Argosy University School of Education Rubric LASA 2 E6037 Making Decisions for Data Driven Change—Course Project: Using Data That Supports Student Growth Campus Student Name/ID# Faculty Name Date Criteria Unsatisfactory (1) Emerging (2) Proficient (3) Exemplary (4) Score Understanding of the Problem or Situation in relation to the site being described fully (ISLLC: 2A, 2C: ELCC 2.1; CF: 1, 4; T&L/C&I: 4) Has an unclear understanding of the selected site, problem, or situation. (2.1.a) Either has an under- developed understanding of the site, problem, or situation or the tie to the site is not understood. (2.1.a) Has a general description of site and understanding of the problem or situation. Connection between them is evident. (2.1.a) Has a well-described site and exemplifies a full understanding of the problem or situation. (2.1.a) WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-16 3=17-18 4=19-20 Key Pieces of Data/Main Points (ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 4A, 5E: ELCC 3.1; CF 1, 3, 4; T&L/C&I: 2a, 2b) Seldom identifies key data and main issues. (3.1.b) Has generalized data and concepts without a clear understanding the relationship to student learning being evident. (3.1.b) Identifies and connects most, but not all, of the key data to learning outcomes. (3.1.b) Identifies and interprets key data with an in-depth understanding of the relationship between data and results. (3.1.b) WEIGHTED BY 6 Please Circle One 1 2 3 4 1<17 2=18-20 3=21-22 4=23-24 Decision-Making/Problem Solving (ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 4A, 5E: ELCC 3.1; CF 1, 3, 4; T&L/C&I: 4) Makes vague and unsubstantiated decisions; bias in decision-making may be evident. Little or no reference to data or main points identified in the previous section. (3.1.b) Makes judgments that are arbitrary and biased with weak links to data or main points identified in the previous section. (3.1.b) States a judgment of the situation with a legal rationale based on information from the area(s) of key data/main points and connected to it. (3.1.b) Clearly presents a judgment of the situation with a strong and complete problem solving rationale, citing information from the key pieces of data and main points, and clearly connects them. (3.1.b) WEIGHTED BY 6 Please Circle One 1 2 3 4 1<17 2=18-20 3=21-22 4=23-24 Decision-Making/Diversity (ISLLC: 5C, 5D, ELCC 5.2; CF: 1, 2, 3, 4; T&L/C&I: 1, 2a, 3, 4, 5 ) Seldom identifies key leadership skills and strategies applied with an in-depth understanding of the student/community diversity represented at the school site. (5.2.a) Has identified leadership skills and strategies applied without a clear understanding of the student/community diversity represented at the school site. (5.2.a) Identifies and connects most, but not all leadership skills and strategies applied with an in-depth understanding of the student/community diversity .

1. Argosy University
School of Education Rubric
LASA 2 E6037 Making Decisions for Data Driven Change—
Course Project: Using Data That Supports Student Growth
Campus
Student Name/ID#
Faculty Name
Date
Criteria
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Score
Understanding of the Problem or Situation in relation to the site
being described fully

2. (ISLLC: 2A, 2C: ELCC 2.1; CF: 1, 4; T&L/C&I: 4)
Has an unclear understanding of the selected site, problem, or
situation. (2.1.a)
Either has an under-
developed
understanding of the site, problem, or situation or the tie to the
site is not understood. (2.1.a)
Has a general description of site and understanding of the
problem or situation. Connection between them is evident.
(2.1.a)
Has a well-described site and exemplifies a full understanding
of the problem or situation. (2.1.a)
WEIGHTED BY 5
Please Circle One
1 2 3 4
1<14
2=15-16
3=17-18
4=19-20

3. Key Pieces of Data/Main Points
(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 4A, 5E: ELCC 3.1; CF 1, 3, 4;
T&L/C&I: 2a, 2b)
Seldom identifies key data and main issues. (3.1.b)
Has generalized data and concepts without a clear understanding
the relationship to student learning being evident. (3.1.b)
Identifies and connects most, but not all, of the key data to
learning outcomes. (3.1.b)
Identifies and interprets key data with an in-depth
understanding of the relationship between data and results.
(3.1.b)
WEIGHTED BY 6
Please Circle One
1 2 3 4
1<17
2=18-20
3=21-22
4=23-24
Decision-Making/Problem Solving
(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 4A, 5E: ELCC 3.1; CF 1, 3, 4;
T&L/C&I: 4)
Makes vague and unsubstantiated decisions; bias in decision-

4. making may be evident. Little or no reference to data or main
points identified in the previous section. (3.1.b)
Makes judgments
that are arbitrary
and biased with
weak links
to data or main points identified in the previous section.
(3.1.b)
States a judgment of the
situation with a legal rationale based on information from the
area(s) of key data/main points and connected to it. (3.1.b)
Clearly presents a judgment of the
situation with a strong and complete problem solving rationale,
citing
information from the key pieces of data and main points, and
clearly connects them. (3.1.b)
WEIGHTED BY 6
Please Circle One
1 2 3 4
1<17
2=18-20
3=21-22

5. 4=23-24
Decision-Making/Diversity
(ISLLC: 5C, 5D, ELCC 5.2; CF: 1, 2, 3, 4; T&L/C&I: 1, 2a, 3,
4, 5 )
Seldom identifies key leadership skills and strategies applied
with an in-depth understanding of the student/community
diversity represented at the school site. (5.2.a)
Has identified leadership skills and strategies applied without a
clear understanding of the student/community diversity
represented at the school site. (5.2.a)
Identifies and connects most, but not all leadership skills and
strategies applied with an in-depth understanding of the
student/community diversity represented at the school site.
(5.2.a)
Identifies and interprets key leadership skills and strategies
applied with an in-depth understanding of the
student/community diversity represented at the school site.
(5.2.a)
WEIGHTED BY 5
Please Circle One
1 2 3 4
1<14
2=15-16
3=17-18

6. 4=19-20
Examination of Theories/Models Information for Professional
Development Process
(ISLLC: 6C: ELCC 6.1;
CF: 1,2, 3; T&L/C&I: 1, 2a, 3)
Has not identified an effective course of action nor synthesizes
pros and cons. (6.1.a)
Has minimally identified an effective course of action while
synthesizing few pros and cons. (6.1.a)
Has identified an effective course of action while synthesizing
3-4 pros and cons. (6.1.a)
Has clearly identified and synthesized the pros and cons of
multiple theories, studies, readings to make decisions about
professional development and instructional decisions. (6.1.a)
WEIGHTED BY 6
Please Circle One
1 2 3 4
1<17
2=18-20
3=21-22

7. 4=23-24
Relationship of Collected Data with Chosen Professional
Development Process
(ISLLC: 1D, 2F; ELCC 2.4; CF: 1,2, 3; T&L/C&I: 2b, 3, 4)
Seldom identifies key data and/or the relationship between the
data and selected professional development models and
strategies. (2.4.a)
Has generalized data and concepts without a clear understanding
of the relationship between the data and selected professional
development models and strategies. (2.4.a)
Identifies and connects most, but not all, of the key data with an
in-depth understanding of the relationship between the data and
selected professional development models and strategies. (2.4.a)
Identifies and interprets key data with an in-depth
understanding of the relationship between the data and selected
professional development models and strategies. (2.4.a)
WEIGHTED BY 6
Please Circle One
1 2 3 4
1<17
2=18-20
3=21-22

8. 4=23-24
Timeline
(ISLLC: 1E, 2G, 3A, 3B, 3C, 3D, 3E, 4A, 5E; ELCC 3.1; CF:
1,2, 3; T&L/C&I: 3, 4)
Has not identified a timeline of activities that show how this
process will be completed within a school year. (3.1.c)
Has minimally identified a timeline of activities that show how
this process will be completed within a school year. (3.1.c)
Has identified a timeline of activities that show how this
process will be completed within a school year. (3.1.c)
Has clearly identified and presented a timeline of specific
activities that show how this process will be successfully
completed within a school year. (3.1.c)
WEIGHTED BY 5
Please Circle One
1 2 3 4
1<14
2=15-16

9. 3=17-18
4=19-20
Presentations
CF 1
Presentation did not include all of the required elements of the
assessment. Information provided was inaccurate, off target,
and/ or incomplete. Presentation did not demonstrate
organization or focus. Audience was not engaged in discussion.
Presentation covered the minimum requirements of the
assignment. Information presented was limited to course
readings and information. Presentation was organized but lost
focus occasionally. Presentation has limited audience
engagement.
Presentation was aligned with the requirements of the
assignment. Information presented was current and included
information from outside readings. Presentation was organized
and the focus was evident. Audience engaged in and responded
to discussion prompts.
Presentation offered an integration of knowledge from past
courses and outside readings. Presentation followed a focused,
sequenced, and development that lead to strong conclusions.
Audience was engaged in active discussion of the topic.
WEIGHTED BY 3
Please Circle One
1 2 3 4
1<6

10. 2=7-8
3=9-10
4=11-12
PowerPoint Structure
CF 1
Screens contained too much or too little material. Organization
of the material presented was limited or not evident.
Presentation slides were visually off-putting.
PowerPoint provided key concepts. Material presented was
accurate. Screens contained too much information and/or were
too wordy. Slides tended to be visually overpowering.
PowerPoint provided key concepts. Material presented was
accurate and included outside information. Organization and
sequencing of the material was evident. Slides were visually
engaging.
Power Point provided a depth of information related to the
topic. Concepts presented were organized, sequential, and
accurate. Presentation included links, outside references, etc.
Slides were visually engaging.
WEIGHTED BY 3
Please Circle One
1 2 3 4
1<6
2=7-8

11. 3=9-10
4=11-12
Total Score
______/180
Comments:
Total Score=180
Unacceptable<136
Emergent=137-156
Proficient= 157-174
Exemplary=175-180

12. Running head: METHODS SECTION 1
METHODS SECTION 6
Methods Section
Stephanie Rincon
Professor Lisa Faille
FP6030 Research and
Evaluation
December 12, 2018
Methods Section
Research Problem
The problem under study is the increasing cases of recidivism in
the country despite efforts to rehabilitate convicts in the prison
system. Despite the efforts of the criminal justice system to
help criminals change their behavior before being allowed to
rejoin the society, they end up engaging in crime (Dadashazar,
2017). The study seeks to identify the cause of the problem with

13. the aim of giving recommendations on what should be done to
change the trend. By understanding the cause of the problem
and why efforts to rehabilitate inmates are not bearing fruits.
The findings would be crucial towards the fight of criminal
behavior in the society.
Research Question and Hypothesis
Research Questions
· Is the criminal justice system doing less in rehabilitating
criminals such that they end up committing crimes once they are
released back to the society?
· What are the factors that contribute to the problem of
recidivism?
· What are some of the roles in which the society can play to
reduce the rising cases of recidivism?
Null Hypothesis
· There is no relationship between the rise of recidivism with
the role of the criminal justice system in rehabilitating inmates.
Alternative Hypothesis
· The society has no role to play in helping address the problem
of recidivism.
Independent and Dependent Variables
Independent Variable
· Factors that contribute to recidivism
· Role of the criminal justice system
· Role of society
The factors that contribute to recidivism include social issues
such as employment, economic status, and psychological issues.
The roles of society and criminal justice system refers to the
efforts or the mandate in which they two has to do to help
reduce criminal activity.
Dependent Variable
· Rise in recidivism
The rise in recidivism refers to the increase in cases where
former criminals engage in crimes after being released from
prison.
Sample Population

14. The sample population for this study will include a group of
juvenile offenders and adults who are either in corrective
facilities and those who have been released back to the society.
The sample will be selected from individuals who are likely to
commit a crime. Besides, the sample size will focus on inmates
who have been sent to prison for the second time after
previously being allowed to rejoin the community after
successful rehabilitation process. Women will be excluded from
the study since their numbers lack statistical significance.
Participants
The sample size will have 46 participants. 23 of the participants
will represent juvenile offenders while the rest will constitute
adults. The participants will be selected randomly in prison
systems and the society. There will be no clear guideline to be
followed in the selection of the participants.
Recruitment of the Sample
The sample will be recruited on a voluntary basis. The initial
step will be to visit various correctional facilities as well as
find records of past offenders who have been released back to
society. The next step would be to select the participants
randomly (Taylor, Bogdan & DeVault, 2015). It would be
appropriate to first seek consent from all the relevant
authorities together with those of the participants. For juvenile
offenders, the consent will be sought from their parents together
with the officers in charge of juvenile correctional facilities. h
Type of Measurement Instrument
A questionnaire will be used in data collection from the selected
participants. The questionnaire will be designed to allow the
participants to fill some sections on their own. The other
section would involve interviews with the participants (Taylor,
Bogdan & DeVault, 2015). Records from the criminal justice
system will also be used as a source of data which would then
be analyzed. The data collection method provides descriptive
data which can be measured using different types of inferential
statistics.
Issues to Cover in Informed Consent

15. The informed consent will cover a number of issues including
privacy of information and usage of data. The consent will give
clear details that the privacy of the participant will be withheld.
It would further assure the participants that the findings from
the study will be used for policy change. All the participants or
the guardians will be asked to sign the consent.
Safety
There are no signs that his study will be harmful in any manner.
However, if the security of the participant is at risk, we will
involve security institutions to offer security during the process.
If the participants fear being victimized, we will avoid using the
names of the participants.
Possible Threats to Validity
The main threat to the validity of data collected is misleading
assumptions. The choice of data collection technique, as well as
data analysis methods, threatens the validity and reliability of
data (Taylor, Bogdan & DeVault, 2015). These threats can be
addressed by verifying the assumptions to ensure that they are
in line with the study. The choice of data collection and
analysis technique will be selected after wide consultation with
experts in the field.
Parametric or Nonparametric Inferential Statistical
Correlation inferential statistics will be used in the study. The
choice is that the variables of the study are in a way related and
finding their correlation can help make reasonable
recommendations for the problem.
Acceptable Behavioral Research Alpha Level
0.05
An alpha level that is lower than 0.05 will mean that we reject
the null hypothesis and agree that the result is significant.
References
Dadashazar, N. (2017). Offender Recidivism: A Quantitative
Study of Motivational Risk Factors and Counseling.
Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction

16. to qualitative research methods: A guidebook and resource.
John Wiley & Sons.