Schedule of Events
Graduate School of Education Research Symposium
Thursday, April 30, 2026
5:00 pm - 6:30 pm
Soiland Recreation Center
Students in the GSOE Master of Education in Teacher Leadership Program will present their final research posters.
Student Abstracts
Classroom Management and Social Emotional learning
Classroom management and social-emotional learning are essential components of effective teaching and students’ success. When students are unable to regulate their emotions or understand classroom expectations, disruptions can occur that limit instructional time and negatively impact their learning, and overwhelm educators. This Education Improvement Plan (EIP) explores how integrating social-emotional learning strategies into classroom can improve student behavior, engagement, and emotional regulation. The purpose of this project is to address gaps in teachers’ preparation and support for managing diverse classrooms while promoting a positive and inclusive learning environment. Educators need professional support to effectively integrate social-emotional practice into daily instruction. This research is guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and Constructive Classroom Management Theory. This emphasizes emotional awareness, classroom building, and collaborative classroom communities. These frameworks support the argument that proactive and relationship-centered classroom management practices foster stronger academic and emotional outcomes for students. The scope of this project includes examining current classroom management practices, identifying areas for improvement in primary grades, and implementing strategies such as morning routines and classroom circles. The vision for this change is to create a classroom environment where students feel safe, respected, and confident in expressing their emotions appropriately. While this plan focuses on implementation and reflection, the anticipated outcomes include improved student self-regulation, fewer behavioral disruptions in the classroom, and a more positive classroom climate. This work contributes to the research and highlights the importance of the connection between SEL, classroom management, and student success.
Student(s):
Jessica Alonso-Perez
Faculty Mentor:
Chrissandra Creer
Culturally Diverse Classroom Libraries Foster Engagement and Belonging in TK
This study examines the impact of a culturally inclusive classroom library on student engagement and sense of belonging in a Transitional Kindergarten (TK) classroom. Grounded in Vygotsky’s sociocultural theory and Gloria Ladson-Billings’ framework of culturally responsive pedagogy, the research investigates how access to culturally representative texts shapes young learners’ academic and social experiences. Data sources include systematic observational field notes, transcripts of student discussions, and analyses of book selection patterns over time.
The guiding research question is: How does a culturally inclusive classroom library influence TK students’ engagement and sense of belonging? Preliminary findings indicate increased participation during read-aloud sessions, stronger student-to-text connections, more frequent peer discussions centered on cultural themes, and heightened interest in selecting diverse texts. These emerging patterns suggest that intentional inclusion of culturally representative literature may foster both academic engagement and the development of a more inclusive classroom community.
The guiding research question is: How does a culturally inclusive classroom library influence TK students’ engagement and sense of belonging? Preliminary findings indicate increased participation during read-aloud sessions, stronger student-to-text connections, more frequent peer discussions centered on cultural themes, and heightened interest in selecting diverse texts. These emerging patterns suggest that intentional inclusion of culturally representative literature may foster both academic engagement and the development of a more inclusive classroom community.
Student(s):
Isabella Buffalo
Faculty Mentor:
Dr. Kelly Maloney
Elevating the Arts: Increasing the Visibility and Value of Instrumental Music in MS Culture
This study, titled "Elevating the Arts: Increasing the Visibility and Value of Instrumental Music in MS Culture," examines how institutional priorities shape the visibility and perceived value of instrumental music programs. Although research documents the benefits of arts participation, music programs are often less visible than athletics in daily school culture.
Using Kotter’s 8-Step Change Model and Stacey’s Complexity Model, the project analyzes how targeted strategies, such as on-campus performances and cross-program collaborations, affect student engagement and program recognition. Observational data and implementation analysis evaluate how increased visibility influences student identity and participation. Findings highlight how intentional leadership strategies can elevate music as a valued component of the educational experience.
Using Kotter’s 8-Step Change Model and Stacey’s Complexity Model, the project analyzes how targeted strategies, such as on-campus performances and cross-program collaborations, affect student engagement and program recognition. Observational data and implementation analysis evaluate how increased visibility influences student identity and participation. Findings highlight how intentional leadership strategies can elevate music as a valued component of the educational experience.
Student(s):
Magnus Carlon
Faculty Mentor:
Kelly Maloney
Criticality Evolving Latino Youth in Oxnard
This research explores the importance of critical thinking development and culturally relevant educational opportunities for Latino youth in Oxnard. Currently, only 13% of Latino adults in California hold a bachelor's degree or higher, which is far below the 34% state average (Johnson et. al, 2021; Reagan & Tagami, 2022). This study specifically focuses on Oxnard Union High School District and the students within. Currently, there is a high percentage of Latino low-income students who struggle with critical thinking improvement and overall engagement in classrooms. My claim is that through culturally relevant curriculum and maintaining extracurricular activities, it will improve critical thinking and engagement overall. My EIP is driven by two main theoretical approaches, the first being Bolman and Deal's four-frame model, which breaks down an organization into four key frames: Structural, Human Resource, Political, and Symbolic. This model is used in tandem with my transformative research paradigm that focuses on social justice and equity to address the systematic barriers faced by Latino students and adults in Oxnard. My vision for change includes developing critical thinking and cultural awareness by creating culturally relevant curriculum and keeping extracurricular opportunities so that Latino students may be able to build their identity, agency, and academic motivation. While I haven’t fully enacted my EIP, I can still project the long-term impacts, such as increased critical thinking and self-advocacy, higher college and career participation, and stronger cultural identity and confidence, which will all come back to improve the Oxnard community overall.
Student(s):
Daniel Castillo
Faculty Mentor:
Dr. Brandy Yee
Impacts of Technology Use on Early Literacy
As screen use among early learners increases, it may affect literacy development at home and in the classroom. Increased screen exposure among early learners may reduce opportunities for conversations, read-alouds, and intentional language interactions. Many families do not have guidance on how to use technology to enhance, rather than replace, literacy-rich interactions. Replacing rich language-building experiences with technology may weaken literacy development, whereas a co-engaged, balanced approach may enrich a learner’s language development. My Education Improvement Plan (EIP) uses the Appreciative Inquiry change model to address literacy challenges. Following the Appreciative Inquiry model enables collaboration between teachers and families (Cooperrider & Whitney, 2005). The plan targets learners in transitional kindergarten to first grade. This plan supports families in helping students develop literacy skills through traditional practices and a co-engaged screen model. In the classroom, literacy routines will reflect balanced literacy practices that blend traditional literacy instruction with technology used in a co-engaged manner. Through a weekly newsletter to families, teachers can share information and resources that support literacy development at home. These practices may support students' language use, conversation skills, and comprehension. Involving teachers, families, and students empowers a school community to foster change. Creating this partnership supports literacy development in the classroom and at home. My vision for change is to empower families, teachers, and students in their literacy journeys and to reduce passive screen use. Reducing passive screen time allows students to engage in literacy practices that enhance language development.
Student(s):
Abigail Chisholm
Faculty Mentor:
Dr. Brandy Yee
An Exploration of Culturally Responsive Teaching Strategies
Academic vocabulary development is a great challenge for many English Learners (ELs), particularly for Latinx students in California elementary Title I schools in dual-language immersion programs. Vocabulary instruction is often delivered through rote memorization tasks and in English-only methods that do not reflect how bilingual learners build meaning. This Educational Improvement Plan (EIP) examines the inconsistent use of culturally responsive and multimodal instructional practices intended to strengthen academic vocabulary development among English learners in the Oxnard School District. The project is informed by constructivist and pragmatic perspectives and guided by theories of second language acquisition, culturally sustaining pedagogy, cognitive load theory, and organizational learning. This EIP proposes the following interconnected tools to support vocabulary for multilingual learners: embodied/gestured learning, dialogic interaction, translanguaging practices, identity and self-efficacy, and meaningful partnerships between schools and families. Drawing from these findings, this project proposes this multimodal vocabulary framework to be applied within existing instructional structures such as English Language Development(ELD) blocks alongside the Bilingual Literacy Units(BUF), with student progress monitoring through formative assessments, classroom observations, student work samples, and biweekly progress monitoring within Intervention Specialist Provider (ISP) reading and spelling instruction. By delivering academic vocabulary instruction through these interactive and culturally responsive experiences, the plan aims to increase engagement, strengthen academic vocabulary, and support positive bilingual literacy identities. Ultimately, this work emphasizes that vocabulary learning is not simply an academic skill but a pathway toward confidence, belonging, and a stronger sense of identity as capable and valued learners with greater future opportunities.
Student(s):
Cindy Cruz
Faculty Mentor:
Dr. Brandy Yee
Developing Trauma-Informed Support Systems for Specialized Program Teachers Impacted by Student Aggression
Special education teachers experience rates of student aggression five times higher than their general education peers, resulting in high levels of educator burnout and attrition due to ineffective post-incident administrator support. Consequently, school districts are increasingly becoming unable to retain highly trained special educators to serve the needs of the most vulnerable students in their care. In this study, specialized program teachers in one Southern California school district are not being systematically provided trauma-informed administrator responses following threats and incidents of student aggression. The Change Path (2012) and double-loop learning models (1978) of organizational change, as well as Nadler and Tushman’s Organizational Congruence Model (1980), will be used to develop an Education Improvement Plan to address the needs of specialized program staff in SCUSD. These models will guide implementation, communication, monitoring and evaluation, and reflection throughout the course of the change process by structuring phased changes, diagnosing organizational misalignment, and encouraging the examination of ineffective assumptions. The intent is for this plan’s implementation to address the gap between the district’s stated vision for positive student outcomes and special educators’ current emotional capacity to provide robust educational experiences for their students by validating teacher trauma, strengthening response systems, and improving teacher retention. In the future, this plan will serve as a framework for other districts as they attempt to establish trauma-informed protocols to support teachers who regularly experience physiological and emotional symptoms as a result of working with students exhibiting aggressive behaviors.
Student(s):
Sara Cummings
Faculty Mentor:
Brandy Yee
Student Mental Health Challenges in School
Increasing levels of student anxiety, academic stress, and mental health struggles have become more noticeable in middle school settings, and these challenges can have a direct impact on both student performance and overall well-being. Schools are beginning to look more closely at how grading practices, classroom routines, and emotional supports may unintentionally contribute to student stress rather than helping students succeed. The purpose of this project is to examine how certain school structures can contribute to student anxiety and to explore practical changes that could help create a more supportive learning environment while maintaining strong academic expectations. Using organizational change models as a guide, this project examines how grading policies, the consistency of social-emotional learning routines, and the availability of mental health support can affect students' experiences at school. The issue is discussed as a broader trend across many middle schools, while one school site, Mesa Verde, is used as an example to illustrate how these challenges manifest in a real setting. Looking at current practices and possible changes suggests that inconsistent grading systems, high-pressure assessments, and uneven emotional supports can increase student stress, while more flexible grading approaches and consistent daily routines may help students stay more engaged and feel more supported. Overall, this project shows that gradual, schoolwide changes, guided by clear improvement models, can help schools better support both the academic and mental-health needs of their students.
Student(s):
Luke D'Angelo
Faculty Mentor:
Dr. Terri Leon
The Impact of Structured Social Emotional Learning in Elementary Classrooms
Elementary classrooms today are facing increasing challenges due to student behavior, lack of focus, and poor emotional regulation. These challenges are impacting academic achievement and overall classroom climate. This can ultimately affect student’s long-term success. This Educational Improvement Plan (EIP) examines the benefits that an implementation of structured Social Emotional Learning (SEL) curriculum can have. In its current state, SEL exists in classrooms, but it is inconsistent and teacher dependent. The inconsistency limits its effectiveness and creates an inequitable environment for students who don’t learn the foundational skills outside of school. Through research, we learn that consistent SEL can improve skills students’ self and emotional regulation, behavior, and engagement within the classroom. This plan will be guided through Jeanie Duck’s Emotional Transitions Through Change model (2002), which considers that successful change must address emotional responses of those involved. The proposed change will also target adding additional professional development for teachers to ensure competence in the given SEL curriculum. While this plan has not yet been implemented, I anticipate that it will increase instructional time, student engagement, and create a better school climate. This work contributes to a growing body of knowledge that supports SEL as a regular part of education, rather than an optional addition. It provides a framework for my school that is sustainable, which will highlight the meaningful benefits that structured SEL curriculum can have. Overall, it is meant to support the development of the whole child, where SEL plays a major role in student’s success.
Student(s):
Aliya Dimuro
Faculty Mentor:
Dr. Brandy Yee
Cultivating Teachers’ Sociopolitical Consciousness Through Professional Development
Abstract
The third pillar of Culturally Relevant Pedagogy (CRP) empowers students to view the world through a critical lens, identify injustices, and question societal norms. Students often look to their teachers for answers about society, yet teachers often feel unprepared to facilitate these conversations in the classroom. While culturally responsive practices are encouraged in most schools, the sociopolitical pillar of the framework is often underdeveloped in classroom practice. The goal of this Educational Improvement Plan is to strengthen teachers' sociopolitical consciousness through professional development. This plan is intended to elevate existing practices in most schools. This would require districts to consider initiatives such as Equity and Diversity Teachers on Special Assignment (TOSA), district-level professional development, and school-site support. This plan draws on work from Ladson-Billings (1995), Gay (2010), and Freire (1970) to frame culturally responsive teaching and sociopolitical consciousness. Implementation to support proposed changes will follow Lewin’s Stage Theory of Change. Rather than proposing a complete overhaul of existing systems, this plan focuses on working within the structures already in place in schools, which may increase teacher buy-in. These professional development opportunities and collaborative spaces are intended to create meaningful dialogue among teachers and provide time to plan the integration of culturally relevant pedagogy into classroom practice.
The third pillar of Culturally Relevant Pedagogy (CRP) empowers students to view the world through a critical lens, identify injustices, and question societal norms. Students often look to their teachers for answers about society, yet teachers often feel unprepared to facilitate these conversations in the classroom. While culturally responsive practices are encouraged in most schools, the sociopolitical pillar of the framework is often underdeveloped in classroom practice. The goal of this Educational Improvement Plan is to strengthen teachers' sociopolitical consciousness through professional development. This plan is intended to elevate existing practices in most schools. This would require districts to consider initiatives such as Equity and Diversity Teachers on Special Assignment (TOSA), district-level professional development, and school-site support. This plan draws on work from Ladson-Billings (1995), Gay (2010), and Freire (1970) to frame culturally responsive teaching and sociopolitical consciousness. Implementation to support proposed changes will follow Lewin’s Stage Theory of Change. Rather than proposing a complete overhaul of existing systems, this plan focuses on working within the structures already in place in schools, which may increase teacher buy-in. These professional development opportunities and collaborative spaces are intended to create meaningful dialogue among teachers and provide time to plan the integration of culturally relevant pedagogy into classroom practice.
Student(s):
Patricia Ferrer
Faculty Mentor:
Chrissandra Creer
Strategies for Improving Advanced Placement Outcomes in Low-Socioeconomic, Predominantly Minority Classrooms
When our low socioeconomic and minority students fail to pass their Advanced Placement (AP) exams at the same rate as their peers, their educational opportunities are limited, as a passing score can improve their chances of getting into college and save them money by earning college credit. The comparatively low pass rate also speaks to the level of rigor of their classes and the lack of preparedness for college level coursework. At the predominantly low socioeconomic, minority high school I teach at in Los Angeles Unified, my goal is to improve the AP pass rates on the U.S. Government and Politics exam by integrating research driven instructional techniques. I believe that the school’s pass rate (12.5% in 2024) should match the pass rate of California (72% in 2024). The change model that drives this Educational Improvement Plan is Duck’s Five Stage Change Curve, as I push my organization out of the stagnation phase through preparation, implementation, and dedication, for my goal to come to fruition. Research shows that project-based learning, homework, and gamification better prepare students for the AP exam and so over the course of this school year, I have been implementing these instructional strategies and analyzing the impact on unit test results as compared to last year’s data. Ultimately, the goal is to see improvement from the previous year on the AP scores released in July. This Educational Improvement Plan sheds light on successful techniques for improving educational outcomes in low socioeconomic, high minority classrooms.
Student(s):
Melissa Grennan
Faculty Mentor:
Dr. Brandy Yee
Sensemaking Guidance to Reclassify More English Learners With Disabilities Who Score Proficient in Middle School
Being reclassified as fluent English proficient (RFEP) can improve academic self-efficacy for English learners (ELs) while improving administrative indicators of school quality and signaling a moment for teachers to reflect on helping students reach a finish line. Self-efficacy, school quality, and achievement of goals are the operational framework for students with disabilities (SWDs) and special education teachers supporting them. This education improvement plan (EIP) aims to improve local policies and processes for reclassifying middle school students who are dually identified as ELs and SWDs. These designations are legal terms carrying administrative directions and implications for the instructional pathway of students dually identified. ELs receive targeted English Language Development (ELD) instruction and SWDs receive specialized support and accommodations to access and engage with grade-level academic content. The problem of practice arises from reclassification barriers for dually identified middle school students in southern California who scored the highest English proficiency level but were ineligible for reclassification at their charter school. This EIP exemplifies a microcosm of policy sensemaking, reconciling equity practices with local reclassification guidance. It highlights the need for increased stakeholder involvement and for policy improvements to local reclassification criteria, specifically local criteria for basic skills. The plan reviews qualitative lessons researchers learned about reclassification, proposing how teachers, as warm demanders in learning organizations, can use change agency to support shifts impacting the reclassification process. The EIP details the administrator’s role in implementing the change.
Student(s):
Benjamin Harvick
Faculty Mentor:
Dr. Brandy Yee
Exploring Barriers to Family Engagement and Trust in Dual Language Schools Serving Immigrant Families
This study explores barriers affecting family engagement and trust in a K–5 dual-language immersion school serving immigrant families. The guiding question examines how communication structures and school practices influence participation in engagement opportunities.
Grounded in Lewin’s Change Theory, Readiness for Change, and culturally responsive leadership, this qualitative study uses family surveys, staff interviews, and communication audits to examine engagement patterns. As the study is ongoing, preliminary findings suggest that language access, digital platforms, and trust influence participation, particularly for families speaking Indigenous languages such as Mixteco. The study identifies strategies to strengthen inclusive communication and relationship-building practices.
Grounded in Lewin’s Change Theory, Readiness for Change, and culturally responsive leadership, this qualitative study uses family surveys, staff interviews, and communication audits to examine engagement patterns. As the study is ongoing, preliminary findings suggest that language access, digital platforms, and trust influence participation, particularly for families speaking Indigenous languages such as Mixteco. The study identifies strategies to strengthen inclusive communication and relationship-building practices.
Student(s):
Monce Hernandez
Faculty Mentor:
Dr. Kelly Maloney
Embedded Social-Emotional Literacy Lessons in High School ELA Classrooms
This ongoing study examines the impact of embedding direct social-emotional learning (SEL) instruction within high school English Language Arts classes, where increasing behavioral concerns and disengagement highlight the need for proactive supports. SEL lessons are intentionally aligned with themes and conflicts in class literature, such as Othello, while targeting transferable skills including emotional regulation and conflict resolution. The study positions SEL as a Tier 1 intervention to strengthen student well-being and social problem-solving while reducing reliance on reactive discipline, including suspensions and behavioral referrals.
Guided by the pedagogical frameworks of Beckhard and Harris model of change, and by Lewin’s Change Theory, this mixed-methods study analyzes qualitative data from student surveys and written reflections alongside quantitative data on suspension and referral rates. Findings will evaluate whether embedded SEL instruction influences both classroom climate and disciplinary outcomes.
Guided by the pedagogical frameworks of Beckhard and Harris model of change, and by Lewin’s Change Theory, this mixed-methods study analyzes qualitative data from student surveys and written reflections alongside quantitative data on suspension and referral rates. Findings will evaluate whether embedded SEL instruction influences both classroom climate and disciplinary outcomes.
Student(s):
Brenna Koneval
Faculty Mentor:
Kelly Maloney
Reimagining Lunch as a Structured Community-Building Space in Elementary Schools
This study examines how lunchtime functions within an elementary school setting and its potential as a structured opportunity to support students’ social-emotional development and community responsibility. As one of the few unstructured times in the school day, lunchtime plays an important role in shaping student behavior, social interaction, and overall school culture. Guided by the ADKAR framework and Kotter’s Change Model, and grounded in CASEL competencies, the purpose of this study is to explore how clearer systems and routines may be developed and sustained.
The research analyzes student and staff perceptions of lunchtime to examine how routines influence behavior, social interaction, and staff capacity. This study utilized an action research approach, with surveys administered to identify patterns in expectations, supervision, and environment. Findings reveal a mismatch between student and teacher perceptions: students report high social value during lunch, while teachers report challenges with structure and environmental manageability. These results suggest that inconsistent expectations contribute to behavioral challenges and reduced effectiveness, while more structured routines may strengthen SEL development and school community norms.
The research analyzes student and staff perceptions of lunchtime to examine how routines influence behavior, social interaction, and staff capacity. This study utilized an action research approach, with surveys administered to identify patterns in expectations, supervision, and environment. Findings reveal a mismatch between student and teacher perceptions: students report high social value during lunch, while teachers report challenges with structure and environmental manageability. These results suggest that inconsistent expectations contribute to behavioral challenges and reduced effectiveness, while more structured routines may strengthen SEL development and school community norms.
Student(s):
Hannah Liberman
Faculty Mentor:
Kelly Maloney
Building and Maintaining Engagement, Curiosity, and Motivation in Secondary Students
Student apathy is among the most prevalent problems negatively impacting our education system today. The purpose of this study was to investigate the causes of student apathy in secondary school, and its effects on students’ academic performance and overall well-being. Analyses were conducted of prior research on students’ intrinsic and extrinsic motivations, the use of technology in the classroom, active learning, and self-determination theory. The research was centered around student apathy in secondary schools in the United States, but also assessed data and surveys from the elementary and university level, as well as from other countries including Indonesia, China, Canada, Sweden, and Norway. Findings indicate that students with a higher level of intrinsic motivation also had a higher level of academic performance when controlling for baseline achievement. It has also been shown that using extrinsic motivation can be detrimental to students who already show high levels of intrinsic motivation, however in students with low intrinsic motivation the extrinsic motivators improved academic performance. It is clear that while the ultimate goal should be to increase intrinsic motivation in all students, it is still important for teachers to find a balance between intrinsic and extrinsic motivation. This can be challenging with much of the current curriculum in the U.S. valuing memorization over deeper learning. Active learning and implementation of the principles of self-determination theory, along with a reduction of the use of technology such as cell phones in the classroom, are all promising solutions that can reduce student apathy.
Student(s):
Kelan Long
Faculty Mentor:
Dr. Brandy Yee
Advancing Social Justice, Equity, and Antiracism: Bilingual Latine School Counselors
This proposed qualitative study examines the lived experiences of bilingual Latine school counselors and their role in advancing social justice, equity, and antiracism in U.S. public K–12 schools. Grounded in Freirean critical pedagogy and informed by Holcomb-McCoy’s framework for social justice and antiracist school counseling, this study positions school counselors as transformative agents working within and against systems that have historically marginalized students and families.
The purpose of this study is to understand how bilingual Latine school counselors describe their experiences enacting social justice, equity-centered and antiracist practices, and how they draw upon their linguistic, cultural, and lived experiences to support students’ academic, social-emotional, and college and career development.
Using a qualitative narrative inquiry approach combined with scholarly personal narrative (SPN), this study centers culturally responsive methodologies, including pláticas and testimonios, to honor participants’ voices and lived realities. Data will be collected through semi-structured virtual interviews with approximately 10–12 bilingual Latine school counselors in U.S. public schools, conducted in English, Spanish, or both. Data will be analyzed using thematic and cross-case analysis.
Data collection is pending Institutional Review Board (IRB) approval. This study seeks not only to document experience, but to uplift counternarratives that challenge deficit perspectives and reimagine school counseling as a space of advocacy, cultural wealth, and liberation.
The purpose of this study is to understand how bilingual Latine school counselors describe their experiences enacting social justice, equity-centered and antiracist practices, and how they draw upon their linguistic, cultural, and lived experiences to support students’ academic, social-emotional, and college and career development.
Using a qualitative narrative inquiry approach combined with scholarly personal narrative (SPN), this study centers culturally responsive methodologies, including pláticas and testimonios, to honor participants’ voices and lived realities. Data will be collected through semi-structured virtual interviews with approximately 10–12 bilingual Latine school counselors in U.S. public schools, conducted in English, Spanish, or both. Data will be analyzed using thematic and cross-case analysis.
Data collection is pending Institutional Review Board (IRB) approval. This study seeks not only to document experience, but to uplift counternarratives that challenge deficit perspectives and reimagine school counseling as a space of advocacy, cultural wealth, and liberation.
Student(s):
Homero Magana
Faculty Mentor:
Nancy-Jean Pement
The Effect of Classroom Management on Student Learning and Behavior in Elementary School
Classroom management is essential for establishing a structured, positive learning environment that promotes student learning, engagement, and positive behavior. In elementary classrooms where students are developing social skills, effective classroom management strategies will help create structure and consistency and build a sense of community. Classroom management remains a significant challenge for teachers, particularly for novice teachers. Disruptive behavior and ineffective management practices can reduce instructional time, hinder student engagement, and contribute to teacher stress and early burnout. The problem addressed in this study is the impact of classroom management practices on student learning and behavior in elementary school classrooms. This education improvement plan investigates how structured routines, clear expectations, positive relationships, and consistent procedures influence classroom climate and student outcomes. The study is guided by educational models and theories, including behaviorism, humanism, and constructivism, and it applies the Change Path Model as a framework for implementing and sustaining change in classroom management practices. Data is collected through journaling, observational notes, and informal feedback to monitor the effectiveness of classroom management strategies over time. The vision for change is to develop a consistent, student-centered classroom management system that fosters a structured, inclusive, and supportive learning environment. Findings indicate that consistent, clearly taught routines and expectations, preventive strategies, and positive behavioral supports contribute to improved student engagement and reduced disruptive behavior. These results highlight that effective classroom management focuses not on controlling students but on creating a positive environment where students can thrive academically and socially.
Student(s):
Michele Marceleno Martinez
Faculty Mentor:
Chrissandra Creer
Implementing Virtual Simulations In M.S. Science and The Effects on Collaboration and Engagement
This study examines how virtual simulations in middle school science influence student collaboration, engagement, and evidence-based writing. As technology integration increases, understanding its instructional impact is essential. Guided by Lewin’s Change Model and Stermann’s Framework of Change, this mixed-methods study analyzes classroom implementation within a broader systems context.
Data include student interviews, surveys, observational data, and analysis of student writing samples. Preliminary findings indicate that students report higher engagement in hands-on labs than virtual simulations, and collaboration remains an area of growth. Findings suggest that structured collaborative strategies may enhance the effectiveness of virtual simulations and support evidence-based writing development.
Data include student interviews, surveys, observational data, and analysis of student writing samples. Preliminary findings indicate that students report higher engagement in hands-on labs than virtual simulations, and collaboration remains an area of growth. Findings suggest that structured collaborative strategies may enhance the effectiveness of virtual simulations and support evidence-based writing development.
Student(s):
Antonia Marietti
Faculty Mentor:
Kelly Maloney
Mirrors, Windows, and Representation: Addressing the Impact of Teacher Diversity on Student Belonging
In classrooms today, students deserve to see both mirrors of themselves and windows into the world around them, yet many in K-12 schools experience a lack of cultural representation, especially among their teachers. This project explores how the absence of teacher diversity impacts student belonging, engagement, and identity development, particularly for students from underrepresented backgrounds. The purpose of this presentation is to examine how increasing cultural representation in schools can create more inclusive, empowering learning environments. Using relevant research on teacher diversity, along with teacher interviews and observations from my own school site, I looked at how representation shows up in the classroom and how it impacts students. Across these sources, I found that when students feel seen and represented, they are more likely to participate, connect to content, and feel a sense of belonging. This project highlights the importance of intentional practices such as inclusive hiring and supporting and retaining diverse educators. Ultimately, students need both mirrors and windows, mirrors to see what they are worth and windows to see what’s possible.
Student(s):
Viridiana Martinez
Faculty Mentor:
Dr. Terri Leon
Improving Engagement and Access to Grade-Level Content in a Co-Taught Middle School Classroom
This study examines how co-teaching models influence student engagement and access to grade-level curriculum in a co-taught seventh-grade classroom, particularly for students with IEPs. Guided by Lewin’s Change Theory and inclusive education frameworks, the intervention compares One Teach–One Support and Station Teaching as instructional models. In addition, the study examines the use of a daily SEL warm-up as a separate variable designed to promote student readiness and engagement at the start of class.
Data are collected through student surveys, participation observations, and unit assessment measures. Early findings suggest that smaller instructional groups and structured SEL warm-ups increase participation and readiness to learn, especially for students with IEPs. These results contribute to understanding how instructional structure and classroom routines support inclusive practices.
Data are collected through student surveys, participation observations, and unit assessment measures. Early findings suggest that smaller instructional groups and structured SEL warm-ups increase participation and readiness to learn, especially for students with IEPs. These results contribute to understanding how instructional structure and classroom routines support inclusive practices.
Student(s):
Corey Marvin
Faculty Mentor:
Kelly Maloney
Dissertation-Phase Learning and Leadership Practice: A Multiple-Case Study of First-Generation Ed.D. Graduates
Doctor of Education programs are designed to prepare scholar-practitioners for leadership in complex educational systems, yet the dissertation phase remains underexamined as a site of adult learning with implications for how leadership judgment and adaptive practice develop over time.
This qualitative multiple-case study examines how first-generation Ed.D. graduates in Educational Leadership retrospectively interpret dissertation-phase learning and how that learning informs leadership thinking and practice within California Community Colleges, the largest higher education system in the United States, serving over 1.8 million students. Participants are early- and mid-career administrators who completed their dissertations while working as educational professionals, balancing doctoral study with organizational responsibilities and, for some, family commitments.
Guided by Kolb's (1984, 2015) Experiential Learning Theory, extended by Morris's (2020) revision foregrounding the situated nature of concrete experience, and complemented by Argyris and Schön's (1974) distinction between single- and double-loop learning, the study examines how dissertation-phase learning becomes professionally consequential. Central to the inquiry is the translation mechanism: how reflective capacity built during the dissertation becomes embedded in leadership reasoning and adaptive practice.
The researcher is the first in her family to navigate doctoral education in the United States and is concurrently engaged in the process she studies, a proximity that informs interpretive sensitivity while requiring reflexivity to center participants' accounts.
In the design phase with IRB approval pending, this study contributes to conversations about how professional doctoral experiences shape leadership capacity and what it means for the Ed.D. to fulfill its promise as a site of formation rather than solely a credentialing endpoint.
This qualitative multiple-case study examines how first-generation Ed.D. graduates in Educational Leadership retrospectively interpret dissertation-phase learning and how that learning informs leadership thinking and practice within California Community Colleges, the largest higher education system in the United States, serving over 1.8 million students. Participants are early- and mid-career administrators who completed their dissertations while working as educational professionals, balancing doctoral study with organizational responsibilities and, for some, family commitments.
Guided by Kolb's (1984, 2015) Experiential Learning Theory, extended by Morris's (2020) revision foregrounding the situated nature of concrete experience, and complemented by Argyris and Schön's (1974) distinction between single- and double-loop learning, the study examines how dissertation-phase learning becomes professionally consequential. Central to the inquiry is the translation mechanism: how reflective capacity built during the dissertation becomes embedded in leadership reasoning and adaptive practice.
The researcher is the first in her family to navigate doctoral education in the United States and is concurrently engaged in the process she studies, a proximity that informs interpretive sensitivity while requiring reflexivity to center participants' accounts.
In the design phase with IRB approval pending, this study contributes to conversations about how professional doctoral experiences shape leadership capacity and what it means for the Ed.D. to fulfill its promise as a site of formation rather than solely a credentialing endpoint.
Student(s):
Claudia Newby
Faculty Mentor:
Diane Rodriguez-Kiino
Impact of SES on Academic Achievement
This education improvement plan explores the causes of the academic achievement gap between students of different socioeconomic statuses. Poverty in the United States affects millions of people, including school-aged children who it deeply impacts as seen through their school experiences. Students cannot learn when their basic needs are not met. This research aims to narrow the academic achievement gap which can decrease the perpetuation of poverty, putting less stress on students and their families. It was found that one proponent causing this disparity is teacher bias towards marginalized students. Having the preconceived notion that students with a low socioeconomic status will not perform as well as their counterparts, puts them at a disadvantage in the classroom. To target this, Kotter’s Eight Stage Model Process was used to build a plan that would inform teachers about this teacher psychology and introduce them to the ways in which we may all be affecting our students without realizing it. The vision for this change is for my organization to recognize their biases in an effort to see every student and their experiences so that the proper resources and support can be provided for each individual. This education improvement plan was not implemented this school year, but the anticipated outcome is for students’ motivation to increase as they feel more understood and taken care of at school. This research supplies teachers with the knowledge to create change in their own classrooms, impacting individual students daily with the understanding that global poverty will not change.
Student(s):
Kailee Ortega
Faculty Mentor:
Dr. Brandy Yee
Supporting the Whole Child: Implementing Effective Social-Emotional Learning Practices
The inconsistent implementation of social-emotional learning (SEL) in elementary classrooms is a critical issue with significant implications for student development. When SEL practices are not consistently embedded into daily instruction, students may miss valuable opportunities to build essential skills - including emotional regulation, self-awareness, and positive relationship building. These gaps can impact both student’s academic performance and their overall well-being. Research consistently highlights the strong connection between effective SEL instruction and improved academic outcomes, increased student engagement, and stronger classroom communities. However, many teachers face challenges when attempting to fully implement SEL practices, including limited instructional time, insufficient professional development, lack of resources, and minimal stakeholder support. This Educational Improvement Plan (EIP) seeks to address these barriers by promoting the intentional and consistent integration of daily SEL routines within elementary classrooms. These routines may include practices such as morning meetings, emotional check-ins, collaborative discussions, and reflection activities that provide students with structured opportunities to practice social and emotional skills. The proposed change effort is guided by Kurt Lewin’s Change Management Model, which emphasizes the importance of preparing for change, implementing new practices, and establishing sustainable systems that support long-term success. Through this EIP, the goal is to foster a school culture where students’ social and well-being is prioritized alongside academic achievement. By addressing implementation challenges and supporting teachers through a structured change process, this plan aims to create a classroom environment that promotes both student success and overall well-being.
Student(s):
Nina Ortiguerra
Faculty Mentor:
Dr. Brandy Yee
Developmentally Appropriate Teaching Practices
This research paper looks into developmentally appropriate practices (DAP) in primary grades, particularly in transitional kindergarten (TK) and kindergarten classrooms. DAP’s foundations focus on optimal learning in early childhood education and aligning teaching methods with a child’s age, individual development, and social/cultural settings. Through a hands-on, play-based approach, it emphasizes nurturing cognitive, social, emotional, and physical development, tailored to each child’s strengths. Challenges discussed in chapter one included inadequate teacher training, a rushed emphasis on academics, and inadequate classroom environments and materials. These issues hinder the implementation of DAP in primary grades, particularly in TK and kindergarten classes. Chapter two addressed the need for change in the assessment of current teaching methods and student outcomes, thereby raising awareness among primary-grade teachers of how children can benefit from implementing DAP in their classrooms. Designing training and support strategies, implementing DAP lessons, and providing mentoring and monitoring of student engagement and continuous professional development in these practices would be strategic measures to promote a well-balanced, developmentally appropriate curriculum for young children. Chapter three reiterates the need for change and solutions to issues concerning change in a problem of practice that warrants consideration. External factors often trigger this. The state did consider this approach when TK was proposed as a part of an elementary education for young children. Change is important, and shareholders need to agree. Organizational analysis directly affects school leaders’ ability to analyze and restructure the organization; hiring and retaining qualified educators who will implement change in the classroom is essential.
Student(s):
Maria Ramirez
Faculty Mentor:
Chrissandra Creer
Hispanic Family Engagement in TK
Family engagement is a strong predictor of positive student outcomes, yet many schools continue to see low participation, particularly among Hispanic families. This Education Improvement Plan examines the organizational and structural factors that contribute to low Hispanic family engagement and proposes strategies to strengthen culturally responsive partnerships, particularly in Transitional Kindergarten. This work is important because our community has a growing Hispanic student population, and educators must examine how implicit biases and deficit-based perceptions can influence school practices and expectations. Transitional Kindergarten provides families with their first opportunity to build partnerships that strengthen engagement across all grade levels.
This plan seeks to address limited engagement by examining how existing school practices, communication structures, and cultural assumptions may unintentionally create barriers for Hispanic families. The main argument of this plan is that increasing engagement requires intentional organizational change that prioritizes relational trust, culturally responsive practices, and accessible two-way communication systems. This work draws on the Four-Step Change Path Model to guide the implementation of strategies.
The vision for change is to redefine family engagement through culturally responsive practices that build shared understanding and strengthen partnerships with Hispanic families. Anticipated results for this plan include increased family participation, stronger family–school partnerships, and more inclusive environments for Hispanic families. This work contributes to the broader literature by highlighting that the issue is not a lack of interest from families, but rather the need for culturally responsive communication, relationship-building, and practices that recognize the cultural strengths Hispanic families bring.
This plan seeks to address limited engagement by examining how existing school practices, communication structures, and cultural assumptions may unintentionally create barriers for Hispanic families. The main argument of this plan is that increasing engagement requires intentional organizational change that prioritizes relational trust, culturally responsive practices, and accessible two-way communication systems. This work draws on the Four-Step Change Path Model to guide the implementation of strategies.
The vision for change is to redefine family engagement through culturally responsive practices that build shared understanding and strengthen partnerships with Hispanic families. Anticipated results for this plan include increased family participation, stronger family–school partnerships, and more inclusive environments for Hispanic families. This work contributes to the broader literature by highlighting that the issue is not a lack of interest from families, but rather the need for culturally responsive communication, relationship-building, and practices that recognize the cultural strengths Hispanic families bring.
Student(s):
Rocio Ramirez
Faculty Mentor:
Dr. Chrissandra Creer
Reprioritizing Play-Based Learning in Kindergarten Classrooms
The implementation of increased academic standards as well as district and state testing has caused kindergarten teachers to provide instruction that is developmentally inappropriate for early elementary learners. Increasing expectations placed on teachers and students has forced teachers to move away from play, art, and exploration to focus on students meeting reading and math goals. These developmentally inappropriate expectations place stress on students and teachers causing increased student misbehavior and growing apathy towards learning, despite the research that shows the benefits of play-based learning (PBL) for kindergarten students. While teachers realize the need for PBL in kindergarten classrooms, they face restrictive and time consuming curriculum, lack of resources, and lack of space to enact PBL. This education improvement plan aims to provide a framework to teachers looking to reintroduce and prioritize PBL within the constraints of their provided curriculum and standards. Utilizing the Deming Cycle as a theoretical model, teachers can identify a meaningful goal based on data collection and observations, for the implementation of PBL in their classrooms and evaluate the effectiveness of the change. Ultimately, through the use of this education improvement plan teachers can make a small, but meaningful change to the instruction they provide their students in order to prioritize learning through play. This plan identifies the benefits of PBL for young learners, highlights the major restrictions to PBL for teachers, as well as propose effective solutions to this problem.
Student(s):
Sarah Reeves
Faculty Mentor:
Dr. Brandy Yee
Belonging Through Music: Student Voice and Engagement in a District Mariachi Program
This study examines student engagement, belonging, and leadership within a high school mariachi program through an observational case study. Grounded in culturally responsive pedagogy and adaptive leadership theory, the research explores how participation in a culturally meaningful ensemble shapes identity and motivation.
Data sources include observational field notes, anonymous student surveys, and participation indicators during preparation for a regional mariachi festival. Students independently organized a fundraiser to support participation, demonstrating initiative and collective ownership. Findings suggest that culturally meaningful performance opportunities strengthen motivation and leadership. The study proposes incorporating structured student leadership roles and reflective feedback systems to sustain engagement.
Data sources include observational field notes, anonymous student surveys, and participation indicators during preparation for a regional mariachi festival. Students independently organized a fundraiser to support participation, demonstrating initiative and collective ownership. Findings suggest that culturally meaningful performance opportunities strengthen motivation and leadership. The study proposes incorporating structured student leadership roles and reflective feedback systems to sustain engagement.
Student(s):
Margarita Resendiz
Faculty Mentor:
Dr. Kelly Maloney
Identifying Barriers to Music Education and Strategies to Promote Music in TK-8 Schools
This qualitative case study investigates barriers to access to music education in TK–8 public schools, where disparities in funding, staffing, and community support affect program quality. The research identifies physical, financial, social, cultural, and political obstacles to equitable access and develops strategies to overcome them.
Using Quinn’s Competing Values Framework and Stacey’s Complexity Theory, this study collects observational data, stakeholder interviews, and program comparisons across two schools in different districts. Early findings suggest that updating instrument inventories, incorporating student voice, and strengthening collaboration with families and staff may improve access and sustainability. Initial implementation indicates promising improvements in program visibility and participation.
Using Quinn’s Competing Values Framework and Stacey’s Complexity Theory, this study collects observational data, stakeholder interviews, and program comparisons across two schools in different districts. Early findings suggest that updating instrument inventories, incorporating student voice, and strengthening collaboration with families and staff may improve access and sustainability. Initial implementation indicates promising improvements in program visibility and participation.
Student(s):
Joseph Reyes
Faculty Mentor:
Dr. Kelly Maloney
A Focus on the Digital Divide, Language Barriers, and Misunderstanding the U.S. School System
My Education Improvement Plan is titled “A Pathway to Latino Parent Engagement.” It fixes a major problem at a Santa Maria-Bonita elementary school, where 95% of the students are Latino. This EIP will emphasize the critical need to bridge the digital divide between schools and Latino parents. My plan draws on Kotter’s 8-Step change model and fair leadership. It suggests that when parents appear uninvolved, this should be understood as a shortcoming of the school system’s structures and outreach efforts rather than an indication that parents lack care or commitment to their children’s education. All schools must use time, staff, and money to build a welcoming outreach program. The problem of practice that will be addressed is the low engagement of Latino parents, which is influenced by the digital divide, language barriers, and a lack of understanding of the U.S. school system. To solve this issue, my plan incorporates both immediate support strategies and sustained, long-term instructional approaches. The school will use Mixteco-speaking helpers and share messages using pictures and spoken words. For the long term, the school will create a Parent Academy to teach computer skills, use simple apps, and train teachers. Increased parent engagement, a stronger sense of belonging among students, and improved academic performance are expected outcomes. Also, this EIP provides a strong example for other diverse school districts to follow. The findings underscore the necessity for schools to critically examine and reform their own system, rather than attributing limited participation to a lack of parental involvement.
Student(s):
Ana Reyes-Rivera
Faculty Mentor:
Chrissandra Creer
Dual Language Immersion (DLI) Program Challenges
This study examines challenges affecting teacher sustainability and family engagement in Dual Language Immersion (DLI) programs, particularly in communities serving immigrant families. Initial observations indicate teacher burnout related to high instructional demands and limited support, as well as parent hesitancy linked to immigration-related concerns.
Guided by Nadler and Tushman’s Congruence Model and Culturally Responsive Leadership theory, this qualitative study uses teacher interviews, parent surveys, and observational data to examine structural and relational barriers within DLI settings. The study seeks to identify strategies that improve teacher support systems and foster inclusive family engagement practices. DLI program sustainability is critical to student success because consistent, long‑term dual‑language instruction builds strong foundational skills in both languages, deepens academic achievement, and supports cognitive and cultural development.
Guided by Nadler and Tushman’s Congruence Model and Culturally Responsive Leadership theory, this qualitative study uses teacher interviews, parent surveys, and observational data to examine structural and relational barriers within DLI settings. The study seeks to identify strategies that improve teacher support systems and foster inclusive family engagement practices. DLI program sustainability is critical to student success because consistent, long‑term dual‑language instruction builds strong foundational skills in both languages, deepens academic achievement, and supports cognitive and cultural development.
Student(s):
Evelyn Rodriguez
Faculty Mentor:
Dr. Kelly Maloney
Cultivating Equity: Integrating Culturally Relevant Resources in Dual Language Education
The lack of culturally relevant instructional resources in dual immersion classrooms remains apersistent challenge that can impact student engagement, identity development, andacademic success, particularly for English learners. Research suggests that when students seetheir cultures, languages, and lived experiences reflected in the curriculum, they are more likelyto feel connected to their learning and participate actively in academic tasks. However, manydual immersion classrooms continue to rely on instructional materials that do not fully representthe diverse cultural and linguistic backgrounds of multilingual students. The purpose of thisEducation Improvement Plan (EIP) is to create a structured approach for increasing theuse of culturally relevant pedagogy to improve student engagement, representation, andacademic outcomes. This plan proposes supporting teachers in identifying and integratingculturally relevant texts and resources through collaborative planning structures, such asProfessional Learning Communities (PLCs), targeted professional development, and sharedresource repositories. Deszca and Ingols’ Change Path Model will serve as the theoreticalframework guiding this initiative by helping leaders build readiness for change, implementtargeted instructional improvements, and accelerate progress through continuous monitoring andfeedback. By integrating culturally relevant resources within existing instructional structures, thisplan seeks to improve student engagement, increase representation in classroom materials, andpromote more equitable learning environments for multilingual students. Ultimately, theproposed EIP aims to support teachers in creating classrooms where all students feel valued,represented, and connected to their learning experiences.
Student(s):
Marisol Rodriguez
Faculty Mentor:
Dr. Chrissandra Creer
Race and Disciplinary Action in Elementary Education
The United States public school system educates millions of students over the course of one school year. Within that year, students go through periods when they do not meet the school’s expectations and face repercussions. Since the 1990s, schools nationwide have implemented disciplinary action systems under a zero-tolerance policy. Its goal was to keep students safe on campus by eliminating any offense caused by a student. Its produced effects have instead created an atmosphere of fear and distrust among students and school staff.
This educational improvement plan focuses on Latino students and the measures they are affected by through zero-tolerance policies in comparison to their White peers. Furthermore, highlights how the disciplinary action gap Latinos face parallels other gaps that inhibit their learning opportunities. Most notably the disciplinary action gap mirrors that of the school-to-prison pipeline that largely affects students of color.
The goal of this research is to analyze the root causes of the disciplinary gap and to propose a solution to minimize it through restorative justice practices and an anti-oppressive pedagogy. Deszca’s Change Path Model (2020) is used as a guide for outlining and implementing change. A mixed-methods approach combining quantitative and qualitative measures to mitigate the effects of the disciplinary gap will require involvement from all stakeholders. This application aims to use and prioritize teacher changemakers’ voices, along with the community’s, to foster a well-rounded partnership with the same goal in mind.
Student(s):
Jennifer Ruiz
Faculty Mentor:
Chrissandra Creer
Rethinking Assessments: A Change Management Approach to AI Era Evaluation Reform in a High Need High School
AI writing tools have made it nearly impossible for teachers to verify whether student work reflects genuine learning, creating an urgent crisis in assessment reliability and academic integrity. This problem is especially critical in high need schools serving low income and multilingual students/communities, where unfair or inconsistent AI policies risk deepening existing achievement gaps. The purpose of this education improvement plan is to present a researched informed change management plan for transforming assessment practices at Channel Islands High School away from AI vulnerable traditional assessments and towards processed based, authentic evaluation methods that prioritize equity and critical AI literacy. To develop this plan, a review of current educational research on AI writing tools and assessment design was conducted alongside organizational analysis using force field analysis and gap analysis to assess institutional readiness and identify the gap between current and desired assessment practice. The result is an incremental, equity focused change plan that begins with voluntary teacher pilots, builds organizational capacity through professional development, and works towards sustainable school wide assessment policy reform.
Student(s):
Sonia Salinas
Faculty Mentor:
Dr. Terri Leon
Beyond Average: Are Gifted Students Being Left Behind?
This Educational Improvement Plan (EIP) addresses inequities in the identification and instructional support of gifted lerners within elementary school settings. Traditional nomination-based identification processes often rely on teacher referrals qnd parental advocacy, nomination-based identification processes often rely on teacher referrls and parental advocacy, which can result in the underrepresentation of multilingual learners, students of color, and students from lower socioeconomic backgrounds in gifted and enrichment opportunities. In order to guarantee that both high-achieving and struggling students recieve education that is in line with their academic readiness, this research aims to proide a more equitabe and responsive instructional approach. Guided by Lewin's Three-Stage Model of Change and research on differentiation and flexible grouping, this EIP outlines a plan to implement weekly formative assessments in mathematics and English Language Arts (ELA) to inform a rotating workshop model. Based on assessment data, students demonstrating readiness for enrichment as well as those requiring targeted support would participate in small-group instruction through a mathematics and ELA workshop stucture supported by instructional aides. While this plan has not yet been fully implemented, anticipated outcomes include increased academic engagement amoung advanced learners, improved instructional responsiveness, and more equitable access to enrichment opportunitites across student subgroups. This plan seeks to promote fairness and excellence within the school community by integrating data-driven decision-making and flexible grouping into current teaching systems. The proposed model contributes to ongoing discussions about impartial gifted education and offers a practical framework that schools may adapt to better meet diverse learning needs of all students.
Student(s):
Kimberly Sandlin
Faculty Mentor:
Dr. Brandy Yee
Sustainable SEL Integration in the classroom
In recent years, Social Emotional Learning (SEL) has gained recognition as a critical component of elementary education supporting students emotional regulation, social skills, and academic success. Despite its importance, many schools struggle to implement SEL consistently due to limited instructional time, insufficient teacher training, and resource constraints.
This EIP addresses these challenges by proposing a framework to integrate SEL into existing classroom routines, ensuring that all students benefit from social-emotional development without excessively adding to teacher workload. This EIP will use Kotter’s Eight Step Model to guide implementation and provide a structured approach to fostering awareness, building buy-in, and sustaining SEL integration within schools.
Through Kotter’s change model, schools can create a culture that prioritizes social-emotional growth alongside academic growth supported by practical strategies and useful resources for teachers. By providing a clear, structured approach, this framework has the potential to improve student outcomes by fostering emotional awareness, self-regulation, and other important social skills as well as academic achievement. Although the framework has yet to be put into practice, it envisions a shift in instructional practices that makes SEL a consistent and sustainable part of school culture.
This work contributes to the field by offering a research-based strategy to improve SEL implementation and consistency across schools. It emphasizes implications for professional development, resource allocation, and school-wide initiatives. This provides a practical roadmap for educators and administrators to enhance the effectiveness and sustainability of SEL instruction.
This EIP addresses these challenges by proposing a framework to integrate SEL into existing classroom routines, ensuring that all students benefit from social-emotional development without excessively adding to teacher workload. This EIP will use Kotter’s Eight Step Model to guide implementation and provide a structured approach to fostering awareness, building buy-in, and sustaining SEL integration within schools.
Through Kotter’s change model, schools can create a culture that prioritizes social-emotional growth alongside academic growth supported by practical strategies and useful resources for teachers. By providing a clear, structured approach, this framework has the potential to improve student outcomes by fostering emotional awareness, self-regulation, and other important social skills as well as academic achievement. Although the framework has yet to be put into practice, it envisions a shift in instructional practices that makes SEL a consistent and sustainable part of school culture.
This work contributes to the field by offering a research-based strategy to improve SEL implementation and consistency across schools. It emphasizes implications for professional development, resource allocation, and school-wide initiatives. This provides a practical roadmap for educators and administrators to enhance the effectiveness and sustainability of SEL instruction.
Student(s):
Stephanie Sandoval
Faculty Mentor:
Chrissandra Creer
The Importance of Parental Involvement from Birth to Five
Early childhood, from birth to age five, is a critical period for cognitive, social, and language development. Research shows that parental involvement in the early - years significantly impacts children’s readiness for school and long-term academic success. The problem of practice addressed in this Educational Improvement Plan (EIP) focuses on the limited level of parental involvement in early learning experiences from birth through five. When parents are not consistently engaged in reinforcing early literacy, language development and learning activities at home, children start schooling without the essential skills required for success. This EIP is important because strengthening parent engagement in the early years will close developmental gaps before children enter kindergarten.
The central argument of this project is that strengthening communication, providing accessible learning resources, and informing families about the importance of early childhood development can increase parental involvement. The theoretical frameworks that guide this EIP include family engagement theory and early childhood development models that highlight parents as a child’s first teacher. These frameworks assist in collaborative partnerships between families and educators to boost children’s learning and development.
Although the strategies discussed in this EIP demonstrate strong potential to increase parental involvement, the plan focuses on outlining actionable approaches for family engagement. The goal of promoting meaningful change is to strengthen relationships between families and early education programs so that parents feel confident supporting their child’s development. This study adds to the existing knowledge on family engagement by highlighting the importance of early intervention and education on parental participation.
The central argument of this project is that strengthening communication, providing accessible learning resources, and informing families about the importance of early childhood development can increase parental involvement. The theoretical frameworks that guide this EIP include family engagement theory and early childhood development models that highlight parents as a child’s first teacher. These frameworks assist in collaborative partnerships between families and educators to boost children’s learning and development.
Although the strategies discussed in this EIP demonstrate strong potential to increase parental involvement, the plan focuses on outlining actionable approaches for family engagement. The goal of promoting meaningful change is to strengthen relationships between families and early education programs so that parents feel confident supporting their child’s development. This study adds to the existing knowledge on family engagement by highlighting the importance of early intervention and education on parental participation.
Student(s):
Samantha Santos
Faculty Mentor:
Chrissandra Creer
The Practice of Morning Meetings as a Remedy for Anxiety and Mental Health Struggles
There are many complex events going on in our environment today, which leads students feeling unequipped to manage the stress and anxiety that they may experience when they enter the classroom. When left unprocessed, these emotions can influence students to respond in many ways. With a focus on elementary school children, this Education Improvement Plan (EIP) seeks to examine the benefits of morning meetings as an instrument to liberate young children from the burdens of anxiety and stress. The research provided in this EIP sheds light on the positive results of implementing morning meetings based on the Responsive Classroom approach in the classroom. The Responsive Classroom model follows a guideline that begins with a greeting, then there is designated time for sharing, a group activity, and a morning message (Responsive Classroom, 2023). This EIP is guided by the pragmatic paradigm, which presents a mixture of quantitative and qualitative data. To promote an enduring and sustainable change in my organization, I will be consulting the pragmatic paradigm, the Change Path Model, and the Transformational Leadership Theory. There are various stakeholders involved in this EIP including the students who will positively impact from the practice of morning meetings in the classroom, along with teachers and the surrounding school districts. Through the research laid out in this EIP, I will demonstrate that the practice of morning meetings in the classroom can allow students to develop empathy, build community, and minimize problems with their mental health, which leads to fewer disruptive behaviors.
Student(s):
Rebecca Schuberg
Faculty Mentor:
Dr. Brandy Yee
Social Emotional Learning: Student Mental Health and Best Practices in Schools
The rapid decline of mental health among students is a pressing issue that requires direct attention. Social Emotional Learning (SEL) programs in schools are often inadequate, due to a variety of limitations including inconsistent curriculum, educator time constraints, lack of professional development, and insufficient support for teachers. As a result, the social and emotional needs of students are often left unmet. The goal of this Education Improvement Plan (EIP) is to increase student wellbeing by discovering barriers in schools and by locating research-based solutions. This plan specifically focuses on upper-elementary aged students approaching middle school, with the further intention of implementing change school and district wide. Research highlights that strategies to support mental health should be integrated into a classroom’s daily routines and embedded into academics. Driven by David Cooperrider’s Appreciative Inquiry Model, this plan follows four steps while emphasizing positivity and collaboration. I am taking a participative leadership style, with the goal of stakeholders working closely together throughout the change process. Finally, I envision the implementation of this plan deeply impacting students and giving them the tools necessary to regulate their emotions and communicate well with peers. My hope is that emotional wellness among students will improve through consistent application of integrated strategies. Using a mixed methods approach, the research conducted in this work reveals that current programs are not reaching their full potential. Thus, this EIP provides a plan for change and should encourage further research on integrated SEL approaches to create better outcomes for students.
Student(s):
Kayla Schulze
Faculty Mentor:
Dr. Brandy Yee
Strengthening Home-School Partnerships for Equity and Student Achievement
This Education Improvement Plan focuses on strengthening home-school partnerships to support equity and student achievement in elementary schools. Family involvement is essential for students’ academic success and social-emotional development. Many schools still rely on traditional engagement practices that do not reflect the needs of families today. As a result, immigrant and multilingual families often face barriers that limit their ability to participate in their child’s education, even when they are actively supporting learning at home. The problem addressed is the lack of consistent, inclusive practices that enable all families to participatemeaningfully in their child's education. This Education Improvement Plan proposes developing a schoolwide framework for family engagement that recognizes families' needs and reduces barriers related to language, culture, and work schedules. The Change Path Model drives the change and provides a structured process for identifying the need for change, collaborating with stakeholders, and implementing sustainable practices. This model emphasizes collaboration among teachers, families, and administrators to create more inclusive communication strategies and engagement opportunities. Increased communication, more equitable access to school community participation, and stronger partnerships between families and schools are the expected results. This work contributes to the broader understanding of family engagement by highlighting the importance of culturally responsive approaches that recognize the many ways families support their children’s education.
Student(s):
Allison Speshyock
Faculty Mentor:
Chrissandra Creer
Building Social Capital and Youth Developed Communities Through Utilitarian Theory
The importance of this Educational Improvement Plan lies in the civic activity of students and what can be done to ensure they become stakeholders in the success of their education. This EIP will analyze how schools can take a Utilitarian approach to their site to encourage students’ are active participants in their school’s community. The problem of practice this EIP is hoping to solve is the issue of why adolescent students have increasingly not been engaged in their school community, resulting in a rise in chronic absenteeism and apathy towards their educational success. This EIP is driven by a few different models varying in fields of study. The holistic approach to education is at the heart of this plan because it is centered around approaching students as whole persons and how they can achieve happiness. This is why a political theory, Utilitarianism, is used in this study to highlight how schools should be working to create the greatest possible happiness for their students in order to drive community engagement. The vision for change in this EIP is to engage students in their community in ways applicable to their interests in order to drive down issues like chronic absenteeism, educational apathy, and peer to peer isolation amongst adolescent students. This work shows how political theories and educational change frameworks can be applied to educational systems with the goal of community engagement and development in mind.
Student(s):
Nathan Swanson
Faculty Mentor:
Brandy Yee
Reading Intervention in Title I Schools: Socioeconomically Disadvantaged and English Language Learners
The literacy crisis in the United States has held steady since the COVID-19 pandemic. In kindergarten through second grade, students are learning the foundational skills needed to become proficient readers by third grade and beyond, a California literacy initiative proposed by the State Superintendent Tony Thurmond. To address this issue, educators must take immediate and strategic action to support students’ reading achievement to have them reading proficiently by the third grade. This Education Improvement Plan (EIP) is anchored in the Pragmatic Paradigm, The Deming Cycle, and the Transformational Leadership Theory. As proposed in this EIP, the solution focuses on reading intervention supports for students who are socioeconomically disadvantaged and English language learners (ELLs). Designated time for reading intervention can provide extra academic support for students who are socioeconomically disadvantaged and ELLs, who may not come into school with the same skills as their peers. Education is not always black and white – there are gray areas, and in order to create long lasting and impactful change, this EIP proposes a step-by-step and continuous improvement plan for initiating and sustaining reading interventions in Title I schools. The steps outlined in the Deming Cycle; plan, do, study, and act, provides educators with the tools and structure for continuous improvement. By implementing reading intervention in Title I schools to support students who are socioeconomically disadvantaged and ELLs, I aim for a more equitable learning environment and for students to be reading proficiently by the third grade.
Student(s):
Sydney Thomas
Faculty Mentor:
Dr. Brandy Yee
Abstract
This study explores the significance of intentional classroom design in Transitional Kindergarten (TK) environments. Many TK classrooms still rely on traditional layouts that may not fully support the diverse developmental and behavioral needs of young learners. This work is important because improving classroom environments can help create more inclusive and equitable learning spaces that better support all students. The problem addressed in this study is the lack of consistent and intentional physical classroom design practices in TK classrooms. Classroom setups often depend on individual teachers' preferences rather than on shared guidelines aligned with inclusive and developmentally appropriate practices. This inconsistency can lead to decreased engagement, increased behavioral challenges, and limited access to learning opportunities for students. The main argument of this problem of practice is that intentionally designed classroom environments can serve as a proactive strategy to support engagement, inclusion, and positive learning outcomes for young children. The Educational Improvement Plan (EIP) is guided by Lewin’s Change Model, which includes the stages of unfreezing, changing, and refreezing to support organizational change. The vision for change is to develop TK classroom environments that are intentionally designed to promote engagement, accessibility, and positive student behavior. Although the plan has not yet been fully implemented, the anticipated outcomes include increased student participation, better classroom behavior, and more inclusive learning environments. This work contributes to the field of early childhood education by emphasizing the importance of classroom design in fostering equitable and inclusive learning environments.
Student(s):
Viridiana Torres
Faculty Mentor:
Christina Creer
An Educational Improvement Plan for English Language Learners in Core Content Classes
California schools serve a high percentage of English Language Learners (ELL’s) who are placed into core content classes such as history, science and math, yet these courses often lack embedded language support. This means ELL’s struggle to access rigorous content even though thay are expected to master the same standards as their English-speaking peers. This Education Improvment Plan (EIP) addresses the problem that teachers in core content classes lack training, shared visions and tools they need to help ELL’s access grade-level curriculum. The goal of this EIP is to provide teachers with a variety of tools to better support ELL’s, establish common goals for ELL support across departments and expand access to technologies such as translation and multimodal learning tools. Guided by Peter Senge’s Learning Organization Theory, this EIP seeks to bring teachers together to develop shared visions for ELL’s so the school can build personal mastery and team learning around ELL support. Feedback from teachers, professional developments and the implementation of new tools will push continuous adjustments to support multilingual students. Ulitamtley, the goal is for teachers and students to have access to content-specific resources that reduce language barriers for ELL’s. Implementation has already begun within my organization, with students positive feedback on new tools improving classes that has allowed them access to the content. This Education Improvment Plan aims to show that when schools invest in teacher learning, build shared goals and use technology purposefully, English Language Learners can participate fully and succeed in their core content classes.
Student(s):
Tyla Vellos
Faculty Mentor:
Dr. Brandy Yee
Decolonizing English Language Arts Curriculum
As classrooms in the United States become increasingly linguistically and culturally diverse, many early literacy curricula remain grounded in Eurocentric practices that do not reflect the experiences of multilingual learners (Kimura & Tsai, 2023; National Center for Education Statistics, 2024). This disconnect can lead to reduced engagement, inequitable literacy outcomes, and the marginalization of students’ home languages and identities (Ervin, 2021; Preciado et al., 2023). This education improvement plan examines the need to decolonize the English Language Arts (ELA) curriculum in a Kindergarten classroom. The central argument of this plan is that integrating culturally sustaining pedagogy and translanguaging practices can create more equitable and engaging literacy instruction (Wei & García, 2022). To guide this transformation, Kotter’s Eight Stages of Organizational Change provides a structured framework for implementing reform within the school setting (Deszca et al., 2019). This plan envisions a classroom environment where multilingual learners are positioned as capable meaning-makers and active participants in literacy learning (Escamilla et al., 2021; Wesley-Nero & Donley, 2024). Therefore, this plan can be achieved by integrating culturally relevant texts, bilingual read-alouds, and translanguaging practices that allow students to draw on their full linguistic repertoires. The desired outcomes include increased student engagement, improved early literacy development, and stronger affirmation of multilingual identities. Future research should examine the long-term impact of culturally sustaining and translanguaging approaches on early literacy outcomes. Additionally, it would be beneficial to continue exploring professional learning that supports teachers in implementing equitable curriculum among diverse learners.
Student(s):
Karen Vidal
Faculty Mentor:
Chrissandra Creer
Strengthening Mental Health Support Systems for Student Well-Being in Schools
Students today face increasing social, emotional, and environmental pressures that can negatively affect their mental health and overall well-being, which in turn impacts their ability to focus, feel safe, and succeed academically. As mental health challenges continue to rise among school-aged students, educators and school systems must recognize the critical role that supportive learning environments play in promoting both student's well-being and academic achievement. The purpose of this project is to examine the need for stronger mental health support systems in schools and to explore strategies for implementing sustainable initiatives that address student mental health needs. Although many schools provide counseling services and limited mental health resources, these supports often do not meet the growing needs of students. This project proposes the development of a structured change plan designed to expand and strengthen mental health support within school communities. The implementation process is guided by established change management frameworks, including Lewin’s Change Theory, Kotter’s 8-Step Change Model, and Prosci’s ADKAR Model. Lewin’s model supports preparing the school community for change, implementing new mental health practices, and integrating them into the school culture. Kotter’s model emphasizes creating urgency, building collaborative leadership teams, and sustaining progress through measurable outcomes. The ADKAR model focuses on individual adoption by promoting awareness, desire, knowledge, ability, and reinforcement among educators, students, and families. The anticipated outcome is the development of a sustainable framework that strengthens school-based mental health support systems and fosters a learning environment that supports both student well-being and academic success.
Student(s):
Anahy Virgen
Faculty Mentor:
Dr. Brandy Yee
Fostering Empathy Using Stories in the Elementary Classroom
Increasingly, students’ free time is divided among activities like sports, artistic enrichment, and unstructured play. Reading for fun is often among those activities. In fact, reading for fun among fourth graders held steady for nearly thirty years. But in the last decade, the number of fourth-grade students who said they read for fun steadily declined from 53% to 39% (U.S. Dept. of Education, n.d.). Kids who like to read are typically better readers, and there is no doubt that literacy is essential for learning. But there is increasing evidence that exposure to stories also increases empathy; kids who read more frequently become more empathetic. Therefore, the national decline in recreational reading is exacerbating the tendency toward self-centeredness so prevalent in children. With a clear understanding of the stakes, teachers are well-positioned to increase the time that children spend interacting with stories each day, thereby enhancing both literacy skills and fostering empathy. This increased empathy will lead to stronger learning communities and better academic outcomes. I plan to approach this need for more stories using the four stages of Deszca’s Change Path Model. I will begin by awakening administrators and teachers to the crucial links between stories, empathy, and improved academic outcomes. By identifying potential supporters, tapping into teachers’ knowledge, and mobilizing existing resources, I will build excitement about achievable, meaningful results. Planned changes will begin in fourth grade, accelerating to include third and fifth grades. As results are evaluated, plans will be adjusted accordingly, and effective changes will be institutionalized.
Student(s):
Dawn Warren
Faculty Mentor:
Dr. Chrissandra Creer
Ensuring Equity in Special Education: The Impact of Socioeconomic Status and Teacher Expectations
Students in special education do not all experience school in the same way. Their experiences are shaped by many factors, including socioeconomic status and the expectations teachers hold for them. These factors can influence access to grade-level instruction, the consistency of services students receive, and their confidence as learners. Although the Las Virgenes Unified School District (LVUSD) performs well overall, district data still show achievement gaps for students with disabilities and students from socioeconomically disadvantaged backgrounds. When you look more closely at these patterns, it becomes clear that differences in family resources, advocacy, and teacher expectations may influence the support students receive, even in a high-performing district. This Educational Improvement Plan (EIP) looks at how these factors affect the level and consistency of support students receive in special education. The plan takes a closer look at patterns across Individualized Education Programs (IEPs), service minutes, and student access to grade-level instruction, while also centering student and family voice in the process. Kotter’s Eight-Step Change Model serves as the framework for this work. The plan works toward developing clearer and more consistent systems for IEP decision-making, strengthening collaboration with families, and maintaining high expectations for all students. The goal is to create a more transparent and consistent approach so that students with similar needs have similar access to support and opportunity. Ultimately, this work aims to ensure that students’ opportunities are determined by their potential rather than by privilege.
Student(s):
Claire Weber
Faculty Mentor:
Dr. Brandy Yee
Cultivating Intrinsic Motivation in Learning Environments
Students face a unique challenge in secondary education in the form of disengagement. At school, students interact with technology constantly, yet research supports that they are less connected to their environment. Disconnection in my home district has been seen in the form of increased chronic absenteeism and lack of motivation. As of 2024, Simi Valley Unified has a chronic absentee rate of 17.5% compared to the 8% in 2019. Drawing on the Lewin, Beckard, Harris, and Dezca change models, this Education Improvement Plan (EIP) aims to make changes leading to increased student engagement at the school site level. The desired change is to first introduce more meaningful interaction with students using classroom level training on immediacy behaviors and critical thinking-based environments. Kramer (2023) defines immediacy behaviors as actions, verbal or nonverbal, that an educator can take to reduce emotional distance between themselves and their students, which increases engagement. Then, using teacher and student-led activities, connect those environments to other classrooms, creating a self-sustaining ecosystem. The anticipated outcome of encouraging more community building among student groups will create outlets to engage. The impact will need to be measured longitudinally. Over time, this EIP intends to increase investment among all stakeholders and decrease chronic absentee rate. This EIP aims to create a student-centered school environment where students feel comfortable and excited to interact with and within. If successfully implemented, the EIP could improve students’ level of connection to their learning environment and teachers, thereby reducing chronic absenteeism.
Student(s):
Cole Weiderman
Faculty Mentor:
Dr. Brandy Yee
Inclusion in General Education: Bridging the Gap
This study explores the importance and significance of addressing the gap between inclusive education policies and the implementation of inclusion in general education classrooms. Despite mandated policies, the implementation of inclusion fails to be implemented effectively. The problem of practice in this Educational Improvement Plan (EIP) explores why inclusion often fails in practice and offers actionable strategies that schools can use to help bridge the gap and make inclusion more equitable and successful for all students. The problem of practice examines the ongoing challenges of implementing meaningful inclusion practices in general education settings. The main argument of the EIP is that inclusion fails in practice when implemented as a placement requirement rather than as a structural approach. In this EIP, there are many theoretical theories used throughout, as there is no one-size-fits-all in inclusion. Kotter’s Eight-Step Model, as well as Multi-Tiered Support of Systems (MTSS) and the Universal Design for Learning (UDL), are mentioned throughout the EIP. The vision for change focuses on improving professional development on inclusion practices, strengthening teacher collaboration, and implementing UDL strategies across the district. Teacher confidence in inclusion will also support the implementation of effective inclusive classroom environments, as well as improved access to training for teachers, which will lead to improved strategies that directly support all students, including those with disabilities. Ultimately, this work emphasizes the importance of structural support for inclusive education by highlighting the need for systematic change.
Student(s):
Ana Zul-Buenaventura
Faculty Mentor:
Dr. Chrissandra Creer