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Week 5 Assignment 2 – Culminating Project (94 Points)
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Overview
This assignment is intended to be an implementable plan for educational equity in your school, district, or organization. The project can take the form of an equity audit or a strategic plan for diversity, equity, access, and excellence. You are to consider the approaches to equity, diversity, and cultural proficiency presented during the course to complete your project. The culminating project will consist of two parts – a scholarly four to six-page paper and a PowerPoint presentation developed to present the plan.
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During this week’s activities, you will:
1.     Attend or view the recording of the weekly web conference.
2.     View the Week 5 Videos.
3.     Complete the Week 5 Readings.
4.     Submit the Diversity Knowledge Post Survey.
5.     Submit the culminating project.
6.     Submit the interim practicum/internship log.
7.     Submit the final course reflection.
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Week 5 targets the following Course Learning Outcomes
·        CLO 1: Demonstrate the capability to support the development of culturally responsive practices among teachers and staff so they can recognize, confront, and alter institutional biases and diversity that results in student marginalization, deficit-based schooling and low expectations.
·        CLO 3: Engage in self-exploration and reflection of personal attitudes, beliefs, and assumptions regarding diversity and equity.
·        CLO 5: Develop a comprehensive final project the supports culturally responsive practices and promotes awareness and appreciation of diversity throughout the campus and community.
·        CLO 6: Exemplify requisite program requirements.
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Week 1 Learning Outcomes
Candidates will:
·        W5LO 1: Document knowledge of diversity and equity, and performance of culturally proficient leadership. (CLO 3)
·        W5LO 2: Create culminating final project. (CLO 1, CLO 5)
·        W5LO 3: Complete interim practicum/internship log. (CLO 6)
·        W5LO 4: Compose final course journal reflection. (CLO 3)
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Week 5 Assignment Culminating Project (94 points) (W5LO 2, CLO 5)
Due Week 5
The culminating project is intended to be an implementable plan for educational equity in your school, district, or organization. The project can take the form of an equity audit or a strategic plan for diversity, equity, access, and excellence. Consider the approaches to equity, diversity, and cultural proficiency presented during the course to complete your project. The culminating project will consist of two parts – a scholarly four to six-page paper and a PowerPoint presentation developed to present the plan.
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Directions:
1.     Begin by clearly identifying issues of inequity or biases within the school, district, or organization. Many inequities and biases students face in school are implicit and unintentional, hidden in day-to-day practices, school traditions, and quiet interactions. It can be especially difficult to recognize the sorts of challenges students or families face when we have never faced those challenges ourselves. Areas of possible review include the three key equity issues – teacher quality equity (teacher certification, teacher education, teacher experience, teacher mobility), programmatic equity (special education, gifted and talented, bilingual education, student discipline), and achievement equity (state testing results, dropout rates, graduation tracks, SAT/ACT/AP/IB performance).
2.     Submit a 4-6 page (excluding title page and reference page) scholarly paper using APA style based on the assessment criteria below. Submit as a word document to Bb.
3.     Submit a PowerPoint presentation developed to present your plan. Submit as an attachment to Bb.
Assessment Criteria:
1.     Application of the Cultural Proficiency Framework.
2.     Description of organizational target (school, district, leadership, staff) and demographic data for all stakeholders – administration/faculty/staff, families, community, etc.
3.     Clearly identified a systemic inequity or bias area and rationale for your area of focus. Areas of possible review include the three key equity issues – teacher quality equity (teacher certification, teacher education, teacher experience, teacher mobility), programmatic equity (special education, gifted and talented, bilingual education, student discipline), and achievement equity (state testing results, dropout rates, graduation tracks, SAT/ACT/AP/IB performance).
4.     Analysis and Development of Plan - Include the following:
a.      Analysis of why the inequity might be occurring
b.     Identification of additional data that need to be collected and assessed
c.      Specific action items and implementation steps
d.     Key stakeholders
e.      Responsible parties for action
f.      Desired equitable outcomes and measurement of outcomes – include immediate-term solutions and long-term solutions
g.      Possible challenges and opportunities
5.     Description of how and when you plan to assess the efficacy of the plan.
6.     Description of how your own identities (race, gender, professional role, etc.) may impact your plan.
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Rubric
Use the following Rubric to guide your work on the Week 5 Assignment 2.
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Week 5 Tasks |
Unacceptable/ Â |
Needs Improvement/ |
Proficient/ |
Accomplished/ |
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Culminating Project – Paper  Cultural Proficiency Framework  (8 Points) |
The candidate shows lack of evidence of application of cultural proficiency framework. |
The candidate shows limited evidence of application of cultural proficiency framework. |
The candidate shows evidence of application of cultural proficiency framework. |
The candidate clearly shows strong evidence of application of cultural proficiency framework. |
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Culminating Project – Paper  Organizational Target and Demographics  (8 Points) |
The candidate did not submit a description of the organizational target and demographic data for stakeholders AND/OR Did not demonstrate knowledge and skills as indicated in the performance outcomes. (Points: 0-3) |
The candidate submitted a vague description of the organizational target and demographic data for stakeholders and minimally demonstrates knowledge and skills as indicated in the performance outcomes. (Points: 4) |
The candidate submitted a description of the organizational target and demographic data for stakeholders and demonstrates knowledge and skills as indicated in the performance outcomes. (Points: 6) |
The candidate submitted a thorough description of the organizational target and demographic data for stakeholders and thoroughly demonstrates knowledge and skills as indicated in the performance outcomes. (Points: 8) |
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Culminating Project – Paper  Equity or Bias Area and Rational  (8 Points)  |
The candidate did not identify a systemic inequity or bias area. AND/OR and Did not provide the rationale for the area of focus. (Points: 0-3) |
The candidate vaguely identified a systemic inequity or bias area and vaguely provided the rationale for the area of focus. (Points: 4) |
The candidate identified a systemic inequity or bias area and provided the rationale for the area of focus. (Points: 6) |
The candidate clearly identified a systemic inequity or bias area and thoroughly provided the rationale for the area of focus. (Points: 8) |
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Culminating Project – Paper  Analysis and Development of Plan  (24 Points)  |
The candidate does not respond all aspects of the section AND/OR Does not demonstrate knowledge and skills as indicated in the performance outcomes. ·     Analysis of why the inequity might be occurring. ·     Identification of additional data that need to be collected and assessed. ·     Specific action items and implementation steps ·     Key stakeholders ·     Responsible parties for action ·     Desired equitable outcomes and measurement of outcomes – include immediate-term solutions and long-term solutions ·     Possible challenges and opportunities AND/OR Does not respond to this section. (Points: 0-15) |
The candidate vaguely responds all aspects of the section and vaguely demonstrates knowledge and skills as indicated in the performance outcomes. ·     Analysis of why the inequity might be occurring. ·     Identification of additional data that need to be collected and assessed. ·     Specific action items and implementation steps ·     Key stakeholders ·     Responsible parties for action ·     Desired equitable outcomes and measurement of outcomes – include immediate-term solutions and long-term solutions ·     Possible challenges and opportunities (Points: 16)  |
The candidate responds all aspects of the section and demonstrates knowledge and skills as indicated in the performance outcomes. ·     Analysis of why the inequity might be occurring. ·     Identification of additional data that need to be collected and assessed. ·     Specific action items and implementation steps ·     Key stakeholders ·     Responsible parties for action ·     Desired equitable outcomes and measurement of outcomes – include immediate-term solutions and long-term solutions ·     Possible challenges and opportunities (Points: 20)  |
The candidate thoroughly responds all aspects of the section and thoroughly demonstrates knowledge and skills as indicated in the performance outcomes. ·     Analysis of why the inequity might be occurring. ·     Identification of additional data that need to be collected and assessed. ·     Specific action items and implementation steps ·     Key stakeholders ·     Responsible parties for action ·     Desired equitable outcomes and measurement of outcomes – include immediate-term solutions and long-term solutions ·     Possible challenges and opportunities (Points: 24) . |
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Culminating Project – Paper  Plan Assessment  (8 Points) |
The candidate does not describe how and when you plan to access the efficacy of the plan. (Points: 0-3). |
The candidate vaguely describes how and when you plan to access the efficacy of the plan. (Points: 4) |
The candidate describes how and when you plan to access the efficacy of the plan. (Points: 6) |
The candidate thoroughly describes how and when you plan to access the efficacy of the plan. (Points: 8) |
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Culminating Project – Paper  Description of Identities  (8 Points) |
The candidate does not describe how their own identities (race, gender, professional role, etc.) may impact the plan. (Points: 0). |
The candidate vaguely describes how their own identities (race, gender, professional role, etc.) may impact the plan. (Points: 4) |
The candidate describes how their own identities (race, gender, professional role, etc.) may impact the plan. (Points: 6) |
The candidate thoroughly describes how their own identities (race, gender, professional role, etc.) may impact the plan. (Points: 8) |
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Culminating Project – Paper  General Use of APA Style and Clarity of Writing  (10 Points) |
·  Surface errors disrupt the meaning of the paper and make the paper difficult to read. ·  Paper lacks well organized paragraphs. ·  Extensive proof-reading needed. ·  Does not adhere APA style. ·  In-text citations are not consistent with APA style. ·  Multiple problems with mechanics and grammar exist. ·  Numerous errors with spacing and formatting. ·  Title page is not formatted per APA. ·  References do not match text citations, ·  References are not formatted per APA (more than two errors) Points: 0-5 |
·  Surface errors disrupt the meaning of the paper and make the paper difficult to read. ·  Some paragraphs well organized. ·  Many misappropriate word usage errors (effect vs affect) ·  Adheres to APA style inconsistently. ·  In-text citations may exist, but are not consistent with APA style. ·  Multiple problems with mechanics and grammar exist. ·  Numerous errors with spacing and formatting. ·  Title page is formatted per APA with more than two formatting errors. ·  References match text citations. ·  References are not formatted per APA style (more than two, but less than five errors). Points: 6  |
·  Paper read adequately. ·  Most paragraphs well organized. ·  Some misappropriate word usage errors (effect vs affect) ·  Adheres to APA style with minor violations. ·  Few problems with mechanics and grammar exist. ·  Some minor errors with spacing and formatting. ·  Title page is formatted per APA with no more than two formatting errors. ·  References match text citations. ·  References are formatted per APA style with no more than two APA errors. Points: 8  |
·  Writing is very easy to understand, clear, and not vague. ·  Paragraphs well organized. ·  Appropriate word selection. ·  Adheres to APA style accurately and consistently; citations within the paper follow APA format. ·  Double-spaced throughout. ·  Pages are numbered correctly ·  The paper is typed in 12-point Times New Roman font. ·  The paper is polished and grammatically error free. ·  Title page is formatted per APA. ·  References accurately match text citations – all cited sources in text are present in references and no references not cited in the body are present in the reference section. ·  References are correctly formatted per APA style. Points: 10 |
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Culminating Project – PowerPoint  (20 Points) |
Organization ·  All parts of the plan are not presented. Information Balance ·  Few slides outline or supplement a major point. ·  Slides often visually overload or contain small font. Too many or too few words. ·  Hard to follow sequence. Graphics and Language: ·  Few graphics used, and many are confusing, or graphics ineffective in presenting material. ·  Slides contain many grammatical or spelling errors. Points: 0-15  |
Organization ·  All parts of the plan are vaguely presented. Information Balance ·  Some slides outline or supplement a major point. ·  Most don’t visually overload or contain small font. ·  Hard to follow sequence. Graphics and Language: ·  More graphics needed to illustrate topic of slide in an effective manner. ·  Some grammatical or spelling errors (more than two, but less than five errors). Points: 16  |
Organization ·  All parts of the plan are presented. Information Balance ·  Most slides outline of supplement a major point. ·  Most don’t visually overload or contain small font. ·  Sequence of ideas mostly logical. Graphics and Language: ·  Graphics often illustrate topic of slide effectively. They almost always explain complex issues in a clear manner ·  Few grammatical or spelling errors (no more than two errors). Points: 18 |
Organization ·  All parts of the plan are thoroughly and fully presented. Information Balance ·  Each slide outlines or supplements a major point or details a previous point. ·  Doesn’t visually overload or contain small font – all text clearly visible. ·  Completely logical sequence of slides. Graphics and Language: ·  Graphics used to illustrate topic of slide in an effective manner. All graphics explain complex issues in a clear manner. ·  No grammatical or spelling errors. Points: 20 |
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