Katherine Becks- 3 part assignment
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RevisedInstructionsandRubricWeek4StrategicProblemSolvingActivity3-Monitoringadjustingandcommunicatingprogress.docx
Strategic Problem-Solving – Activity Three -Monitoring, Adjusting, and Communicating Progress
Instructions and Rubric for Submission (W4LO4, W4LO7, W4LO8, CLO3, CLO4)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric
I. Memo #3:
You will continue to assume the role of a new hypothetical principal at a campus as you respond to the issues related to the Agricultural Science Program found in the letter of concern by the hypothetical superintendent. As in the last strategic problem-solving assignment, the letter is found in the resource packet. Prepare a four-paragraph written memo that addresses the following prescribed actions (superintendent directives):
a) Develop and share new system of gathering and reporting data to measure continuous sustainable improvement.;
VERY IMPORTANT RUBRIC REQUIREMENT – The new system of gathering and reporting data must reflectively evaluate program improvement and communicate about compliance with laws, rights, policies, and regulations that promote sustainable student success. I recommend a statement directly related to the harassment that has been identified.
b) Develop and share efforts at developing student leadership/capacity;
c) Identify and report needed resources for sustained improvement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, use the Stage 3 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
a) Initiated a collaborative review process identified in a timeline – paragraph one;
b) Included students in the teaching of values/ acceptable behaviors to peers – paragraph two;
c) Distributed leadership on the instructional team – paragraph three;
d) Considered the impact of future resources – paragraph four.
In the memo, you should write one paragraph on each individual stage three building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation
Attach simulated documentation that supports your four-paragraph memo to the superintendent.
* Agendas
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.)
* How does this response make sense?
* Describe how the response fits with the established criteria and models the elements found in the building blocks?
* What issues did the response address?
* In what other way could this issue be addressed and prove equally or more successful?
The Rubric Is Located On The Next Page – Attach Your Assignment After The Rubric And Submit It In Blackboard
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W4LO4 – The student will collect and analyze data and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development using a multi-year action plan. (CLO4) |
Candidate discussed the collection or use data to develop resourcing plan.
0 points |
Candidate simulated the collection of data aligned to the school’s goals and priorities.
7 points |
Candidate simulated the collection and analysis of quantitative and qualitative data to ethically and equitably develop structures, within a resourcing plan that included staff time, student scheduling, dollars, and tools to support the implementation of an action plan.
8 points |
Candidate simulated the collection and analysis of quantitative and qualitative data to ethically and equitably develop structures, within a resourcing plan that included staff time, student scheduling, dollars, and tools to support the implementation of a sustainable multi-year action plan aligned to the school’s goals and priorities.
10 points |
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Candidate discussed the development or implementation of an action plan that impacts management, communication, assessment, and operation systems. 0 points |
Candidate simulated the collection of data to support the development of an action plan.
7 points
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Candidate simulated the collection of data to support the development of a multi-year action plan that impacted management, communication, assessment, and operation systems.
8 points |
Candidate simulated the collection of data to support the development of a multi-year action plan and implemented data driven changes in practice, procedures, and/or policies needed to support improvement efforts that impacted management, communication, assessment, and operation systems.
10 points |
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W4LO7 – The student will determine key supporters and allies to invest in action plan and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student success and well-being. NELP 6.3 SBEC_Pillar.9
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Candidate discussed a. the involvement of supporters or allies in an action plan. b. a concern for policy, laws, regulations, or procedures.
0 points |
Candidate simulated: a. the involvement of community supporters in the development of an action plan. b. a discussion regarding where to locate appropriate policy and regulations regarding equity issues at the campus.
7 points |
Candidate simulated the involvement of community supporters and allies in the development of an action plan and a. reported progress to the school superintendent. b. promoted student success by communicating appropriate policy, laws and regulations regarding ethical and equity issues to campus administrators.
8 points |
Candidate simulated a. the involvement and investment of community supporters and allies in the development of an action plan and reported progress to the school superintendent, community organizations, and parental support groups. b the promotion of student success by communicating appropriate policy, laws and regulations regarding ethical and equity issues to multiple groups of key stakeholders.
10 points |
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Mechanics |
5 or more spelling or grammatical issues. 0 points
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No more than 4 spelling or grammatical errors.
3 points |
No more than 3 spelling or grammatical errors.
4 points |
No more than 2 spelling or grammatical errors.
5 points |
Activity 3 – Monitoring, Adjusting, & Communicating Progress: Use the following rubric to guide your work.
Submit your assignment below:
