Schedule of Events

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 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.

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.

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.

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.

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. 

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 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.   

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. 

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.

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. 

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.

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.

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.