Implementing a Startegic Plan Due by 1159pm EST

Implementing a Startegic Plan
Due: by 11:59pm EST on Sunday at the end of Unit 8
This is where we put all of our knowledge from this mod
together. This is the final part of the
strategic plan: implementation!
Using the report (elementary, high school, or university)
selected to complete Phase 1 and the
issues identified in Phase 2 of the Final Project, please write a
paper that includes the following:
I. How would you address the issues previously identified?
II. Who would you involve in implementing the actions to
address the issues?
III. How would you involve these people?
IV. How would you determine the effectiveness of your plan?
What data will you collect and analyze
to determine whether or not your plan was successful?

While there is no minimum or maximum number of pages for
the paper, please be certain that
you have written enough to meet the criteria listed in the rubric.
The paper must use APA
formatting, including double spacing, a running head, cover
page, and page for references. If you
would like to include tables and figures in the paper, please feel
free to do so; however, this is
not expected. Please be certain to use APA formatting for all
tables and figures.
Students: Be sure to read the criteria in the rubric on the next
page, by which your project
will be evaluated, before you write, and again after you write.
EDU515 – Measurement and Metrics
Unit 8 Final Project Phase #3
Evaluation Rubric for Final Project Phase 3: Implementing a
Strategic Plan
CRITERIA Novice Proficient Exemplary

Addressing
Significant
Issues
(20 points)
Unclear or missing analysis of
issues tied to the action plan and/or
less than 3 course readings and
resources. Action plan somewhat
demonstrates an understanding of
the importance of developing a
strategic plan that addresses the
needs of all stakeholders, with a
focus on improving the
organization to meet the needs of
the students. Issues were not linked
to the data provided in the plan.
0-13 points
Clear analysis of issues tied to

the action plan and to 3 course
readings and resources. Action
plan demonstrates a clear
understanding of the importance
of developing a strategic plan
that addresses the needs of all
stakeholders, with a focus on
improving the organization to
meet the needs of the students.
Issues are linked to the data
provided in the plan.
14-17 points
Clear, consistent, and thorough
analysis of issues tied to the action
plan and to more than 3 course
readings and resources. Action plan
demonstrates a thorough and

detailed understanding of the
importance of developing a strategic
plan that addresses the needs of all
improving the organization to meet
the needs of the students. Issues are
clearly and effectively linked to the
data provided in the plan.
18-20 points
Stakeholders
Involved in
Action Plan
(20 points)
Unclear or missing focus on
developing partnerships with all
relevant stakeholders in creating a
vision, mission and goals, and
engaging these stakeholders to

assist in the development of a
strategic plan.
0-13 points
Mostly clear focus on
relevant stakeholders in creating
a vision, mission and goals, and
strategic plan.
14-17 points
Clear, consistent, and convincing
focus on developing partnerships
with all relevant stakeholders in
creating a vision, mission and goals,
and engaging these stakeholders to
strategic plan.

18-20 points
Plan for
Stakeholder
Involvement
(20 points)
Outline of necessary steps for
involving stakeholders in the
creation and implementation of the
action plan is unclear, illogical, or
missing. Details for leader
involvement in the change process
are missing or unclear.
0-13 points
Provided outline of necessary
steps for involving stakeholders
in the creation and
implementation of the action
plan. Some details for the

involvement of the leader in the
change process are provided.
14-17 points
Provided detailed and clear outline
of necessary steps for involving
stakeholders in the creation and
implementation of the action plan.
Detailed involvement of the leader
in the change process.
18-20 points
Plan
Effectiveness/
Types of
Data
Collection
(30 points)
Did not provide details on the
importance of data collection and

analysis to determine what changes
need to be made to the practices in
the organization or details were
unclear. Criterion of the action plan
was not directly tied to at least one
data point/assessment measure to
determine whether or not that
action step was effective.
0-20 points
Provided some details on the
importance of data collection
and analysis to determine what
changes need to be made to the
practices in the organization.
Some criterion of the action plan
is directly tied to at least one
data point/assessment measure
to determine whether or not that

21-26 points
Provided clear and detailed
emphasis on the importance of data
collection and analysis to determine
what changes need to be made to the
practices in the organization. Each
criterion of the action plan is directly
tied to at least one data
point/assessment measure to
determine whether or not that action
step was effective.
27-30 points
Professional
Writing and
Format
(10 points)
Errors impede professional

presentation; guidelines not
followed.
0-6 points
Few errors that do not impede
professional presentation.
7-8 points
Writing and format is clear,
professional, APA compliant, and
error free.
9-10 points
Total Points for Assignment 100 Points
Implementing a Startegic Plan
Due: by 11:59pm EST on Sunday at the end of Unit 8

This is where we put all of our knowledge from this mod
together. This is the final part of the
strategic plan: implementation!
Using the report (elementary, high school, or university)
selected to complete Phase 1 and the
issues identified in Phase 2 of the Final Project, please write a
paper that includes the following:
I. How would you address the issues previously identified?
II. Who would you involve in implementing the actions to
address the issues?
III. How would you involve these people?
IV. How would you determine the effectiveness of your plan?
What data will you collect and analyze
to determine whether or not your plan was successful?
While there is no minimum or maximum number of pages for
the paper, please be certain that
you have written enough to meet the criteria listed in the rubric.
The paper must use APA
formatting, including double spacing, a running head, cover
page, and page for references. If you
would like to include tables and figures in the paper, please feel

free to do so; however, this is
not expected. Please be certain to use APA formatting for all
tables and figures.
Students: Be sure to read the criteria in the rubric on the next
page, by which your project
will be evaluated, before you write, and again after you write.
EDU515 – Measurement and Metrics
Unit 8 Final Project Phase #3
Evaluation Rubric for Final Project Phase 3: Implementing a
Strategic Plan
CRITERIA Novice Proficient Exemplary
Addressing
Significant
Issues
(20 points)
Unclear or missing analysis of
issues tied to the action plan and/or

less than 3 course readings and
resources. Action plan somewhat
demonstrates an understanding of
the importance of developing a
strategic plan that addresses the
needs of all stakeholders, with a
focus on improving the
organization to meet the needs of
the students. Issues were not linked
to the data provided in the plan.
0-13 points
Clear analysis of issues tied to
the action plan and to 3 course
readings and resources. Action
plan demonstrates a clear
understanding of the importance
of developing a strategic plan
that addresses the needs of all

improving the organization to
meet the needs of the students.
Issues are linked to the data
provided in the plan.
14-17 points
Clear, consistent, and thorough
analysis of issues tied to the action
plan and to more than 3 course
readings and resources. Action plan
demonstrates a thorough and
detailed understanding of the
importance of developing a strategic
plan that addresses the needs of all
improving the organization to meet
the needs of the students. Issues are

clearly and effectively linked to the
data provided in the plan.
18-20 points
Stakeholders
Involved in
Action Plan
(20 points)
Unclear or missing focus on
relevant stakeholders in creating a
vision, mission and goals, and
strategic plan.
0-13 points
Mostly clear focus on
relevant stakeholders in creating

a vision, mission and goals, and
strategic plan.
14-17 points
Clear, consistent, and convincing
focus on developing partnerships
with all relevant stakeholders in
creating a vision, mission and goals,
and engaging these stakeholders to
strategic plan.
18-20 points
Plan for
Stakeholder
Involvement
(20 points)
Outline of necessary steps for

involving stakeholders in the
creation and implementation of the
action plan is unclear, illogical, or
missing. Details for leader
involvement in the change process
are missing or unclear.
0-13 points
Provided outline of necessary
steps for involving stakeholders
in the creation and
implementation of the action
plan. Some details for the
involvement of the leader in the
change process are provided.
14-17 points
Provided detailed and clear outline
of necessary steps for involving
stakeholders in the creation and

implementation of the action plan.
Detailed involvement of the leader
in the change process.
18-20 points
Plan
Effectiveness/
Types of
Data
Collection
(30 points)
Did not provide details on the
importance of data collection and
analysis to determine what changes
need to be made to the practices in
the organization or details were
unclear. Criterion of the action plan
was not directly tied to at least one
data point/assessment measure to

determine whether or not that
0-20 points
Provided some details on the
importance of data collection
and analysis to determine what
changes need to be made to the
practices in the organization.
Some criterion of the action plan
is directly tied to at least one
data point/assessment measure
to determine whether or not that
21-26 points
Provided clear and detailed
emphasis on the importance of data
collection and analysis to determine
what changes need to be made to the

practices in the organization. Each
criterion of the action plan is directly
tied to at least one data
point/assessment measure to
determine whether or not that action
step was effective.
27-30 points
Professional
Writing and
Format
(10 points)
Errors impede professional
presentation; guidelines not
followed.
0-6 points
Few errors that do not impede
professional presentation.

7-8 points
Writing and format is clear,
professional, APA compliant, and
error free.
9-10 points
Total Points for Assignment 100 Points
Running Header: THE INNER WORKINGS OF LAKEVIEW
ELEMENTARY 7
The Inner workings of Lakeview Elementary
University
EDU 515
Significant Issues Impacting the Organization
Most education systems face challenges in ensuring that

performance objectives are attained. With the increasing
multicultural learning environments, the adoption of global-
scale techniques to guarantee students emerge successful in
school has been effected. For instance, Means, Padilla, and
Gallagher (2010) point out to the utilization of continuous-
improvement viewpoints stressing on setting of goals,
measurement, and feedback loops. Whereas the Lakeview
Elementary School has implemented a series of policies with
their primary objective being the educational development of
the students, there still exist challenges that are threatening
performance. The school has a strong base of sound core values
and ethical codes which acknowledge the fundamentality of
education in the community as a whole. Despite all these
efforts, there still exist some barriers to academic excellence.
With increasing enrollments, the school faces changing needs of
students. In fact, the report presents a negative picture of the
status of the school’s performance indicators (KISA Overview
2010). The student performance on the Connecticut Mastery
Test (CMT) is on the decline.
One of the major issues impacting the Lakeview Elementary
School as presented on its profile and analysis is the mode of
teaching. As Means, Padilla, and Gallagher (2010) argued,
schools have been collecting data over a significant period.
However, there has been a problem of how to utilize this data to
promote school improvement. The enactment of the No Child
Left Behind (NCLB) Act 2001 was perhaps a starting point
towards increasing student achievements across all
socioeconomic border lines and improving low-performing
schools’ results. The usefulness of data, nevertheless, exceeds
mere NCLB reporting demands; advances in technology have
caused schools to implement data-driven decision making
procedures to resolve student achievement issues in
multidimensional ways. Hence, it is vital for schools to
investigate the underlying factors influencing students’
academic performance as a way of enhancing their learning
abilities. After all, the Lakeview Elementary School has set out

the mission to base its decisions on what is in the best interest
of the students. In order to attain its objectives, teachers have to
model their teaching in accordance with the multicultural
classroom. There are students with different social, economic,
and political backgrounds. Such factors can influence the
capability of students to understand course content. Even if the
teachers are highly qualified or are from different backgrounds
to match the students’ characteristics, if they do not utilize the
right teaching methods learning would be in vain. Additionally,
with the multicultural environment, there is evidence that the
learning materials and methods may not be as effective to
address the diverse needs of individual students. Also, there are
cognitive challenges that exist within the student population as
there is the mention of groups of learners with a range of
disabilities. Learning disabilities may influence how much
students comprehend course content hence causing low
performance. Therefore, for Lakeview Elementary School to
improve performance in line with its values of ensuring equity,
diversity, human growth and change, and ensure dignity and
respect, it must seek ways to reconcile the shortcomings
highlighted.
The other issue of concern as noted in the Lakeview Elementary
School’s profile report and analysis is the students’
backgrounds. The social, economic, and political conditions
from where the students come significantly affect their
performance in school (Mandinach & Gummer 2013). The home
environment particularly receives much attention as the family
is considered the basic socialization unit and the center of the
learner’s lives. Whatever goes on in the family has
psychological implications on the individuals’ intellectual
abilities. To reinforce this sentiment, Mandinach and Gummer
(2013) argued that parental styles impact the emotional state of
a student such that their attitude towards education is shaped
within the family. With the associated factors of absenteeism
and rates of expulsion, one can imagine that issues at home such
as domestic violence or child abuse could play a big role in the

performance of a student. The discipline of students goes hand
in hand with their performance levels and maintaining this
discipline is a partnership between teachers and parents. Also,
absenteeism can be caused by poor financial backgrounds
meaning that the economic condition of the family is influential
of the students’ performances. Other factors relating to the
students’ background are the prevalence of juvenile
delinquency, drug abuse, peer pressure, and aggressive
behaviors. These factors if not addressed can be hurting to the
individual student and the institution as a whole.
Significance of the Issues
The issues stated above, the teaching modes and the students’
backgrounds are significant to in many ways. Above all, these
factors are indicative of the transformation of schools into
multicultural environments characterized by diversity of needs.
Schools can only function well when they take into
consideration the fact that learning is a multidimensional
endeavor. While the primary objective is to impart academic
knowledge, there are other equally important aims such as
holistic individual development and the production of socially
responsible people. Additionally, schools ought to realize that
the learning environment is no longer a homogenous setting;
rather, it is a heterogeneous atmosphere which requires varied
approaches for better outcomes (Park, Dally, & Guerra 2013).
By the time there is the mention of considering the mode of
teaching, there is the recognition of the presence of various
levels of student learning abilities. It, therefore, becomes
essential that schools enforce policies which would ensure that
respective needs of students are catered for. Every school has
no other objective key to its core values, visions and missions
other than academic improvement. For this to be realized,
developing the right approaches which match the students’
capacities would be a crucial way to start. Such can be through
provision of diverse learning resources conscious of varied
levels of academic abilities of the learners.
Other than that, understanding the students’ backgrounds is

useful in the incorporation of various stakeholders in the quest
to achieving academic excellence. Such concerns about the
economic background of students, their political values, and
social principles play a major role in their learning process. The
multicultural feature of the school environment demands that
the learning and teaching resources have to be accommodative
of an assortment of cultures. Attitudes towards subjects vary
with cultures; hence school administrations should consider
formulating standardized materials for learning. More so, the
students’ background is significant because it helps in
reconciling issues which may arise due to ideological
differences. Schools have been known to have racial or ethnic
concerns which sometimes generate school violence (Mandinach
& Gummer 2013). The administrations, thus, can devise ways to
promote cultural integration when there is accurate data on the
student population. Culture shock and assimilation issues are
part of the learning process as some students have to learn the
language of instruction. Thus, measures to resolve such
differences can be vital for the school’s efforts to unify diverse
cultures towards achieving specific desired performance
objectives. So to speak, teaching models and student
backgrounds’ are significant in influencing structuring of
policies which are intended to improve academic performance.
Data for drafting a Strategic Plan
The usefulness of data in an educational system cannot be
overstated. According to Mandinach and Gummer (2013), data
is important as it presents the image of the status of the school’s
performance. The school’s administration is able to observe the
performance trend of the past, the present, and be able to
predict how it could be in future. With a clear understanding of
where the school stands in performance, teachers will
implement relevant policies and programs to ensure that
students achieve their learning objectives. In that sense,
therefore, data is critical in making instructional decisions
among the teachers. A clear analysis of the student
characteristics will prove vital in tailoring teaching objectives

to accommodate the learning abilities of each student. So, data
can be utilized in identifying the gaps which exist in the
classroom so that proper interventions can be enforced. In
simple terms, utilization of school data is equivalent to the
nursing evidence-based practice, where decisions lie within
clear knowledge of the situation. The outcome of proper
documentation and analysis of data, of course, is the
improvement of student academic performance. Data ensures
that there is no alienation of any group or individual learner due
to irrelevant teaching methods or learning materials. For
Lakeview Elementary School, the missing data on the learners’
and teachers’ perspectives on the causes of poor performance
should be collected using qualitative design questionnaires.
This data will then be incorporated in the demographics and
behavioral information so that there can be unification of the
solutions for performance improvements.
References
Lakeview Community Schools - K.I.S.A Overview. Knowledge-
of-instruction-students-an.lakeviewcs.esu7.org. Retrieved 6
September 2016, from http://knowledge-of-instruction-students-
an.lakeviewcs.esu7.org/modules/groups/integrated_home.phtml?
&gid=2142319&SID 2016
Mandinach, Ellen B., and Edith S. Gummer. "A systemic view
of implementing data literacy in educator preparation."
Educational Researcher 42.1 (2013): 30-37.
Means, B., Padilla, C., & Gallagher, L. Use of Education Data
at the Local Level: From Accountability to Instructional
Improvement. US Department of Education. 2010
Park, Vicki, Alan J. Daly, and Alison Wishard Guerra.

"Strategic Framing How Leaders Craft the Meaning of Data Use
for Equity and Learning." Educational Policy 27.4 (2013): 645-
675.

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