Learning Disabled Students in Postsecondary Education

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This thesis-in-practice investigates the impact of social exclusion on disparately low retention rates among specific learning-disabled (SLD) college students. The project will be guided by three primary questions. First, what is the relationship between social exclusion and low retention rates of SLD postsecondary students? Scholars found that learning-disabled students face many challenges in postsecondary education as a result of differences in processing information, including social exclusion and lower retention rates (Woodward & Hill, 2013). This leads to a lack of motivation and perseverance amongst SLD students, prompting many to drop out. Second, I will explore how prominently social bias affects social exclusion for SLD college students. Social bias against SLD postsecondary education students is a major underlying cause of social exclusion (Haft et al., 2022). SLD students have average to above average intelligence. However, as a result of these students’ processing differences, faculty, staff, and peers treat SLD college students differently from the mainstream. These students become further marginalized (Haft et al., 2022). Third, I will address what effects living learning centers have on social inclusion and retention rates for SLD students, extending Frazier et al.’s (2016) work that argued that these spaces provided safe and supportive social connections with peers and stronger faculty and staff support. I will use the Change Path Model (Deszca et al., 2019) for this proposed educational improvement plan to strategize on a living learning center for SLD students to remediate concerns around their retention and to support their social inclusion and academic success.

Student(s):
Curtis Hall

Faculty Mentor:
Dr. Daniel Tillapaugh

Making Sense of the Numbers: An Integration of Algebra Concepts in Geometry Curriculum

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Giving students the tools they need and confidence to use them is crucial to their success in mathematics. This problem of practice examines curriculum used in Geometry classes and integrates concepts from Algebra 1 in a cohesive manner, giving students opportunities to reinforce their skills. This is an area of need due to low scores in early chapters of Algebra 2 that rely heavily on concepts covered in Algebra 1 and less on concepts covered in Geometry. Many schools split-up the two Algebra courses with Geometry which doesn’t utilize the skills that students spent a year learning in Algebra 1. The goal of this problem of practice is to enhance the Geometry curriculum with rigorous problems that require students to recall concepts from Algebra 1 including factoring quadratics and solving systems of equations. Due to unique aspects of each classroom, goals will be met by implementing Sterman’s System Dynamics Model. This model allows for adaptations due to individual environments along with goals and actions of stakeholders. With collaboration and input from stakeholders, such as Geometry teachers and Algebra 2 teachers, who can provide key concepts that students struggle with in the first semester, this plan will create a concise and effective curriculum for Geometry teachers to rely on and adapt to the needs of their students. These goals and the curriculum are shaped by a pragmatist view which allows them to adapt based on what works best for students to increase their confidence and overall test scores.

Student(s):
Zachary Hammond

Faculty Mentor:
Dr. Brandy Yee

Providing Support for General Education Teachers to Sustain Inclusion in the Classroom

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Inclusive environments in the general education classroom can provide a better educational experience for all students and bring awareness of implicit biases and attitudes toward discrimination. This proposed change aims to bring awareness to the power of effective communication between team members and stakeholders and provide true inclusion in classrooms through a whole-child approach. Cawsey-Deszca-Ingols Change Path Model guides change leaders toward a sustainable solution to the problem by depicting how change should happen by focusing on the need while addressing the “why” and how to manage and assess the change process. Much like personal relationships, change can be most viable through effective communication. A concrete explanation of the vision, plan, and goal can motivate team members to be proactive, embrace the vision and understand that change can benefit all stakeholders. Another vital part of the process is to make the change a team effort while appointing responsible persons to assess the change after implementation to ensure any necessary change is made. A solid foundation of communication and trust is vital to the success of the proposed change.

Student(s):
Jennifer Harber, N/A

Faculty Mentor:
Dr. Lisa Putnam

The Major Role Minority Educators Play in Student Success: The Importance of Teacher Diversity

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The education system has had challenges recruiting and retaining teachers of color. Since 2014, students or students of color are actually the majority within California public schools. The teaching staff should be able to reflect the constituents it serves within their local community. As studies have shown, the more diverse your teaching staff is, the higher the chances the students experience improvement academically, socio-emotionally, and behaviorally. In this Educational Improvement Plan, I will provide current research on the topic of teacher diversity and how it impacts our students overall. This study closely examines solutions that can be implemented to remove a few barriers that cause the disparity between students of color and teachers of color. I will provide solutions to three different areas of concern such as teacher preparation programs, Human Resource Officers, and financial incentives.

Student(s):
Nethel Hernandez

Faculty Mentor:
Dr. Terri Leon

Social Emotional Learning Not Consistently Implemented by Elementary Teachers

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Social emotional learning teaches students the skills needed to think outside the box and to respond appropriately to their own emotions and the emotions of others, but it also builds a bond with their peers and teacher (Norris, 2003). This Education Improvement Plan provides a structure for the successful implementation of SEL in schools that predominantly serve traditionally under served, lower-socioeconomic communities. The basis of this change plan follows Duck's Five-Stage Change Curve, highlighting how the organizational changes can be both predicted and managed in a way to mitigate the emotional responses that employees often display during times of change. This model will work well to frame this Problem of Practice (PoP) because it involves a plan for people’s emotional responses to change.

Student(s):
Vanessa Hernandez

Faculty Mentor:
Dr. Lisa Putnam

English Language Learners Feeling at Home in the Math Classroom

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English Language Learners (ELL) are at a disadvantage compared to their English-only counterparts when it comes to learning math as they are learning a new language while they are learning the subject area. We, as educators, should strive to create a safe, encouraging, and welcoming environment for all learners to thrive, specifically focusing on ELLs in the mathematics classroom so that ELL students can feel like and test like they belong. The Smarter Balanced Summative Assessment for Mathematics for the 2021-2022 school year taken by all eleventh graders in California shows that 2.96% of ELL students enrolled in twelve months or more met the standard while 1.94% of ELL students enrolled in twelve months or less met the standard (CAASPP, 2022). Since California has the most ELL students, it is important that we as California educators address the problem of low test scores across ELL students (California Department of Education, 2022). ELL students need our help to allow them to access the curriculum in their home language so that they can start to be on an even footing as their English-only classmates. We need to work together through professional learning communities to create the teaching techniques needed to help ELL students succeed in the math classroom.

Student(s):
Jared Honda

Faculty Mentor:
Dr. Terri Leon

Student Voice and Choice: Creating an Equitable Curriculum

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Schools across the country are in need of an equitable curriculum for all students to have equal opportunity for academic achievement. Equity in education leads to success by valuing culture and identity, which then allows for students to see themselves in their learning. Previous research shows that allowing for asset-based learning and student choice can lead to intrinsic motivation for students to complete literacy assignments. This ultimately leads to higher academic accomplishment. In order to achieve an equitable curriculum in my school setting, I would use Kotter’s Eight Stage Process. Through school leadership, external factors, and increasing the willingness for change, an equitable curriculum is possible.

Student(s):
Alexis Huerta

Faculty Mentor:
Dr. Terri Leon

The Crucial Role Physical Education Plays in a Child's Well-rounded Education

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Physical Education (PE) has long been considered a crucial component of a well-rounded education, yet it is often undervalued in many educational systems. Physical Education is undervalued despite its significant benefits to the physical, mental, and social development of students. In our school systems, there is a societal emphasis on academic achievement, with little regard for physical activity and fitness. The COVID-19 pandemic has highlighted the importance of physical activity for maintaining good health, underscoring the need to re-evaluate the value of Physical Education in school systems. Kurt Lewin’s Three-Step Change model will be the driving force in this Education Improvement Plan. I will continue to create a positive culture in my Physical Education class that welcomes other teachers and administrators to truly see how beneficial Physical Education is for our students. Through this Improvement Plan, my vision is to address these underlying factors and prioritize the importance and value of Physical Education in schools to help ensure that students receive a well-rounded education that promotes their overall health and well-being. This Improvement Plan will bring to light that Physical Education has many impacts on our students that will improve their health, academic performance, mental health, social skills, and more. Physical Education is a core subject and it needs to be seen as such, it is an essential subject that should be valued and prioritized in school curricula.

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Student(s):
Alec Iniguez

Faculty Mentor:
Dr. Brandy Yee

Experiences and Perceptions of Previously Incarcerated Students in Higher Education

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The stigma surrounding incarceration is prominent in our society and often creates a major social, economic, and educational hardship for anyone that has decided to continue their education post-release. Historically the United States has claimed to be ruled by a democracy where all are free and equal, while simultaneously maintaining a structure and criminal justice system that keeps people of color in poverty and educationally deprived (Teitelbaum, 2022). This research will be discussing the experiences and perceptions of previously incarcerated students navigating through higher education at a four year institution. The research questions addressed in this study are: what resources are available on campuses to assist previously incarcerated students and what are the perceptions of this student population on campus? Similar to other populations such as undocumented students, it can be difficult to collect data on this student population because previously incarcerated students will commonly choose to not disclose their criminal history to their peers upon arriving on campus. The change model theory that will be used in this problem of practice is the Change Path Model by Deszca and Ingols. This change path model can be utilized appropriately to implement the necessary resources to assist this student population. The four stages addressed in this model are: awakening, mobilization, acceleration, and institutionalization. These stages are significant, especially when the topic of previously incarcerated students has not been addressed on campus.
Key Words: Previously Incarcerated, Higher Education, Campus Perceptions, Change Path Model, Community Cultural Wealth Model

Student(s):
Victor Juarez

Faculty Mentor:
Dr. Kathleen Merrigan

The Effectiveness of Block Scheduling on Student Achievement at the Secondary Level

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In response to the growing educational gap and accountability bar that is continuously rising for secondary students, schools are looking to explore alternative scheduling options to help improve the effectiveness of teaching strategies and enhance the learning process and retention rates for students (Zepeda & Mayers, 2006). Within the limits of this Educational Improvement Plan, the purpose of this research is to investigate the effectiveness of block scheduling on student achievement at the secondary level. Included in the conversation of academic success, comes the discussion of whether the implementation of block scheduling impacts students’ abilities to manage their responsibilities and stress levels more efficiently. Based on knowledge revealed through extensive literature reviews, results indicate a positive trend in the utilization of block scheduling as it has been linked to providing teachers and students with an improved emotional environment in the classroom, better student-teacher relationships, and an increased use of a variety of teaching strategies to help support interdisciplinary experiences (Markham, 2008). The insights gathered from this review process will indicate rationale for implementing block scheduling to contribute towards improved achievement levels for secondary-aged students.

Student(s):
Jennifer Kent

Faculty Mentor:
Dr. Lory Selby

Fostering Organic Learning Communities in Alternative Education.

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This paper explores the problem of students feeling disconnected from their peers and lacking opportunities for social interaction at Century Academy High School. The need for social cohesion, access to peers, and the development of important social skills are crucial components of a student's education. The thesis of this paper is that these social and emotional learning (SEL) needs can be met despite the independent study format and the post COVID atmosphere heavily restricting student contact. Drawing on Kotter's eight-stage process as a theoretical model, this paper outlines a solution to this problem, focusing on the adoption of collaborative group projects that draw inspiration from Collaborative Autoethnography (CAE). The potential implications of this solution extend beyond the specific context of the school studied and can inform future research on creating positive and supportive school environments for students under similar limitations due to alternative education models.

Student(s):
Kevin Kunes

Faculty Mentor:
Dr. Brandy Yee

Teacher-Led Training: Effective Use of Technology in the Classroom

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The COVID-19 pandemic impacted education at multiple levels, and one common thread that has remained is the online platform for teachers, students, administrators, and families (Lorraine et al., 2021). In response to the school closures in 2020, an overhaul ensued, resulting in a dramatic shift in technological use in education. As schools return to normal, technology use in the classroom again requires reorientation and recreation. Computer knowledge is an essential skill that allows for increased access to information, which can reshape school practices and prepare children for competitive jobs in an information-based global economy. Despite the increased access to the internet and technological resources, a problem still exists in effectively integrating these technologies in the classroom. This Education Improvement Plan aims to achieve effective, time-appropriate, teacher-led training for teachers on computer and technology use. The three main focuses to help teachers become more proficient in the technological competencies of teaching are instructional delivery, formative assessment, and classroom management. The development of digital teaching competence continues to be a challenge for the education system, which must be addressed as it is a fundamental pillar for promoting a new way of teaching. Based on the future of technology and its increasing impact on education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education and implement training that ensures teachers are taught how to use technology appropriately and effectively in the classroom.

Student(s):
Dedria Laguna

Faculty Mentor:
Dr. Terri Leon

Examining First-Generation Transfer Students’ Sense of Belonging and Imposter Syndrome

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First-generation transfer students often may experience a lack of belonging due to feelings of imposter syndrome (Fluharty, 2020). This educational improvement plan is important because it examines how the retention rate of first-generation transfer students is affected by students' sense of belonging and their feelings of imposter syndrome. To address this problem, I am interested in understanding how a workshop on imposter syndrome, along with a weekly group therapy session, can help students increase their sense of belonging to an institution while decreasing their feelings of imposter syndrome. In particular, I am proposing to create a pilot program for first-generation students at Oxnard College who are seeking to transfer to a four-year university. Using mixed methods, I will assess students’ sense of belonging to Oxnard College and their feeling of imposter syndrome at the end of the workshop using a quantitative survey. Additionally, I will facilitate focus groups following the completion of the sessions to assess the impact of the educational improvement plan. This work aims to show that all students belong in higher education, no matter their socio-economic status or if they are first- or fifth-generation college students. The findings and key message contribute to the field of student services by helping demonstrate how campus-based programs and initiatives may assist first-generation students in their retention and persistence in transferring to a four-year university and address their feelings of imposter syndrome.

Student(s):
Christopher Lara-Cruz

Faculty Mentor:
Dr. Dan Tillapaugh

Incorporating Movement-based Learning Approaches in the Secondary School Classroom

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This Education Improvement Plan aims to tackle the problem of sedentary, inactive, and disengaged students during typical 50-95 minute secondary school class periods. By incorporating movement-based learning activities on a daily basis, this proposal intends to promote better learning, engagement, and behavior, with the additional potential benefit of improved student health. Although Gardiner’s theory of multiple intelligences and Asher’s Total Physical Response methods have existed for decades, the traditional sedentary student experience persists in current secondary education. After identifying this issue using a gap analysis and identifying forces for and against the proposed changes using a force field analysis, I employed a pragmatist lens to explore techniques which actually work in a middle school classroom. To implement the change process, Deming’s 14 Principles of Total Quality Management provide a model for communicating the need for change and the Plan-Do-Study-Act cycle of inquiry will drive the changes and encourage reflection to ensure their efficacy. To implement this plan, I will include embodied learning strategies to leverage the brain-body connection efficiently during limited instructional time and address the lack of motivation of secondary students. The intended goals will be helping students learn by moving to increase novelty, reinforce vocabulary and concepts, and maintain student engagement and focus. With this Education Improvement Plan, I envision future secondary school classrooms which include a range of bodily-kinesthetic learning to provide all students with a more engaging environment where they use their whole bodies, not just their brains, to learn.

Student(s):
Anne Lee

Faculty Mentor:
Dr. Brandy Yee

Meaningful Inclusion: a Proposal for Change

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The problem of practice is promoting meaningful inclusion to benefit positive social stigmas for special education (SPED) students with a documented disability through an Individualized Education Plan (IEP) in general education (GE) settings in elementary schools. The students with IEPs are not always able to participate in GE activities as their abilities are not factored into the lesson planning and teaching process, which in turn pursues the societal and cultural issue of exclusion of people with disabilities. This change plans aims to promote meaningful inclusion through a team-created vision, designed using the Learning Organizations model and through the lens of the feminist perspective and critical paradigm. The change team would aspire to use inclusive teaching practices in GE settings to forge meaningful and appropriate activities that meet the cognitive and physical needs of all children in the room through Universal Design for Learning pedagogy. The envisioned future state of the change plan does not intend to reduce specialized instructional academics for students with academic or social needs, but to better include SPED students into activities and time in the GE environment to fit the needs of all learners from lesson planning conception and implementation. Inclusion is a mindset shift that must be developed over time that diminishes bias and values the equity of teaching all learners to the fullest capacity. This change plan encompasses team goal setting to use inclusive pedagogy, training, and reflection to guide instruction to assist SPED students to become more normalized in the GE setting.

Student(s):
Jill Levy

Faculty Mentor:
Dr. Brandy Yee

"Measuring Mastery: The Role of Standardized Testing in Comprehensive Education"

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Standardized testing is important because it provides a consistent and objective measureof student learning and can help identify areas of strength and weakness in instruction. It is also equally important to avoid teaching to the test in order to ensure a well-rounded education that prepares students for success beyond the test. The school district selected for this change plan has implemented standardized testing as a means of assessing student achievement and informing instructional practices. The results of standardized tests are often used to make high-stakes decisions, such as teacher evaluations and school funding, which may not be a reliable or valid use of the data. Some of the questions that are proposed to help guide the study are: How can students be encouraged to think critically and apply what they have learned, rather than just recalling information for a test? How can the testing process be framed as a learning opportunity rather than a stressful event? How can students be prepared for the format and style of standardized tests while still promoting deep learning? How can teachers collaborate and share best practices for integrating test preparation into daily instruction? The school district selected for this change plan is known for its processes and wanting everything to flow through a chain of command. The Beckhard and Harris Change Process Model is the best model for this change plan. The model involves a five-stage step that this district can use to implement change.

Student(s):
Samantha Lipton

Faculty Mentor:
Dr. Kathleen Merrigan

Providing a Safe School for Students

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Since 1970, there have been more than 2,032 school shootings in our K-12 schools. Research has shown when students feel safe in their school, they thrive academically and socially. Although schools have set safety plan initiatives into place, there continues to be violence in our schools. School violence is not limited to school shootings, but also includes various forms of bullying in our schools. The research examines the impact of student-teacher relationships and the importance of building connections on school grounds. As a future school counselor, I have observed the importance of the need to belong and the impact it makes on our students. According to Eric Maslow’s Hierarchy of Needs, once one’s physiological needs are met, the next need is to feel safe. If our students do not feel safe on school grounds, they cannot reach their self-actualization. I will utilize the Change Path Model along with Positive Behavioral Intervention and Support (PBIS) approaches within this Education Improvement Plan in order to look at building these connections.

Student(s):
Brenda Lua

Faculty Mentor:
Dr. Terri Leon

Missed General Education Minutes Due to Pull-Out Intervention Services

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Student needs are rising. Whether social, emotional, behavioral, or educational, students’ needs have become more prevalent since the onset of the COVID-19 pandemic (Kuhfeld et al., 2022). Many schools across the nation are making reactive changes to implement vital intervention services helping to meet these needs for students. These intervention services often occur outside the classroom, creating a new problem; missed general education minutes. By establishing a schedule in which two or three blocks of time are set aside throughout the day for interventionists to pull students, this EIP is designed to decrease the direct instructional time missed in their general education classroom. This schedule would help establish continuity of educational minutes across grade levels and ensures intervention services and minutes are met if stated in students’ IEPs, 504s, or growth plans. This schedule of services would also provide independent work time and small-group instruction time for general education teachers. This time could be used to provide more in-depth tier-one instruction or supplement with necessary tier-two services. The insight gained in this research will allow a more cohesive school day for both teachers and students and provide students with their necessary intervention services.

Student(s):
Brittany McCoy

Faculty Mentor:
Dr. Lory Selby

Social-emotional Learning Support for Students with an Individualized Education Plan (IEP)

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Considering the importance of supporting students with an Individualized Education Plan (IEP) by providing social-emotional learning opportunities would aim towards promoting inclusion and curating an overall positive classroom culture. Research has shown that social-emotional learning promotes growth in a students’ skills in self-confidence, self-compassion, and self-regulated learning. The overall vision is to achieve the effect of the discussion and implementation of social-emotional learning to support students with an Individualized Education Plan (IEP) who are having challenges accessing the school curriculum. The method selected is the Kotter’s Eight-Stage Change Process published by Harvard Professor John Kotter. This model is an eight-stage process in which it is a highly structured step-by-step process and Kotter’s framework supports the leader’s understanding of “what they should do, when they should take specific actions, and when and how they are ready to move to the next stage” (Deszca, G., et al, p.46). This detailed approach will support the problem of practice since there has already been a brief discussion of the importance of social-emotional learning in schools, but have yet to obtain a detailed framework to support and drive the change towards that vision. The most critical steps highlighted are developing a vision and strategy and empowering employees. General education teachers and school staff require a clear strategy on how to implement effective social-emotional strategies that are appropriate for students with an IEP plan and also empowerment and support to ensure that their efforts are greatly appreciated in efforts to improve whole class culture.

Student(s):
Jocelyn Mercado

Faculty Mentor:
Dr. Lisa Putnam

The Positive Impact of School Based Co-curriculars for Elementary School Students

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Emerging from the pandemic, students have faced a significant amount of academic learning loss, as well as experiencing delays in social emotional growth (Alsubaie, 2022). Research has proven students who participate in extracurricular activities tend to have higher academic scores (Kronholz, 2012). The students who participate in such enrichment activities, referred to as co-curriculars, also benefit from having a sense of belonging, positive attendance, and higher levels of engagement with the community (Heller, 2021). In order to engage in meaningful and beneficial discussions about how to combat the loss students have endured during virtual instruction, educators must first recognize these challenges and gaps. Understanding how these aspects contribute to the current problem helps establish the need for a framework which allows educators, community members, and stakeholders to target this present issue, and as a result improve the academic performance and the social emotional well-being of elementary students by participation in school based extracurricular activities. This paper addresses and discusses an education improvement plan which organizes and makes available cross-disciplinary co-curriculars aiming to improve overall student success. The pending results include a framework that is student-centered, equity based, and established upon the Beckahrd and Harris’ Change Process Model.

Student(s):
Sierra Moore

Faculty Mentor:
Dr. Lory Selby

An Emerging Challenge: Shortage and/or Lack of Trained Paraeducators

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In a moderate to severe special education classroom, when experiencing a shortage of paraeducators and/or a lack of trained paraeducators, the student’s instructional time is significantly interrupted, and students are impacted by this problem. The purpose for this study was to initiate change, which includes making sure that our paraeducators receive the training they need before beginning to work with students. Currently, our paraeducators are being placed in the classroom with no experience and no training, which can cause major disadvantages for students. Some of the questions that arise from the Problem of Practice include: How is the students' instructional time impacted by this shortage of both trained and untrained staff? How can we get staff trained before the beginning of the school year? Teachers will complete surveys measuring the loss of instructional time, due to a shortage of paraeducators and or untrained paraeducators in the classroom. The participants also will share suggestions for improving these conditions within the school sites and at the school district level. Furthermore, the change model that has been selected to assist in the change process of this Problem of Practice is the Kotter model. The Kotter model is an eight-stage process. Establishing a sense of urgency and empowering others to act on change are two stages within this model that will lead the change process.

Keywords: disadvantages; paraeducators; instructional time

Student(s):
Maria Mora

Faculty Mentor:
Dr. Kathleen Merrigan

The Effects of Students of Color Being Overrepresented in SPED Courses and Underrepresented in AP Courses

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In education, students of color are often overrepresented in special education courses and underrepresented in advanced placement courses creating an excellence gap from their white peers. This disproportionate representation in schools causes students of color to not be pushed to their full potential as well as being disciplined at much higher rates compared to their white peers. This problem contributes to the high incarceration rates people of color experience (Morgan, 2021). Research reveals the misidentification of students of color can come from biases of teachers who are not properly prepared to teach diverse students, as well as from school policies and procedures that are keeping students of color segregated from a higher level of learning. Solutions to close the excellence gap include effective professional development sessions and removing barriers in policies and procedures that affect the education of students of color. A change plan with solutions and an implementation process will be discussed to ensure that all students, especially students of color, are being supported in their classrooms to receive a high degree of learning to fulfill their aspirations.

Student(s):
Jennifer Nava

Faculty Mentor:
Dr. Terri Leon

Fostering Servingness: The impact of Latine* Familial Engagement in Student Success

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Parental involvement has become an area of interest to higher education practitioners. Only some studies consider the role of familial engagement and its impact on the college-going experience, retention, and completion of Latine students. Familial engagement can be an effective target strategy to support historically marginalized populations in closing the opportunity gap and affecting a wide range of nonacademic student success outcomes. These include self-concept, leadership identity, and racial identity (Garcia, 2019). This educational improvement plan aims to create a conceptual shift from parental engagement to family, as extended family plays an equally important role in the Latine community. This change plan examines: what does parental/familial engagement mean to Latine students; how does it impact Latine students’ engagement and persistence; and how can staff, faculty, and administrators within Hispanic Serving Institutions use Latine student and family narratives to provide asset-based support?
To properly assess and implement the necessary change to address the problem of practice, the Change Path Model has been identified as the best approach. By recognizing that change management facilitates the organization's transition to a desirable future state, the Change Path Model focuses on what needs to change and how to manage the change process.
Keywords: Latine, parents, familial engagement, HSI, servingness, college success, student affairs, higher education, sense of belonging

Student(s):
Victoria Nielsen

Faculty Mentor:
Dr. Kathleen Merrigan

Nutritional Improvement Plan

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This Nutritional Improvement Plan would improve the health of countless students across the country through nutrition education, exposure to healthy ingredients, and providing nutritious breakfasts, lunches and snacks to students on school days in the cafeteria. Instilling the importance of nutrition starting in early childhood education and continuing throughout high school is crucial to create healthy habits amongst students that will carry on throughout their lives. Improving the current state of nutrition in public schools will attempt to solve the problem of child obesity and child malnourishment in the United States. The scope of this project can affect one school, one district, one state, or as large as one country. The main argument against this nutritional improvement plan may be the lack of funding and resources that will be available to support solving this problem. The theoretical model that drives this nutritional improvement plan is Lewin’s Model of Change due to its simplicity and uncomplicated structure of having three main stages in order to achieve change; unfreeze, change, and refreeze. The way that each stage is composed makes achieving change more attainable. My vision for change is for my school, and public schools across America, to adopt this nutritional improvement plan which will educate students, kindergarten through 12th grade, on the importance of eating a nutritious diet, as well as exposing students to nutrition education and providing them with nutritious meals. Improving nutrition in public schools through this Nutritional Improvement Plan would affect the overall health of students in America.

Student(s):
Nicole Nisenbaum

Faculty Mentor:
Dr. Brandy Yee

Paraeducator Training as a Solution for Retention

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An ongoing problem within special education is the consistent turnover rates of paraeducators that support students with specialized needs. Existing research indicates a lack of initial and targeted training as a reason paraeducators do not feel valued and gaps in this research inform further exploration of a potential connection between value and retention. Cleveland Elementary has experienced significant turnover rates, including the replacement of 64% of its paraeducator staff within the 2022-2023 school year. Paraeducators are currently hired without an orientation and planned targeted training. This Educational Improvement Plan (EIP) seeks to anticipate future turnover rates by exploring value felt amongst paraeducators and how that value can be fueled with initial orientation and targeted training led by professionals.This EIP will seek to correct this issue using The Change Path Model as a framework for instituting change and will be conducted through narrative inquiry with paraeducators as the central determiners of training programs needed, their efficacy, and impact on overall confidence and job satisfaction. Not only does this EIP seek to alleviate the issue of paraeducator retention at my school site through a training model, but it has the potential to positively impact the academic success of students within the special education department.

Student(s):
Elizabeth North

Faculty Mentor:
Dr. Terri Leon

Utilizing the Change Path Model to Create an Efficient Dual Enrollment System

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Dual enrollment is a newly popular option for high school students to earn both high school and college credit by taking college courses at local or online institutions. In 2016, California Assembly Bill (AB 288) formally authorized community college districts to make official partnerships with local K-12 school sites to increase dual enrollment options for students, making way for a large growth in dual enrollment participation. The current dual enrollment system at Westlake High School has struggled to keep up with this popularity. Westlake High School is in need of an updated procedure that allows school counselors to efficiently track students’ progress in dual enrollment courses in order to uphold their responsibilities of ensuring student success. This thesis-in-practice will address the problem of practice that there is a lack of a well-organized method for high school counselors to register and monitor students participating in college dual enrollment at Westlake High School. How can the current system be streamlined so that school counselors can efficiently track student progress in dual enrollment courses? Using the Change Path Model, an educational improvement plan will be proposed that establishes a required checkpoint system which places responsibility on students to monitor and report their own progress to school counselors. This approach may allow students to gain self-management skills important for college success, as well as make efficient use of the school counseling teams’ time.

Student(s):
Erin Nosco

Faculty Mentor:
Dr. Dan Tillapaugh

County versus District Training for Paraprofessionals

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Understanding the difference between county versus district training of paraprofessionals has many benefits. The work of a paraprofessional is vital to students receiving special education support. The type of training and ongoing support to effectively perform their work is an important consideration for those applying to paraprofessional jobs. Lastly, when trying to find the correct school placement for their child, an important factor for parents is knowing they will have a properly trained and qualified paraprofessional that will support their child. The Problem of Practice attempts to educate and highlight the difference in training for paraprofessionals in county and district school. When paraprofessionals are equally trained, regardless of school district, the benefit to teachers, paraprofessionals, administration, parents, and students is significant. Teachers are able to focus on students' educational needs rather than training paraprofessionals on-site. Paraprofessionals would feel better supported and encouraged to do their work well. Kotter’s eight-step stage model of change will be used to effectively examine the problem of practice and create a plan for improvement. The EIP hopes is to educate those about the training needed for paraprofessionals to do their job well and to be able to provide the support that teachers and students need in the classroom. Comparing county and district training for paraprofessionals may inform other research and impact practices such as hiring paraprofessionals and training for temporary paraprofessionals.

Student(s):
Claudia Olivo-Lopez

Faculty Mentor:
Dr. Brandy Yee

The Inequities of Traditional Grading Practices

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As the education system seeks to make schools more equitable for all students, educators must consider their own teaching practices to ensure that inequities are not exacerbated. A student’s grade should be reflective of the student’s capabilities and skill level in regards to mastery of content; however, traditional grading practices contribute to the inequity by obscuring accuracy through how grades are earned and tabulated. Through implementation of traditional grading practices, such as scales and weighted categories, a student’s grade may not be reflective of the student’s knowledge nor accurate in demonstrating the student’s capabilities. According to a study by Griffin and Townsley (2021), traditional grading practices can lead to academic inflation and deflation where grades swing 5-10% when compared to a student’s summative assessment score. The standard deviation is concerning when the study also found that the grades of over half of the student population (55.8%) were affected by the issue of academic inflation or deflation. The Education Improvement Plan utilizes data from both quantitative and qualitative sources to explore equitable grading practices as well as develop an understanding of an educator’s perspective of the issue to determine the appropriate next steps in ensuring equity in the classroom and at a school site. My findings indicate that there is a misunderstanding of equitable grading practices from both a pedagogical and existential perspective that contributes to inaction to narrow the gaps of inequity in grading practices as well as hindering accuracy of a student’s final grade.

Student(s):
Tom Park

Faculty Mentor:
Dr. Terri Leon

Co-teaching, Are You Ready?

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Abstract
Co-teaching, are you ready?
Moderate to severe special education students often have limited opportunities within their general education classroom; this lack of access blocks students from receiving equal access to the grade-level curriculum and leads to decreased expectations of special education students. This study seeks to find if special education and general education teachers could successfully co-teach delivering core and specialized instruction and creating equal access to learning for all students. A few questions guiding this problem of practice are: What are the outcomes when our most severely disabled students increase time spent with their general education peers? How can special and general education teachers work together, co-teaching, and increasing the SDC students’ time spent within the GE classroom? What are the possible benefits and drawbacks of co-teaching?
Educators will take two attitude surveys and then rate their school and district's readiness for change. Quinn’s Competing Values Model along with Deszca and Ingols's Change Path Model will be used to guide and structure the process of implementing change and facilitating conversation regarding the co-teaching model.
When inclusion is embraced globally by the school community as its core value, the greatest benefit for all students is noted. Special education classrooms generally segregate students with differing needs from their peers. This study hopes to create a starting place where special education and general education teachers can begin discussing the possibility of co-teaching.
Keywords: co-teaching, inclusion, segregate, specialized instruction

Student(s):
Sherrie Paul, NA

Faculty Mentor:
Dr. Kathleen Merrigan

Reducing Educational Gaps Through Parental Involvement

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Wealth and income are translated into educational acquisition and achievement in children and
adult students. Varying levels of student support based on parental income contribute to the
discrepancies in student success. Students with higher income families are able to afford and
receive additional support in comparison to students with lower income families that generally
depend on school support solely. The objective for this education improvement plan is to create a
system that brings awareness and reduces the gap between educational success of students from
affluent and underserved areas. Wealth shapes the socioeconomic status of children and lack of
access to educational opportunities contribute to the discrepancy. By providing families with
additional resources that contribute to school success, parents can obtain the tools they need to
improve their child’s educational success, despite income level. Lewin’s change model will be
used as the framework for this education improvement plan which highlights three stages in
order to create change within an organization. This research is arranged to analyze the
components that contribute to discrepancies in educational success and elements that will reduce
the gaps. This change process will bring awareness and highlight linking factors to educational
achievement in students involving collaboration between students, teachers, and families. In
conclusion, the education inequities that are presented for certain students can be reduced
through parental involvement despite income level. Educators have the power to initiate, create,
and instill change as teacher leaders.

Student(s):
Breanna Persaud

Faculty Mentor:
Dr. Brandy Yee

LGBTQ Community in Catholic High Schools

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The current problem of practice is LGBTQ students (lesbian, gay, bisexual, transgender, and queer) feeling supported and equal in a single-sex religious Catholic education school. An emerging challenge in faith-based schools is the significant increase of LGBTQ student enrollment. The problem of practice that will be addressed is the challenge of adjusting and preparing teachers and administration at Crespi Carmelite High School for the significant increase in LGBTQ+ student enrollment. Religious schools do teach LGBTQ students, but those students often feel like they cannot be “out” about their sexual and/or gender identity. Educators, counselors, and administrators at schools like Crespi Carmelite navigate challenging tensions between supporting and including all students yet still abide by religious doctrine and tenets that may affect LGBTQ+ students and their overall sense of belonging and inclusion in school.Traditionally there has been a divide between the LGBTQ community and the Catholic church. How can parish schools and the community prepare and serve LGBTQ+ students at faith-based schools? Using the Change Path Model (Descza et al., 2019), this proposed educational improvement plan will provide direction on how to support LGBTQ students at Crespi Carmelite including the establishment of new policies, training for faculty and school staff, and curriculum and extracurricular activities that address LGBTQ issues. The educational improvement plan is aiming for the LGBTQ students’ safety focusing on the inclusion and protection of LGBTQ students in a single-sex Catholic education while embodying the brotherhood of Crespi Carmelite as well as its mission and vision.

Student(s):
Stephan Pilillian

Faculty Mentor:
Dr. Dan Tillapaugh

Co-Teaching Goals versus Reality

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Co-teaching is a chance for special education students to be included within general education classrooms while still having their accommodations met by a special educator present in the classroom. However, the current practices of implementing co-taught classrooms do not provide appropriate teacher collaboration time, teacher choice, co-teacher training, or student ratios, which in turn affects student academic outcomes. This educational improvement plan aims to resolve the implementation issues of co-teaching through research-driven best practices, such as providing co-teachers with built-in collaboration time, providing training on how to implement different co-teaching models, and limiting the number of students with special needs in these classes. This change plan uses a review of the relevant literature and Kotter’s Eight-Stage Change Plan to resolve these issues. The goal of this change plan is to provide an inclusive co-taught environment for students with and without disabilities that allows all students to succeed academically and socially, helping to create a culture of diversity acceptance on the school campus. This educational improvement plan summarizes the current literature regarding co-teaching at the secondary level and recommendations for successful implementation, as well as can serve as a case study for co-teaching program improvement for future researchers.

Student(s):
Allyson Porter, N/A

Faculty Mentor:
Dr. Brandy Yee

Equity within Families

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Students' educational needs are important to both the parent and the teacher. Studies have shown and proven the lack of school involvement for families who are minorities. Two questions to think about would be, should educators allow their social indifference to create a gap between their child and their education? Is it fair to allow families to continue to avoid school involvement if they do not know any better? This Education Improvement Plan will allow educators to better understand why it is important to show equity among all their students’ families. It is hoped that this research can implement change in an organization and allow gaps between families that are aware of their student’s needs and the families that need the extra time and support to be taught.

Student(s):
Yvette Prado

Faculty Mentor:
Dr. Lory Selby

An Education Improvement Plan Examining ELL Supports

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It is crucial for California public school teachers to accommodate the needs of all students, regardless of their learning difficulties, including those of ELL students. This issue may often require modifications or accommodations to be made to all aspects of their learning. The proportion of ELL students in general education classes has seen an increase over the years. This issue raises concerns that teachers may not have the necessary training or resources to help these students in their classes, resulting in both the students and the teachers having difficulty. Beckhard and Harris' three-step change model and the transformative leadership approach will support and assist in bringing about change for ELL students in the classroom. The change model developed by Beckhard and Harris will serve as a framework to help schools understand why change is required, identify gaps, and manage the transition. The transformative approach establishes connections with ELL students and teachers and collaboration with individuals in my organization to bring about the required change. With the assistance of this embedded methodology, a planned vision of change will include constructing a collaborative learning community and ensuring that general education instructors receive the proper professional training to help and support ELL students. It is essential to monitor this change plan because it promotes inclusive education, appreciates diversity and the individual contributions each student makes in the classroom, and gives all students equal opportunities to learn.

Student(s):
Cynthia Quezada

Faculty Mentor:
Dr. Brandy Yee

Accommodation Implications: Students with Mild-Moderate Disabilities in a General Education Setting

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Students who qualify for special education have a legally binding contract known as an Individualized Education Plan (IEP) as an outline for providing an “appropriate education” in the least restrictive environment. This means that some students with mild to moderate disabilities may spend much of their school day in a general education setting. A key component of these students’ IEP is the accommodations component designed to improve educational equity for such students. Special education case managers ensure that students with IEPs receive grade-level standards curriculum with support and accommodations. The appropriate use of accommodations eliminates barriers to learning and allows all students to demonstrate mastery of grade-level skills. Research has revealed many discrepancies in teachers’ understanding and obligations of accommodations at IEP meetings (VanSciver & Conover, 2009). My Educational Improvement Plan highlights barriers teachers face and improve policies around accommodations for students participating in a general education program and their service providers. There are very few studies on the actual implication of accommodations for students in a general education setting. By using and teaching different techniques to various teachers, I can provide students and teachers with a different experience that aligns with the Constructivist-Interpretative perspective where research findings are constructed and are not discovered. I will examine the teacher's experience and how the students experience receiving accommodations. Further research will reveal how we can anticipate a consistent system to guarantee that suitable accommodations are consistently applied to instruction and assessments.

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Student(s):
Chloe Ramos

Faculty Mentor:
Dr. Brandy Yee

"Find My Genius" An Afterschool Program to Help Scholars Fill Their Achievement Gap

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The purpose for this qualitative study is to find ways to support scholars who are achieving below grade level in mathematics and language arts. The target population of this proposal are scholars whose families are considered low-income earners, receive free-reduced lunch and/or qualify for Expanded Learning Opportunities Program (ELOP). Summative assessment scores in their general education classroom show they are testing below grade level, indicating that there is an achievement gap in their learning. An intervention support that will be implemented in this ethnographic research is an afterschool enrichment program sponsored by YMCA called, “Find My Genius (FMG).” Informed consent is given indicating that the role of the scholars is to be active participants. The research method used was Kotter’s Eight-Stage Process along with Nadler and Tushman’s’ Organizational Congruence Model. Renaissance is a tool used for data collection that is then analyzed. Scholars are placed into groups based on their scores and they use BellXcel in collaboration with Scholastic workbooks. My plan is to implement change to use outside resources. The significant struggle is reading. Implementation strategies will consist of establishing effective reading instruction, which will include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Summative data analysis will provide valuable information to track their progress during the timeline of an academic school year. Justification for further exploration of the FMG program is the impact on scholar progression during the school year, including SEL learning and how the FMG program will further enhance learning supports for all students testing below grade level.

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Student(s):
Lysandra Resendez

Faculty Mentor:
Dr. Brandy Yee

Exploring the Impact of Better Staff Relationships with Students and Enhancing Overall Student Well-Being

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Strong teacher-student relationships lead to an improved sense of self, a greater ability to learn, and better life outcomes. There is growing evidence highlighting that health and educational attainment are parallel rather than competing goals. The problem of practice explored is how better staff relationships with students enhances overall student well being. Research tells us that mindfulness practice improves students’ attention and emotional regulation, increases their compassion for others, and reduces their stress and anxiety. Anecdotal evidence tells us that children with these skill sets are able to joyfully engage with their peers in collaborative learning at school and can draw on these competencies outside of school. It is an educator’s duty to guide and give students tools that highlight their strengths and create their success. I question how we can build connections and relationships between teachers and students including all staff and create a positive school community. How can we empower children to discover their unique abilities and as educators and school staff, how can we ensure our space is actively inclusive? There is such an eagerness for there to be a competition between being highly bright and socially-emotionally healthy when in reality students need to simply be exposed to what works best for them to carry into the real world.

Student(s):
Laura Rojas

Faculty Mentor:
Dr. Terri Leon

Collaborate to Educate: An In-Service Training Model for Itinerant Teachers and School Site Staff

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Effective communication and collaboration are crucial for meeting the unique needs of students who are deaf or hard of hearing (DHH). However, communication breakdowns between itinerant teachers and school site personnel can negatively impact DHH students. The purpose of this thesis project was to explore the significance of communication and collaboration on DHH student outcomes and propose an in-service training model to address communication deficiencies in the Los Angeles Unified School District (LAUSD). A literature review was conducted to explore existing research on the significance of communication and collaboration on DHH student outcomes. From this review, an education improvement plan was developed using the Beckhard and Harris Change Model, which emphasizes the importance of collaborative problem-solving and open communication. Additionally, this project outlines an in-service training model designed to equip educators with the tools and strategies necessary to enhance communication and collaboration within the educational setting as well as address current communication deficiencies by providing educators with a comprehensive understanding of effective communication and collaboration strategies. With the proposed in-service training model, this plan has the potential to improve outcomes for DHH students in LAUSD by building stronger relationships between educators, providing school staff with information on how to best support DHH students, while emphasizing the importance of collegial relationships. By equipping educators with effective communication and collaboration strategies, this training model can enhance the educational experience of DHH students and ensure that they receive the support they need to succeed.

Student(s):
Celeste Romo

Faculty Mentor:
Dr. Lory Selby

Grading for Equity: A Necessary Change to the Grading System

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Grading practices around the country have been brought under scrutiny in recent years due to the concern that they are creating more harm for students than good. The current, traditional grading practices being used in many K-12 and post-secondary organizations are claimed to be outdated and as previously stated harmful to students. Through this paper, the traditional grading practices that are being brought into question will be clarified in addition to evaluating whether or not the recommended grading practices truly will fix the current areas of concern. In addition to evaluating whether newly suggested grading practices may truly serve as a solution to traditional grading, research was conducted to evaluate the possibility of only implementing particular aspects of the new grading systems and modifying the traditional system rather than implementing a complete rehaul. Lewin’s change process was utilized to help formulate the EIP as it allowed for the opportunity to unfreeze, change, and refreeze. By evaluating the different grading practices and identifying the current problems with traditional grading, the conclusion was drawn that the most beneficial approach to grading is to identify which characteristics will benefit each organization and provide a mixture of newer approaches that address some of the flaws of traditional grading, with some traditional grading aspects still present. Further, this research will contribute to the grading discussion as it will provide clarification for those who may also be questioning these new approaches or may be hesitant to implement changes to their own grading practices.

Student(s):
Ashlynn Ruffinelli

Faculty Mentor:
Dr. Brandy Yee

Beyond Inclusion: Cultivating a Sense of Belonging Among Latinx Students in Academia

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There is a broad body of literature that outlines the need for systemic change within the educational school system. Systemic change is needed in order to support underrepresented and minority students. In this proposal, I will be using the critical paradigm to highlight the disconnect between Latinx students and the world of academia. I will use the Cultural Symbolic lens to emphasize how language access, parental disengagement, and sociocultural issues ultimately affect students’ potential to achieve academic success. I will also provide evidence as to why the need for community and a sense of belonging is crucial in closing the academic achievement gap. It is my hope that this proposal not only sparks a sense of self-awareness but also encourages a willingness to imagine a world where diversity and inclusivity are celebrated.

Student(s):
Iridian Ruiz, Dr. Brandy Yee

Faculty Mentor:
Dr. Brandy Yee

Education Improvement Plan: Increasing Parental Involvement

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Parental involvement in a student’s education is crucial for success because of the unique support it provides to each student. This research is formatted to examine the lack of parental involvement in schools and how to increase this to improve student academic achievement. Students of low socioeconomic status frequently are seen to be less supported outside of school. Research from Joyce Epstein illustrates the importance of parental involvement in education. Parental involvement can be defined by six types: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community (Epstein, 1995). According to the literature review, a trend shows how the increase in involvement from parents positively correlates to students having academic success. This change process will call the school organizations to improve digital communication, break down language barriers, and allow parents to volunteer. The change must be led by teacher leaders who can initiate and motivate the steps of change in their district.

Student(s):
Destiny Schwab

Faculty Mentor:
Dr. Lory Selby

Analyzing Kotter's Eight-Step Change Process to Shape Mathematics Instruction for Standardized Testing

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Analyzing Kotter’s Eight-Step Change Process to Shape Mathematics Instruction for Standardized Testing explores strategies and solutions to help students show demonstrative proficiency on the Smarter Balanced Summative Assessment. This work discusses the problem of the low percentage of California students meeting standards on the Smarter Balanced Summative Assessment in Mathematics and analyzes the potential strategies, modeled through Kotter’s Eight Step Change Process, to help correct this problem within the school setting. This thesis in practice argues that appropriate mathematical instruction supporting the Common Core State Standards should include conceptual understanding and problem-solving skills in addition to the typical procedural fluency and rote memorization taught in high school level mathematics courses. The theoretical models that will drive this Education Improvement Plan are the positivist prospective, classic organizational theory, the structural framework, Bloom’s Taxonomy, Bruner’s Scaffolding Theory, and Vygotsky’s Zone of Proximal Development. The vision for change is to help students develop the necessary tools to demonstrate understanding of the Common Core State Standards for Mathematics on the Smarter Balanced Summative Assessment. This work adds to the body of knowledge on the topic by outlining tangible, effective solutions to boost student proficiency of the state standards in mathematics. Through successful modeling of this change in the outlined school setting, these findings could be modified and carried out in other school settings, and eventually statewide.

Student(s):
Brooke Shapiro

Faculty Mentor:
Dr. Brandy Yee

Paraeducator Skillsets Vital for Effectiveness in Special Education Classrooms

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Paraeducators, who work with students with special needs from mild to severe disabilities, are vital for a special education classroom to run efficiently. They offer behavioral support of token economy systems and behavior plans, implement evidence-based instruction, monitor students’ progress towards goals, and assist social peer interaction with students with special needs and general education peers. The paraeducators need a skillset that makes them effective when working with students with special needs in their special day and general education classes. Even though they are implementing individual programs for each of the students they work with, they are rarely provided with the specialized training to implement the evidence-based practices with fidelity. When they are not properly trained, this can cause students’ prompt dependency, reinforce challenging behaviors, and limited progress towards academic growth. Kotter’s eight stage process will be utilized for the change necessary to find the skillsets that are needed for future paraeducators that are hired to work with students with special needs. Districts hire paraprofessionals to work with students, and the paraprofessionals are not given adequate training, fidelity checks, and support with the different environments that they will encounter throughout the school day. The collaboration between the different levels, such as the school site and district level, will help with hiring qualified candidates. When the different levels have the agreed upon skillset recommendations, this helps to streamline the hiring process for effective paraeducators.

Student(s):
Cheyenne Silver

Faculty Mentor:
Dr. Brandy Yee

Prevention of Teacher Attrition with Individualized Actionable Methods

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Building teacher resiliency is critical, especially during this post-pandemic era of returning to in-person school environments. This is essential because one in five teachers say they will likely leave the profession within the next three years and the leading factor is due to burnout. Thus, this Education Improvement Plan focuses on limiting teacher burnout by compiling a guide consisting of methods and resources that teachers can use to develop healthy work habits and boundaries in their classroom and home. Using Beckhard and Harris’ Gap Analysis, an analysis was performed, examining the difference between the ideal and current work life of a teacher. Gentile’s Giving Voice to Values framework was used to articulate what is needed in preparing the implementation of the resource guide. Within the education environment, there are no two days that are the same. The dynamic environment and ever-changing needs within the profession of teaching aligns with the pragmatic paradigm. As this resource is used in the classroom of the researcher, it will provide methods on how to implement changes, as well as provide a guide of various resources such as curriculum materials, adjusting classroom culture, collaborating with teachers, maintaining boundaries, and practicing mindfulness. This resource guide offers multiple implementation strategies and resources tailored to limit teaching stressors and cultivate a healthy, long-lasting, and rewarding educational career.

Student(s):
Rianna Smith

Faculty Mentor:
Dr. Brandy Yee

Prevalence of Incarcerated Students with Learning Disabilities and Services Received in School While Incarcerated

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Incarcerated students are often forgotten when it comes to their education, and the educational needs of incarcerated students with disabilities are often disregarded even more. Yet students with disabilities are overrepresented in the juvenile justice system (Kincaid & Sullivan, 2020). The U.S Department of Education (2001) stated that a large proportion of students in the juvenile justice system have disabilities. Although these youth are overrepresented in the juvenile justice system (Kincaid & Sullivan, 2020), Burke and Dalmage (2016) stated that they don’t always receive the best education while being incarcerated. We must ask ourselves, why is that? There are certain services that these students need to be provided per their Individual Education Plan (IEP) outlined in the Individuals with Disabilities Education Act (IDEA). Sometimes these services are not provided to the students and excuses are made for why these services are not being provided. However, the law requires a fair and just education to all students regardless of placement. The primary objective is to get a conversation started about what changes need to be made in the juvenile facility both by the school and the probation agency to help provide students the services outlined in their IEP and be compliant. There is an understanding that maybe not all services can be met under the circumstances but by looking at the services there can be changes made to make sure students with an IEP are being supported.

Student(s):
Jorge Suarez

Faculty Mentor:
Dr. Lory Selby

Exploring the Importance of Implementing Common Academic Vocabulary in Middle Schools

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This Education Improvement Plan examines the importance of implementing common academic vocabulary in middle school classrooms. The plan provides a comprehensive review of the literature on the subject, drawing on both theoretical and empirical studies. The first section of the paper discusses the benefits of using a common academic vocabulary, including improved communication between teachers and students, increased student comprehension of subject-specific concepts, and enhanced reading and writing skills. This is backed up by studies conducted in both the scope of education, as well as the scope of communication studies. This section also identifies the scope of change and groups who could stand to gain the most from this change, acknowledging students classified as English Language Learners and with a learning disability as specifically significant stakeholders. Additionally, the paper discusses the potential challenges and limitations of implementing these teaching strategies in middle school classrooms, as well as the need for continued research to better understand the effectiveness of these approaches. Finally, the paper discusses the application of change theory and the process required to make change a reality at the author’s school in Sherwood, Oregon. Overall, the paper argues that the use of a common academic vocabulary and constructivist teaching strategies can lead to improved student learning outcomes in middle school classrooms. It continues to identify Sterman’s System Dynamics model as the most applicable change theory and highlights the need for continued educator training and support to successfully implement these approaches in practice.

Student(s):
Dane Swanson

Faculty Mentor:
Dr. Brandy Yee

Pursuing Vital Academic Change: Analyzing the Efficacy of Differentiation for 21st Century Learners

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As the modern education landscape continues to evolve, it is crucial for educators to adapt their teaching practices to meet the diverse needs of twenty-first-century learners. This education improvement plan examines the pursuit of identifying a necessary change in the field of education and evaluates the what, why, and how of the proposed change. The Problem of Practice statement guiding this plan for improvement is, “All students process information in unique, differing ways; educators must be willing to adapt their teaching practices to best fit the needs of their students to best educate twenty-first-century learners since expecting mastery and growth from all students with homogenous instruction is ineffective.” To answer this question, this thesis in praxis draws on Kotter, Duck, and Lewin’s change theories, Nadler & Tushman’s dimensions of change, the pragmatist paradigm, the systems perspective, and a thorough evaluation of the organization’s contexts. The key finding of this thesis is that differentiation is a necessary component of modern education if we want students to perform to their greatest potential. Educators must be willing to adapt their instruction to the unique needs of their students to create an effective and inclusive learning environment. This thesis contributes to the literature on educational change by offering a comprehensive evaluation of the what, why, and how of differentiation in education, which has significant implications for the future of education and provides a framework for educators to meet the needs of twenty-first-century learners best.

Student(s):
Melissa Tobey

Faculty Mentor:
Dr. Brandy Yee

The Importance of Parental Involvement for Special Education Students

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In special education, parents are essential team members in the Individualized Education Plan (IEP) process. Their support is imperative to best support students academically, behaviorally, and emotionally (Kasper, 2019). There is a systemic gap that needs to be filled between the current and future state of parental involvement within special education. This specific research aims to examine the issue of the lack of parental involvement in special education. Additionally, this research explores ways to increase involvement in organizations to better support students with special needs. Berkant et. al (2019) indicates “Every individual has their own unique characteristics and abilities. Regardless of their differences, everyone is equal before the law, has the right of education and learning, working, and social security” (p. 20). Parental involvement within special education is a social justice issue that needs to be addressed by leaders within every school organization. This research paper includes an Education Improvement Plan (EIP) that focuses on initiating positive change toward increasing parental involvement within special education to improve overall academic, behavioral, and emotional success for students with special needs. The change model used to frame this research incorporates Kotter’s Eight-Stage Process Model. Cawsey (2019) states “Kotter’s framework helps managers know what they should do, when they should take specific actions, and when and how they are ready to move to the next stage” (p. 47). This is an organized, sequence-based model that guided the research in the EIP process.

Student(s):
Laura Tougas

Faculty Mentor:
Dr. Lory Selby

Teacher Collaboration Impacts Students' Learning and Teacher’s Instruction

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Teacher collaboration fosters interaction and shared knowledge to assist students and support teacher instruction. The need to collaborate among math teachers contributes support in general but is a great support to those who are new teachers and those who need additional assistance providing instruction for students with different learning styles. Research has shown that in order to hold a positive, engaging, and collaborative system in schools, trust among teachers is essential. My findings combine the need for teachers to collaborate, share resources, and analyze data in order to effectively modify their instruction and supplement students' learning.

Student(s):
Sofia Vega

Faculty Mentor:
Dr. Terri Leon

Making it Easier or Harder? A Plan to Increase Rigor and Skills for Special Education Students

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Students with Individualized Educational Plans (IEP’s) are not meeting or even close to meeting grade-level standards by the time they graduate high school. Many high school special education students are more than four grade levels below in their reading, writing, and math skills. The educational improvement plan outlined would help in reducing those gaps of knowledge that special education students face. Kotter’s Eight Stage Process would be the change that best fits this problem of practice. This would be the best fitting because with this change model each phase must be followed in order. The most resistance to change will be during the first three steps of this change model, so these will be the most crucial steps. A sense of urgency for students with IEP’s to have higher skill levels in reading, writing, and math will assist in attaining the approval of the stakeholders needed to be involved in the change process.

Student(s):
Jennifer Velasco

Faculty Mentor:
Dr. Lisa Putnam

Collaboration for Change

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Abstract
A Southern California school that was once a top school in the state is facing decreased test scores that continue to fall further below standard. Test scores are decreasing because students are being taught using antiquated, traditional teaching methods that use low domains of learning and don’t engage the current generation of students. Frustrations are high, resulting in teacher burnout and increased tensions amongst students. Fights are becoming more common because students social-emotional needs are not being met. Students are being taught in isolated and impersonal settings. Teacher burnout is increasing because teachers’ workloads are too much. The current teaching methods are instructor-centered where most of the work falls on them rather than the students. We are planning to utilize collaborative teaching strategies to correct the issues at this school. Collaborative teaching utilizes student-centered group activities that foster students’ social-emotional well-being. Collaborative teaching also creates a deeper level of learning by using higher domains from Bloom’s Taxonomy. Collaborative teaching is socially driven, students work together, which will engage students for longer periods of time. Because the learning is student centered, the workload is transitioned from the teacher to the student. We will use Kotter’s 8 stage process to implement this educational improvement plan. A key first step is creating a coalition of 5 teachers to begin learning and implementing collaborative teaching. Our coalition will be open to observation from teachers and administrators to see our strategies at work. Eventually all teachers will be supported to teach collaboratively.

Student(s):
Eric Wells

Faculty Mentor:
Dr. Lisa Putnam

Intrinsic Motivation: A Beneficial Influence on Academic Achievement

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This project seeks to discover the influence that intrinsic motivation could potentially hold on restoring, increasing, and solidifying academic achievement, both in general and specifically following the COVID-19 Pandemic. The purpose of this study is to utilize influence from performing arts strategies, whose entire programs are built on creating opportunities to develop intrinsic motivation, and transferring that to an understanding of academic achievement. Following quarantine, many students still exhibit lingering effects of being imprisoned in their houses, forced to experience the joys of education from behind a screen. This has placed a dark aura of negative influence across education, creating faster burnout in teachers and a major lack of interest in students. By working to reinvigorate a desire and enjoyment of learning by creating relevant and fun opportunities, teachers can work together to create an environment that is refocused toward learning and the individual instead of the stress of grades, deadlines, and behavior. The methods to be used will be interview, first-person motivational demonstration, and open and clear communication from lead change agent to participants to create the greatest opportunity for transparency and buy-in. Together, we can foster a more positive environment that is stronger through collaboration and shared vision.

Student(s):
Brenden Yee

Faculty Mentor:
Dr. Lory Selby

Helping Asian American Students Navigate College and Cultural Expectations

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Family expectations and their impact on Asian American students have often been overlooked in the college setting due to their generally high achievements and graduation rates. However, many of them are faced with issues such as internalized expectations/pressure, mental health issues, and struggles with making decisions that satisfy both personal and familial interests. The goal of this education improvement plan is to provide support for the Asian American college student population, raising awareness about resources for mental wellness and tools to make decisions that promote familial and self-interest. The EIP will pull from Deszca’s and Ingol’s Change Path Theory and Beckhard and Hariss’ Managing Change Process. The theories can be applied to implementing professional development opportunities for advisors and faculty with the aim of stronger cultural proficiency about Asian American college students and to implement resources to educate Asian American college students on the importance of mental wellness and decision-making. It is the intent that the plan will result in promoting self-care and independence in Asian American College students when making important life decisions. The EIP may also lead to implications for future research about the Asian American community and the role they play in their culture in relation to their education. This includes looking deeper into the gender roles in families and how that influences Asian American children in education.

Student(s):
Shannon Yu, No other partners are involved in your program

Faculty Mentor:
Dr. Brandy Yee

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Graduate School of Education Research Poster Symposium

Student Abstracts

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