Article one Lethal injection [electronic resource] : capital punishment in Texas during the modern era / Jon Sorensen and Rocky LeAnn Pilgrim ; foreword by Evan J. Mandery. Language: English Authors: (Jonathan Roger), 1965- Publication Information: Austin, TX : University of Texas Press, 2006. Edition: 1st ed. Publication Date: 2006 Physical Description: xi, 222 p. : ill. Publication Type: Book; eBook Document Type: Bibliographies; Electronic; Non-fiction; Government documents; Electronic document Subject Terms: Content Notes: The modern era -- Deterrence : does it prevent others from committing murder? -- Incapacitation : does it keep them from killing again? -- Retribution : do they deserve to die? -- Administration : is the death penalty carried out impartially, reliably, and efficiently? -- Conclusion. Notes: Includes bibliographical references (p. [203]-214) and index. Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries. Other Authors: , 1978- OCLC: 614534999 URL: Note: Click to View Accession Number: wal.EBC3443247 Database: Walden University Library Catalog ______________________________________________________________________________ Article two STUCK BETWEEN GROWING UP AND GROWN UP: DELAYING THE SENTENCING PHASE FOR YOUNG ADULTS FACING CAPITAL PUNISHMENT IN TEXAS Authors: Source: Texas Tech Law Review. Summer, 2021, Vol. 53 Issue 4, p843, 870 p. Publisher Information: Texas Tech University School of Law, 2021. Publication Year: 2021 Subject Terms: Subject Geographic: Language: English ISSN: 0564-6197 Rights: Copyright 2021 Gale, Cengage Learning. All rights reserved. COPYRIGHT 2021 Texas Tech University School of Law Accession Number: edsgcl.674607828 Database: Gale OneFile: LegalTrac 2 “THE PROGRAM AND EVALUATION TOOL PLANNING” Angel Winslow EDSD 7900 Module 3 Assignment COURSE PROJECT PARTS 1 AND 2 Date Due: January 8, 2023 Part 1: The Program Early childhood education is one of the specialization areas that had its issues presented in Mayo Keller’s taskforce. As a member of the taskforce specializing in early childhood education, I will present to the taskforce programs that need improvement for the ultimate goal of advancing the sector. One program that need to be evaluated and improved for change is the enrollment program into early childhood education. The goal of the program is to increase enrollment and improve participation of young learners in early childhood education. The enrollment of children aged 3 to 5 years into early childhood education has significantly been declining in the Grand City area. The situation therefore calls for the stakeholders to look into the causes and solutions (Walden University, 2016). Parents, district education officers, mayor’s office, and early childhood educators are some of the stakeholders concerned with the program. Data Within a span of 5 years the number of children aged 3 to 5 years .

1. Article one
Lethal injection [electronic resource] : capital
punishment in Texas during the modern era /
Jon Sorensen and Rocky LeAnn Pilgrim ;
foreword by Evan J. Mandery.
Language:
English
Authors:
Sorensen, Jonathan R. (Jonathan Roger), 1965-
Publication Information:
Austin, TX : University of Texas Press, 2006.
Edition:
1st ed.
Publication Date:
2006
Physical Description:
xi, 222 p. : ill.
Publication Type:
Book; eBook
Document Type:
Bibliographies; Electronic; Non-fiction; Government documents; Electronic document
Subject Terms:

2. Capital punishment -- Texas Lethal injection (Execution) -- Texas Punishment -- Texas
Electronic books
Content Notes:
The modern era -- Deterrence : does it prevent others from committing murder? -- Incapacitation
: does it keep them from killing again? -- Retribution : do they deserve to die? -- Administration :
is the death penalty carried out impartially, reliably, and efficiently? -- Conclusion.
Notes:
Includes bibliographical references (p. [203]-214) and index. Electronic reproduction. Ann
Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest
affiliated libraries.
Other Authors:
Pilgrim, Rocky LeAnn , 1978-
ProQuest (Firm)
OCLC:
614534999
URL:
http://ebookcentral.proquest.com/lib/waldenu/detail.action?docID=3443247 Note: Click to View
Accession Number:
wal.EBC3443247
Database:
Walden University Library Catalog
______________________________________________________________________________
Article two
STUCK BETWEEN GROWING UPAND
GROWN UP: DELAYING THE

3. SENTENCING PHASE FOR YOUNG
ADULTS FACING CAPITAL
PUNISHMENT IN TEXAS
Authors:
Serrano, Bonnie
Source:
Texas Tech Law Review. Summer, 2021, Vol. 53 Issue 4, p843, 870 p.
Publisher Information:
Texas Tech University School of Law, 2021.
Publication Year:
2021
Subject Terms:
Young adults -- Psychological aspects -- Laws, regulations and rules Age (Law) -- Laws,
regulations and rules Evidence, Expert -- Laws, regulations and rules Cruel and unusual
punishment -- Laws, regulations and rules Capital punishment -- Standards -- Laws,
regulations and rules Juvenile offenders -- Psychological aspects -- Laws, regulations and rules
Maturation (Psychology) -- Analysis Evidence, Character -- Laws, regulations and rules Danger
(Law) -- Standards -- Laws, regulations and rules Government regulation Law Roper v. Missouri
ex rel. Simmons (543 U.S. 551 (2005)) United States Constitution (U.S. Const. amend. 8)
Subject Geographic:
Texas United States States
Language:
English
ISSN:
0564-6197
Rights:

4. Copyright 2021 Gale, Cengage Learning. All rights reserved. COPYRIGHT 2021 Texas Tech
University School of Law
Accession Number:
edsgcl.674607828
Database:
Gale OneFile: LegalTrac
2
“THE PROGRAM AND EVALUATION TOOL PLANNING―
Angel Winslow
EDSD 7900
Module 3 Assignment
COURSE PROJECT PARTS 1 AND 2
Date Due: January 8, 2023
Part 1: The Program
Early childhood education is one of the specialization areas that had its issues presented in Mayo
Keller’s taskforce. As a member of the taskforce specializing in early childhood education, I
will present to the taskforce programs that need improvement for the ultimate goal of advancing
the sector. One program that need to be evaluated and improved for change is the enrollment
program into early childhood education. The goal of the program is to increase enrollment and
improve participation of young learners in early childhood education. The enrollment of children
aged 3 to 5 years into early childhood education has significantly been declining in the Grand
City area. The situation therefore calls for the stakeholders to look into the causes and solutions
(Walden University, 2016). Parents, district education officers, mayor’s office, and early
childhood educators are some of the stakeholders concerned with the program.
Data
Within a span of 5 years the number of children aged 3 to 5 years who were admitted into early
childhood education declined. The percentage of children in this particular age bracket who
enrolled into preschool program reduced from 49% to 43% within a period of 5 years.
Kindergarten enrolment in Grand City area has declined over a period of 5 years compared to the
neighboring states. Over the last 5 years the enrollment of young learners into the early
childhood education from the various communities such as Whites, Asians, American natives,

5. Pacific islanders, and African American declined in Grand City area as compared to its
neighboring states (Walden University, 2016). The reduction in enrollment continues to take
place despite the increase in population in Grand City Area. There has been an increase in
population in the area due to migration of refuges from Riza. While enrollment of young leaners
into early childhood education continues to decline, the number of families in need of subsidized
preschool programs continue to increase. Grand City area recorded an increase from 34% to 48%
in the number of families in need of subsidized preschool programs. The decline in enrollment
and the increase in the number of families in need of subsidized preschool programs could give
possible indications of financial difficulties faced by the parents and families in Grand City area.
A majority of the learners in Grand City are come from low-income families. About 80% of the
student population in schools comprise of learners from minority groups and African American
communities (Walden University, 2016).
Making the Program Effective through Strategies, Initiatives, and Activities
The current enrollment of young learners into early childhood education in Grand City area has
not been effective. There are strategies that can help improving its effectiveness. Magnuson and
Waldfogel (2016) propose the use of accommodative approaches to early childhood education.
The authors through their article looked into how economic disparities between low-income and
high-income families affected their achievements and enrollment into early childhood program.
The article proposes the use of reasonably priced early childhood programs as a strategy to
increase enrollment in situations where family income affects enrollment. This strategy can
effectively apply to Grand City area since a big percentage of learners come from low-income
families. The initiatives involved in the strategy would entail helping families identify early
childhood education centers that provide affordable programs for enrollment. The other initiative
would entail working with the department of education and district education officers to cap the
pricing for early childhood education programs. The activities would include identifying listing
early childhood education centers that offer affordable programs, encouraging parents from low-
income families to enroll their children into the programs, create awareness about the availability
of such programs. Magnuson and Duncan (2016) propose for an increased public funding for
publicly funded preschool that entail a mix of part- and whole-day programs for leaners from the
low-income families. It is indeed practical that low-income families mainly depend on publicly
funded early childhood programs. The initiative would entail the department of education and
mayor’s office increasing the funding for public early childhood education programs and
encouraging parents to enroll their children into public programs. The activities would include
creating awareness of the existence for public programs, and lobby for funding for public
programs.
Part 2: Evaluation Tool Planning
Indicators of Effectiveness
Indicators in a program show the changes and improvements made. Attainment of a desired
change is an indication of effectiveness. Progress that can be measured in comparison between
the days before the program improvement and the days after the program improvement can be
used as indication of effectiveness. The indicators of progress that will be used to show the

6. effectiveness of this particular program will include an increase in enrollment into early
childhood education that will be ascertained every enrollment year. Enrollment data will be
recorded annually during every enrollment period and analyzed. The other indicator that will be
used to assess the effectiveness of the enrollment program will be determining the increase in
funding for public early childhood education programs. Public funding data will be collected and
analyzed against public enrolment every year. Other than public funding, data will be collected
on the availability of affordable early childhood programs in Grand City area. An increase in the
number of such programs will be a positive indication that learners from low income families
can certainly enroll into early childhood education.
Evaluation Criteria and Tool Design
Evaluation of a program is a critical process that gives program initiators the opportunity to
ascertain the progress made and identify possible challenges (Giancola, 2014). The criteria for
evaluating the progress of the program will be based on both short-term and long-term impacts.
The short-term effects of an enrollment will be recognized within a period of one year while the
long term effects will be recognized within a period of 5 to 10 years. Nonetheless, it will be
essential to track progresses regularly. While enrollment mainly takes place after every year, it
will be critical look into biannual data to determine any enrollments made within mid-year.
Enrollment data is mainly quantitative in nature derived by counting actual student enrollment
within a specific time period. Comparison group design would be necessary when comparing the
enrollment rates in Grand City area against its neighboring states. The comparison group design
would also be appropriate in determining the enrollment rates per county. Existing data will
serve as a basis for the comparison. Data plays a critical role in tracking the progress of a
program (Fullan, 2016). The rationale guiding the choice of the evaluation tool and design is
based on the fact that the program will mainly utilize, past, present and future changes in data as
a guide in evaluating performance. Enrollment of young learners into early childhood education
has declined in Grand City area for the last 5 years. With the implementation of the program
there will be anticipated changes in future.
Buy-in and Collaboration Strategies
Collaboration with the stakeholders such as the department of education, district education
officers, mayors’ office, and parents will be very critical for the success of the program.
Nonetheless, to ensure that the stakeholders accept and support the program there will be need
for their involvement. Communication and solicitation of feedback is one strategy for
strengthening collaboration and encouraging buy-in. It will be necessary to communicate the
program to the department of education so as to secure funding for public early childhood
education programs. It will also be necessary to communicate to the parents and get their
feedback on the declining enrollment. Apart from communication and solicitation of feedback,
establishing shared vision, shared values, and goals is essential in getting the support of all
stakeholders (Giancola, 2014). The goals of the program will be unifying to all the stakeholders.
Parents, education department, early childhood educators, and district education officers all have
one goal of ensuring increased enrollment in early childhood education.
References

7. Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of
Educational Change , 17 (4), 539-544.
Giancola, S. P. (2014). Evaluation matters: Getting the information you need from your
evaluation. Giancola Research Associates, Inc .
Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of
economic opportunity?. RSF: The Russell Sage Foundation Journal of the Social Sciences , 2
(2), 123-141.
Magnuson, K., & Waldfogel, J. (2016). Trends in income-related gaps in enrollment in early
childhood education: 1968 to 2013. AERA open , 2 (2), 2332858416648933.
Walden University. (2016). Grand City education and demographic data files. Retrieved from
https://cdn media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html
Action Plan Template
PART ONE: Develop the SMART Goal.
Use this template to develop specific, measurable, attainable, relevant and time-bound
(SMART) goals for your action plan.
Goal Statement : What are you trying to achieve? State your goal .
S pecific : Is the goal clear? Who, what, where, when, why .
M easurable : How will you know it is successful? How much, how often, how many ?
A ttainable : Is the goal achievable this year? Resources, skills, understandings, conditions.
R elevant : Is this goal important and aligned to other school or district goals? Alignment and fit,
needs and data, values and norms .
T ime-Bound : What is the time frame for the goal? Start and end, intermediate and final
deadlines.
PART TWO: Determine Evidence of Success.
Direct Evidence : What achievement data will be used to indicate success, and at what level of
improvement?
Indirect Evidence : What other information or metrics will be used to indicate levels of success?
PART THREE: Develop an Action Plan.

8. Key Action (for whom,
what grade levels)
Resources, skills, training,
support, and funding needed
Person or group
responsible
Start/end dates of
activities
© 2017 Laureate Education, Inc. Page 2 of 2
Action Plan Title
Program Goal
Implementation
Evaluation-
Updates
Action Steps to
Complete
By When
By
When
By
Whom
Resources: What Is Needed for
This to Happen?
Progress
Notes
© 2017 Laureate Education, Inc. Page 1 of 1
MODULE 4: LEARNING RESOURCES
Required Readings
· Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY:
Teachers College Press.
· Chapter 3, “Insights into the Change Process” (pp. 39–53)
· Chapter 5, “Planning, Doing, and Coping with Change” (pp. 82–96)
· Giancola, S. (2014). Evaluation matters: Getting the information you need from your
evaluation Links to an external site. . U.S. Department of Education. Retrieved from
https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatters.pdf
· Jayaratne, K. S. U. (2016). T ools for formative evaluation: Gathering the information
necessary for program improvement. Links to an external site. Journal of Extension, 54 (1), 28.
Retrieved from https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1930&context=joe
· Henson, H. (2016). Data quality evaluation for program evaluators Links to an external site. .
Canadian Journal of Program Evaluation, 21(1), 99-108. doi:10.3138/cjpe.261
· Document: Action Plan Template 1 Download Action Plan Template 1 (Word document)
· Document: Action Plan Template 2 Download Action Plan Template 2 (Word document)

9. Required Media
· Grand City Community
Go to the Grand City Community Links to an external site. and click into City Hall to review
the following for this module:
· Walden University, LLC. (Producer). (2017a). Grand City opening task force meeting [Video
file]. Baltimore, MD: Author.
· Walden University, LLC. (Producer). (2016b). Grand City education and demographic data
files [PDF]. Baltimore, MD: Author.
Module 4: Assignment
COURSE PROJECT PARTS 3 AND 4: EVALUATION
TOOL AND ACTION PLAN
As a leader in the field of education, you must constantly review program goals and initiatives,
collect and analyze program-specific data, and refine strategies for the continuation of your
programs to affect educational change. In Module 3, you began your Course Project by
identifying a program within your specialization needing improvement or change and designing
a plan to evaluate that program. With all that you have considered and begun planning in order to
implement change, in this module, you consider the indicators and criteria to evaluate your
program and the steps needed to implement its evaluation.
For Parts 3 and 4 of your Course Project, you will develop an evaluation tool for your selected
program and an action plan to implement your tool in the future.
To prepare:
· Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016)
articles in the Learning Resources. Reflect on the process of preparing for and developing the
tools and plans needed for an effective program evaluation.
· Review the evaluation tools highlighted by this module’s Learning Resources and
research other possible evaluation tools that would fit the needs of your specialization.
· Develop a draft of an evaluation tool to measure the effectiveness of your identified program
using at least three of the quality indicators you identified in Part 2 of your Course Project in
Module 3.

10. · Reflect on the measurable criteria for each indicator. What would it look like to be
performing at the highest level on this indicator? What would it look like to be emerging or
lacking on this indicator?
· Review the Action Plan templates in this module’s Learning Resources and research other
possible templates that would fit the needs of your specialization. Develop an action plan for
how to implement your program evaluation tool in the future. Include the following in your
action plan and add to it as you see fit for your program:
· Program goals
· Action steps to meet those goals
· Who will complete the action steps?
· When will the action steps be completed?
· Resources need to complete the action steps
· Data collection to inform the action steps
Add the following two parts to your Course Project paper:
Assignment Task
Part 3: Evaluation Tool
Write 1 page that include the following:
· A rationale for each of the quality indicators you selected for your evaluation tool. Be sure to
support your rationales with program information, goals, and data as well as research.
· An explanation of the validity and reliability of your identified, measurable criteria and how
they will accurately evaluate the effectiveness of the identified quality indicators
· An explanation of the program evaluation research that supports the way you created your
tool
Attach your Program Evaluation Tool as Appendix A of your Course Project paper.
Part 4: Action Plan
Write 2 pages that include the following:
· Describe how your action plan will support your program evaluation.

11. · Explain how you will continue with the ongoing program evaluation, including how you will
collect data, interpret results, modify action steps, and disseminate the information to other
stakeholders.
· Describe how this process can create meaningful change that will increase the effectiveness
of your identified program.
Attach your Action Plan as Appendix B of your Course Project paper.
For this Assignment, and all scholarly writing in this course and throughout your program, you
will be required to use APA style and provide reference citations.
Rubric
EDSD_7900_Module4_Assignment_Rubric
EDSD_7900_Module4_Assignme
nt_Rubric
Criteria Ratings Pts
This criterion is linked to a
Learning OutcomeAdherence to
Assignment...The extent to which
work meets the assigned criteria.
12Â to
>10.8Â pts
Exemplary
Advanced
Graduate-
Level Work
Assignment
exceeds
expectations,
integrating
additional
material
and/or
information.
...
Assignment
demonstrate
s exceptional
breadth and
depth. ...
Assignment
demonstrate
s exceptional
understandin
10.8Â to
>9.6Â pts
Advanced
Graduate-
Level Work
All parts of
the
assignment
are
completed,
with fully
developed
topics. ...
Assignment
demonstrate
s appropriate
breadth and
depth. ...
Assignment
demonstrate
s clear
understandin
g of
course/modu
9.6Â to
>8.4Â pts
Minimal
Graduate-
Level Work
Most parts
of
assignment
are
completed.
Topics are
not fully
developed.
...
Assignment
demonstrates
minimal
depth and
breadth. ...
Assignment
demonstrates
little
understandin
g of
8.4Â to
>0Â pts
Unacceptab
le
Graduate-
Level Work
Does not
fulfill the
expectations
of the
assignment.
Key
components
are not
included. ...
Assignment
lacks
breadth and
depth. ...
Assignment
demonstrates
no
understandin
g of
12Â
pts

12. g of
course/modu
le criteria.
le criteria. course/modu
le criteria.
course/modu
le criteria.
This criterion is linked to a
Learning OutcomeAssimilation
and Synthesis of Ideas...The
extent to which course content is
synthesized and supported with
information from the Learning
Resources and examples.
12Â to
>10.8Â pts
Exemplary
Advanced
Graduate-
Level Work
Demonstrate
s a clear
understandin
g of the
assignmentâ
€™s purpose
as well as
the ability
intellectually
to explore
and
implement
key
instructional
concepts. ...
Demonstrate
s insightful
critical
thinking of
key
instructional
concepts,
theories, and
strategies. ...
Demonstrate
s exceptional
inclusion of
major points,
using
creditable
sources, in
addition to
course
videos or
10.8Â to
>9.6Â pts
Advanced
Graduate-
Level Work
Demonstrate
s a clear
understandin
g of the
assignmentâ
€™s
purpose. ...
Provides
careful
consideratio
n of key
instructional
concepts,
theories, and
strategies. ...
Includes
specific
information
from course
videos or
required
readings to
support
major points.
9.6Â to
>8.4Â pts
Minimal
Graduate-
Level Work
Demonstrate
s minimal
depth and
breadth. ...
Generally
applies
theories,
concepts,
and/or
strategies
correctly,
with ideas
unclear
and/or
underdevelo
ped. ...
Minimally
includes
specific
information
from course
videos or
required
readings.
8.4Â to
>0Â pts
Unacceptab
le
Graduate-
Level Work
Shows a lack
of
understandin
g of the
assignmentâ
€™s
purpose. ...
Does not
apply
theories,
concepts,
and/or
strategies. ...
Does not
include
specific
information
from course
videos or
required
readings.
12Â
pts

13. required
readings.
This criterion is linked to a
Learning OutcomeExpression and
Formatting...The extent to which
scholarly, critical, analytical
writing is presented in APA
format.
8Â to
>7.2Â pts
Exemplar
y
Advanced
Graduate
-Level
Work
Work
represents
scholarly
writing in
correct
APA
format;
effective
sentence
variety;
and clear,
concise,
powerful
expression
. The
entire
piece is
well
organized
and
includes
an
introducti
on and
conclusion
. ... Work
is unified
around a
central
purpose
with well-
developed
ideas,
7.2Â to
>6.4Â pts
Advanced
Graduate-
Level Work
Work is well
organized
with mostly
correct APA
formatting
throughout;
elements of
effective
communicati
on such as an
introduction
and
conclusion
are included.
... Ideas are
clearly and
concisely
expressed
with few, if
any,
grammatical
or
mechanical
errors.
6.4Â to
>5.6Â pts
Minimal
Graduate-
Level Work
Somewhat
represents
scholarly,
advanced
graduate-
level writing,
with APA
generally
followed;
elements of
effective
communicati
on such as an
introduction
and
conclusion
are not
included. ...
Ideas are not
clearly and
concisely
expressed,
with more
than a few
grammatical
or
mechanical
errors.
5.6Â to
>0Â pts
Unacceptabl
e Graduate-
Level Work
The quality of
writing and/or
APA
formatting are
not
acceptable for
advanced
graduate-level
work; no
effort to
express ideas
clearly and
concisely. ...
Major points
do not reflect
appropriate
elements of
communicatio
n, with many
grammatical
or mechanical
errors.
8Â pt
s

14. logically
organized
in
paragraph
structure
with clear
transitions
and proper
grammar.
Total Points:Â 32
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