Goal

I. Write your goal/s: By the end of a 10-week data collection period, data from a 6-week (30 school days) period will be collected in randomly selected instructional periods in a high school setting IV classroom when daylight is present vs blacked out (i.e. no access to natural daylight). Data to be collected will be: a. Participation in class and work completion b. Time awake in class and time sleeping in class II. Questions to consider for your project A. Specific: 1. Who will be involved in the project? Myself (licensed sped teacher), Educational Support Professionals (ESP), high school students, Board Certified Behavior Analyst (BCBA) and/or Registered Behavior Technician (RBT) 2. What should be accomplished in the end? Determine how access to daylight affects students' participation in class. 3. Where will it take place and within what timeframe? A setting IV high school classroom during school hours. 4. What are the requirements or any potential impediments? A timeline for collecting data, data collection sheets and analysis of data, blackout curtains are required. Potential impediments include students opening the blackout curtains; in this case, data will be excluded from the analysis if the blackout curtains are removed/opened by a student to ensure fidelity of no access to daylight for this study. I have allotted 4 extra weeks (up to 20 school days) for extended data collection in the event that students will alter the blackout curtain, emergency events (i.e. lockdown, fire, tornado, or imminent risk in the classroom resulting in the classroom needing to be cleared due to student behavior). 5. What are the purposes for moving forward with these goals? To determine the effects of natural daylight and their implications on student participation. B. Measurable 1. Target dates. Fall semester 2026/December: complete a literature review of access to daylight in classrooms Spring Semester 2027/May: complete data collection and analysis *Target dates are subject to change* 2. Target evaluations-how you will know your project is effective. Based on data collection of participation and work completion and sleeping rates C. Achievable & Attainable 1. Are the right people in place to make it happen? Yes, however, in the event that an educational support professional is not available to assist in the classroom, data will be excluded as lack of support may be a contributing factor in student participation and work completion as well as sleeping rates. 2. Can we get it done in the timeframe imposed? Yes, I have allotted 4 extra weeks to collect data in the event of ESP absences and students altering the blackout curtain. 3. Are there enough resources to make it happen? Yes, black out curtains will need to be purchased by myself, and data sheets and analysis will be created via Google sheets. 4. Are all on board and excited about moving forward, and if not, what can be done to make this happen? Yes 5. What are the impediments, if any? Please see section A question 4. D. Realistic & Relevant 1. Can the project be accomplished with the resources in place? What might need to be changed ? How will you make this happen? Yes, if the blackout curtain is opened/moved frequently, an alternative may be needed (i.e. laminating black butcher paper and securing to the window on the outside so students do not have access to move it). 2. Will the project lead to the desired result? I believe so, plans are in place to ensure the data is collected with fidelity while specific exclusionary factors are outlined for specific scenarios. E. Timely 1. When does the project need to be completed? I believe the Spring semester of 2028 to present to peers and academic staff. 2. What is a timeframe that works? December 2027: Complete literature review, make any modifications to the goals and objectives, if needed. May 2027: Complete data tracking and analysis. Spring 2028: Prepare report/review, and present portfolio/project to SMSU peers and academic staff at SMSU. 3. What are the resources that are dependent upon its completion, and what time constraints might they impose? Classroom with access to an outer window for natural daylight, blackout curtain, and ESP attendance. ESP absences may pose a time constraint if frequently absent. 4. Define a clear finish and start date with a month, day, and year if possible Start: September 2026 End May 2028 III. Write possible objectives to meet your goal/s 1. By December 2026 conduct and document a comprehensive search of peer-reviewed literature on access to natural light and nonaccess (i.e. only overhead lighting). 2. By December 2026 compose a literature review on how classroom lighting (daylight access and adaptable artificial lighting) affects participation, work completion, and sleeping rates. 3. By January 2027 develop and document a clear methodological plan that includes procedure for manipulating lighting and blackout curtains, develop data tracking sheets, and a data analysis form via Google. 4. By February 1, 2027, data collection will begin. 5. By April 11th, 2027, within 10 weeks of starting data collection I will complete data collection that correlates to my literature review. 6. By May 2027, the data will be analyzed to prepare to complete my portfolio by the Spring Semester of 2028 for presentation.

chapter 1 (Galvan& Galvan, 2024); Question 2, A-D A. Yes, the authors clearly state who will be involved in the study and who will be eliminated from the study. B. Yes, the authors first guide the reader by providing empirical research outlining who will be included in the study, who will not be included, and what previous research will be disqualified from the study. The authors then cohesively outline the prevalence, gender differences, ethnic/racial differences, beliefs, association between the research and similar activities (i.e. cigarette smoking), and finally address future directions and limitations from the study. C. The reviews interpreted and critiqued the literature as it includes limitations of the studies and literature reviewed, as well as including multiple studies to ensure measurement had more than one group/population, however, many of the surveys included were self-reporting surveys, which may be flawed as some of the college students did not want to reveal their true use of waterpipes and/or cigarette smoking while others may have exaggerated their use/beliefs in the surveys to fit in with their personal beliefs of ‘the social norm’. The authors also included limitations as well as acknowledge the limited amount of research from primary empirical research due to the specifics of waterpipes and college students with their outlined exclusion list of students. The reviewers also note that the surveys sent out may have been flawed, as well as the respondent data. On page 216 of Galvan and Galvan, they acknowledge that in one specific survey sent to 3,600 randomly selected students, only 18.1% of the students completed the survey, which may flaw the results based on the slight number of respondents. D. Yes, I believe the reviews made an important contribution to knowledge due to the fact that there are relatively few studies on waterpipe smoking as well as having no research base of predictors of waterpipe smoking at the time of writing. I believe the reviewers have opened the door to potential predictors of waterpipe smoking research based on gender, ethnic/racial, and beliefs of waterpipe smoking. The reviewers also identified the limitations of generalization from surveys on waterpipe use.

What Types of Articles were used in Literature Review 6? Empirical research opens the review as it is clearly stated who will be included in the research and who will not be included in the research. The review then covers Literature Review Articles (LRA) to determine which past research, and academic journals will be included. In review 6, the authors identified 16 studies that had been published since 2001; seven studies were based on college students in the U.S. or Europe, and the remaining nine studies were from among college students in the Middle East.

The review then breaks into subtopics proving different types of research for all subtopics: -Prevalence of Waterpipe Use: Empirical and Quantitative -Gender Differences in Waterpipe Use: Empirical and Quantitative -Ethnic/Racial Differences in Waterpipe Use: Empirical, Quantitative and Qualitative as it includes information on current use (past month) and historical data from previous studies. -Beliefs About Waterpipe Smoking: Empirical, Quantitative and Qualitative (i.e. pencil and paper survey sent out for respondents to complete) -Associations Between Waterpipe Smoking and Cigarette Smoking: Empirical and Quantitative

Please see the attached PDF for my goals and objectives

· (89.68 KB)

ED 622/SPED 625: Goals and Objectives Planning Sheet I. Write your goal/s: My goal is to explore more collaboration and structure between ELL and special education staff. I want to look at early intervention outcomes and identification. I am specifically looking at support for multilingual learners who may also have special education needs. I would like to develop and evaluate a process that allows staff to communicate regularly, document student concerns and interventions, and monitor student progress consistently. II. Questions to consider for your project A. Specific: 1. Who will be involved in the project?

This will be collaboration between ELL and special education staff. I can see how general education staff would also be involved for data collection and outcomes. I think service providers would be involved depending on what services student get and any supports that are relevant to the student.

2. What should be accomplished in the end?

I would like to implement (or an intentional process) a collaborative effort and identification process between ELL and special education staff. An implemented, a shared process for documenting student concerns and interventions, and a consistent method for monitoring student progress and outcomes. At the end of the project, I would like to evaluate whether this process improved outcomes for dual identified students, and improve staff readiness to support dual identified students. 3. Where will it take place and within what timeframe?

I work for District 288. I would work with my supervisor and others in my district to develop a plan. We service a lot of students with IEPs and ELL students. We also have many that are dual identified. Numbers fluctuate. This will be in the spring of 2028 when I take the final portion of the this class. 4. What are the requirements or any potential impediments?

Access to students and staff.

5. What are the purposes for moving forward with these goals?

I really love working in special education and supporting ELL students. I also know the challenges these students face, and the challenges staff members face when trying to support.

B. Measurable

1. Target dates: Spring of 2028 or when we can start based on project requirements 2. Target evaluations-how you will know your project is effective: Utilizing data to support and measure outcomes. Feedback from staff, students and families C. Achievable & Attainable 1. Are the right people in place to make it happen? I think so. I work in a position where implementing this will be possible. I have students to work with that are dual identified. I also work regularly with ELL and special education staff. We do have students who are dual identified and we have students in other programs. I know our district supports us furthering our education and research. They will work with me to access other programs as well to help. 2. Can we get it done in the timeframe imposed? Yes, it is important to plan ahead and will be important for me to plan. 3. Are there enough resources to make it happen? Yes. 4. Are all on board and excited about moving forward, and if not, what can be done to make this happen? Yes, I think so. I will start talking to my colleagues and talk to Dr. Ullom and Dr. Pettit about my ideas, as well as input from professors from this course (and moving forward if that changes to others). 5. What are the impediments, if any? I don't see any at this time. D. Realistic & Relevant 1. Can the project be accomplished with the resources in place? What might need to be changed ? How will you make this happen? I think I need to sit down with my professors I want on my research committee and get feedback from classmates, professors and colleagues. Maybe this would change if I had other ideas or more useful areas that would benefit the students I work with. 2. Will the project lead to the desired result? I hope so. I think with mindful planning and organization, it will work out. E. Timely 1. When does the project need to be completed by? Spring 2028 for the final course for the research classes. 2. What is a timeframe that works? All of this needs to be completed when it is due. Planning will depend on when work is due and the semester ends. 3. What are the resources that are dependent upon its completion, and what time constraints might they impose? This will depend on what students I am working with, what coordination I need with my supervisor at work and other staff members that will be a part of it. 4. Define a clear finish and start date with a month, day and year if possible. This is due in the spring of 2028. Planning and research collection can happen earlier I think and I can plan ahead. III. Write possible objectives to meet your goal/s

·

· ED 622/SPED 625: Goals and Objectives Planning Sheet I. Write your goal/s: My goal is to explore more collaboration and structure between ELL and special education staff. I want to look at early intervention outcomes and identification. I am specifically looking at support for multilingual learners who may also have special education needs. I would like to develop and evaluate a process that allows staff to communicate regularly, document student concerns and interventions, and monitor student progress consistently. II. Questions to consider for your project A. Specific: 1. Who will be involved in the project?

· This will be collaboration between ELL and special education staff. I can see how general education staff would also be involved for data collection and outcomes. I think service providers would be involved depending on what services student get and any supports that are relevant to the student.

· 2. What should be accomplished in the end?

· I would like to implement (or an intentional process) a collaborative effort and identification process between ELL and special education staff. An implemented, a shared process for documenting student concerns and interventions, and a consistent method for monitoring student progress and outcomes. At the end of the project, I would like to evaluate whether this process improved outcomes for dual identified students, and improve staff readiness to support dual identified students. 3. Where will it take place and within what timeframe?

· I work for District 288. I would work with my supervisor and others in my district to develop a plan. We service a lot of students with IEPs and ELL students. We also have many that are dual identified. Numbers fluctuate. This will be in the spring of 2028 when I take the final portion of the this class. 4. What are the requirements or any potential impediments?

· Access to students and staff.

· 5. What are the purposes for moving forward with these goals?

· I really love working in special education and supporting ELL students. I also know the challenges these students face, and the challenges staff members face when trying to support.

· B. Measurable

1. Target dates: Spring of 2028 or when we can start based on project requirements 2. Target evaluations-how you will know your project is effective: Utilizing data to support and measure outcomes. Feedback from staff, students and families C. Achievable & Attainable 1. Are the right people in place to make it happen? I think so. I work in a position where implementing this will be possible. I have students to work with that are dual identified. I also work regularly with ELL and special education staff. We do have students who are dual identified and we have students in other programs. I know our district supports us furthering our education and research. They will work with me to access other programs as well to help. 2. Can we get it done in the timeframe imposed? Yes, it is important to plan ahead and will be important for me to plan. 3. Are there enough resources to make it happen? Yes. 4. Are all on board and excited about moving forward, and if not, what can be done to make this happen? Yes, I think so. I will start talking to my colleagues and talk to Dr. Ullom and Dr. Pettit about my ideas, as well as input from professors from this course (and moving forward if that changes to others). 5. What are the impediments, if any? I don't see any at this time. D. Realistic & Relevant 1. Can the project be accomplished with the resources in place? What might need to be changed ? How will you make this happen? I think I need to sit down with my professors I want on my research committee and get feedback from classmates, professors and colleagues. Maybe this would change if I had other ideas or more useful areas that would benefit the students I work with. 2. Will the project lead to the desired result? I hope so. I think with mindful planning and organization, it will work out. E. Timely 1. When does the project need to be completed by? Spring 2028 for the final course for the research classes. 2. What is a timeframe that works? All of this needs to be completed when it is due. Planning will depend on when work is due and the semester ends. 3. What are the resources that are dependent upon its completion, and what time constraints might they impose? This will depend on what students I am working with, what coordination I need with my supervisor at work and other staff members that will be a part of it. 4. Define a clear finish and start date with a month, day and year if possible. This is due in the spring of 2028. Planning and research collection can happen earlier I think and I can plan ahead. III. Write possible objectives to meet your goal/s