Learning and Instruction – Student Achievement Data Analysis Paper Role: You are an assistant principal at your school. Goal: To assist your school principal in examining poor student academic performance

Assignment 2

Learning and Instruction – Student Achievement Data Analysis Paper

Role: You are an assistant principal at your school. Goal: To assist your school principal in examining poor student academic performance in one specific area of your school’s curriculum and developing a curriculum improvement and support plan to address the concern.

Product: Create a 6–8-page (not counting the cover or reference pages) paper that addresses the issues of realigning and/or changing instructional practice based on student achievement data. Integrate a minimum of five (5) peer-reviewed, scholarly sources of literature (2018-2023) to identify the current state of scholarship on this topic. Include the following components in the examination:

Part A. After analyzing your school students’ achievement data and identifying a low achieving course (algebra, language arts, biology, etc.), evaluate its curriculum. The evaluation should include:

1. Analysis of students’ achievement data, identifying a low achieving course, and illustrating the data using graphs.

2. Analysis of alignment between standards, goals, and objectives: Are these elements aligned? Do the goals and objectives address all the content knowledge, skills, and dispositions included in the standards?

3. Analysis of unit or lesson plans: are the activities aligned to the goals and objectives? Explain if and how the learning activities adopt a culturally responsive education framework. How are the activities and instructional resources inclusive of students from all backgrounds? What type of students may be excluded in these activities?

 4. Analyze the assessments. Do they assess all the components of the instructional objectives? Combined, do they assess all the content knowledge, skills, and dispositions included in the goals and the standard? Do they offer different opportunities for a diverse body of students to demonstrate learning? Explain.

5. Description of integration of technology in the curriculum. Do any of the goals, objectives, activities, instructional resources, or assessments integrate the use of technology? Are there activities designed to help students develop their digital literacy in class and to promote digital equity? Describe.

Part B. For the same course, analyze instructional practices by observing classes, examining coursework, or interviewing the teachers. Address:

1. The type of activities done in class (student-centered, teacher-centered, individual, collaborative, etc.) 2. The strategies used to engage students.

3. The type of resources used: are the instructional resources inclusive of students from all backgrounds? What type of students may be excluded from these activities?

4. The use of technology in the class. What technology tools are used to teach or to assess students’ learning? How do the class activities help students to develop their digital literacy? How do the activities promote digital equity? What support systems or resources are available for students to develop their digital literacy? Describe.

Part C. Offer feedback to the teachers to improve the curriculum and to analyze and change some instructional practices. Write detailed feedback to improve the curriculum and practices by:

1. Highlighting curricular alignment.

2. Writing specific suggestions on how to improve the instructional objectives (adding missing content knowledge skills, or dispositions, addressing both high and low levels of learning,

3. Addressing cognitive, affective, or psychomotor taxonomies, adding behavior, conditions, or degree of mastery).

4. Recommending improvements of activities, instructional resources, and assessments so they focus on equity and inclusion of diverse student population in the curriculum.

 5. Recommending the integration of technology by using technology tools as instructional resources for learning activities and assessments.

6. Suggesting non-academic tasks to promote services that support equity, digital literacy, and the school’s academic and non-academic systems.

The components of Parts A, B , and C should include clear examples. Write the paper using a scholarly tone and follow APA 7 guidelines. Support your work with a minimum seven (7) peer-reviewed, scholarly sources of literature (2018-2023). One of the citations must be from you course textbook.

Assignment Outline Introduction – Give an overview of the assignment

Part A: Curriculum Evaluation

·       Alignment between standards, goals, and objectives

·        Analysis of units or lesson plans

·       How activities are culturally responsive and inclusive

·       Analysis of assessments

·        Integration of technology

Part B: Evaluation of instructional practices

·       Evaluation of class activities

·        Resources’ potential for including / excluding students

·        Analysis of technology curriculum

Part C: Feedback

·       Recommend – improve instructional objectives and resources

·       Implement high-quality technology-rich curricular

·       Implement high-quality and equitable practices

Conclusion – Summarize the narrative

 

Other General Assignment Guidelines

·       Based on the guidelines outlined above, create a 6–8-page (not counting the cover or reference pages) narrative essay that addresses and includes all bulleted points above.

·        At a minimum, use the subheadings listed in the assignment to organize your paper

·       Select at a minimum seven (7) peer-reviewed, scholarly sources of literature (2018-2023) to identify the current state of scholarship on your topic.

·       Include a Fischler College of Education APA 7 standard cover page fse_standard_format.pdf

·       Include a properly formatted reference page/list, in APA 7 format, for all the research resources examined and included in the paper.