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9/5/22, 7:20 PM Module 3 Application

https://ace.instructure.com/courses/1887883/assignments/15612021 1/6

Module 3 Application

Due Sunday by 11:59pm Points 100 Submitting a text entry box, a website url, a media recording, or a file upload

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Researching Diversity Submit the assignment by 11:59 PM PT Sunday of Module 3.

In the Module 3 application, you will research trends, issues, evidence-based remediation practices, the learning preferences of the selected student group, and the identified achievement gap. Your goal in this application is to discover as much as you can about your selected student group.

For the purposes of this assignment, a trend is defined as a pattern of gradual change in an average or general series of data points to move in a certain direction over time. Example: From 2010-2014, state achievement tests show a slight reduction in the achievement gap between low- income students and all students at Reagan High School, typically a reduction of 1 to 3 percentage points. The key to detecting a trend is to collect and analyze data over multiple, sequential years. An issue, then, is defined is as an important topic or problem of debate arising from a trend. Example: Despite the slight reduction in the achievement gap between low-income and other students, Reagan High School recognizes the need to further reduce the achievement gap.

Directions:

1. Create a Word document for your response. Use APA format for the paper, title page, references page, and in-text citations.

2. Compose an introduction and conclusion for your paper. 3. Follow the “Student Group Research” directions to complete the table and four questions. 4. Follow the directions to submit your final Word document.

Student Group Research

9/5/22, 7:20 PM Module 3 Application

https://ace.instructure.com/courses/1887883/assignments/15612021 2/6

Continue to research your selected student group. Use the internet and other reference sources. Compose introductory and concluding paragraphs for the table and subsequent questions. Create the table in the Word or text document (see table template and example table below), and complete the following:

Introduce the student group you have selected by providing demographic data. Identify the achievement gap experienced by the student group. Use data to support the presence of the gap. Identify trends, issues, evidence-based remediation practices, and learning preferences related to the student group. For example, you might look at achievement patterns, graduation rates, learning preferences, and evidence-based strategies proven effective with your selected group of learners. Incorporate information from one peer-reviewed article outside course readings. Cite the articles in APA format in your response with a full APA references page at the end of your response. http://www.apastyle.org/learn/tutorials/index.aspx (http://www.apastyle.org/learn/tutorials/index.aspx)

As a supplement to the table, respond to each of the four sections below in a well-developed paragraph using the subheads Trends, Student Issues, Practices, and Learning Preferences. Follow APA format.

Trends – What trends related to this student group are evident at your selected school? How is the school currently addressing these trends? Student Issues – What issues related to this student group are evident at your selected school? How is the school currently addressing these issues? Practices – What suggested evidence-based remediation/accommodation practices are in use for this student group at your selected school? What practices would you like to see implemented? What specific practice will you address in your Module 4 lesson plan? How can you incorporate Universal Design for Learning (UDL) principles? Learning Preferences – What are the learning preferences of the student group? How does your selected school address the group’s learning preferences? For your conclusion paragraph, describe the takeaway message from your educational researcher findings. Comment about future research ideas.

Student Group (Provide demographic data):

Achievement Gap (Use data to identify the gap):

Trends Issues

Evidence-Based Remediation/

Accommodation Practices

Learning Preferences

9/5/22, 7:20 PM Module 3 Application

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Example Table with Notes:

Student Group (Provide demographic data): At Reagan High School, 69% of the student population is classified as low-income.

Achievement Gap (Use data to identify the gap): State achievement test results show that a gap of 47% exists in mathematics between 10 grade, low-income African American students and higher income white and Hispanic students.

Trends Issues

Evidence-Based Remediation/

Accommodation Practices

Learning Preferences

From 2010-2014, state achievement tests show a slight reduction in the achievement gap between low-income students and all students at Reagan High School, typically a reduction of 1 to 3 percentage points.

NOTE: Use the state achievement exam data over multiple years to determine a trend. Many schools already have these data.

Despite a major initiative at the school and the slight reduction in the achievement gap between low-income and other students, Reagan High School recognizes the need to further reduce the achievement gap.

NOTE: The issue emerges from the trend.

More active coursework with extended time on task, including extending the school day using a flexible schedule (Olatokunbo, 2013)

NOTE: This information may come from evidence-based practices used by your school or research. If research is used, cite the author and year as shown and include on the references page.

Expressive, creative, oral expression (Willis, 1989)

NOTE: This information comes from research. Cite the author and year as shown, and include on the references page.

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