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    – ## ASSIGNMENTTWO.docx – ## RubricforMSL680_Assignment2.pdf **## ASSIGNMENTTWO.docx** 1. **ASSIGNMENT TWO – INDIVIDUAL RESEARCH PAPER** The research paper will be **6-8 double-spaced pages** in text length, not including cover page, Table of Contents, References, or Appendices Paper must be writt…

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    Assignment Prompt & Instructions

    – ## ASSIGNMENTTWO.docx

    – ## RubricforMSL680_Assignment2.pdf

    **## ASSIGNMENTTWO.docx**

    1.
    **ASSIGNMENT TWO –  INDIVIDUAL RESEARCH PAPER**

    The research paper will be
    **6-8 double-spaced pages** in text length, not including cover page, Table of Contents, References, or Appendices Paper must be written according to APA style and be carefully referenced.

    The purpose of this paper is to take a narrow leadership topic and do an in-depth review of the current literature on this topic. This is a library research paper and
    **you must use at least 10 different current scholarly sources (2018- PRESENT)**, in addition to the textbooks. Be sure to use published journal articles as your sources, not less-reliable Internet web sites.  Reference your paper very carefully and tightly.

    Appearance, punctuation, grammar, neatness, and spelling count.  This must be a professional looking paper to receive full credit. Paper should have an introduction, body, conclusion, and reference section. Paper should also have a Table of Contents and appropriate headings and sub-headings in the body of the paper.  Be sure to use the required title page.  Write transition sentences between sections so that the reader knows where you are going and why.  Note that this is a
    research paper.  Avoid all first person pronouns and personal opinion.

    You may choose from the list of topics below or suggest one of your own to the instructor. If you choose a different other than the topics presented below, be sure to e-mail your topic to the instructor and get approval before you start working.
    **This assignment is worth (40 points) of your grade.**

    *****       Suggested Topics for Research Papers (Be sure to relate topic specifically to Leadership Research)**

    1. Charismatic leadership

    2. Leading through mentoring

    3. Executive leadership development

    4. Gender and leadership research

    5. Traits of effective leaders

    6. Transformational leadership

    7. Can leadership be learned?

    8. What do leaders value?

    9. The ethics of effective leaders

    10. New trends in leadership research

    11. Status of the glass ceiling with female and minority leaders

    12. How do leaders influence followers?

    13. Followership theory—Looking at leadership from the bottom up

    **Students must use Mandatory Template, see attached, which includes the following sections:**

    ·
    **Introduction of Chosen Leadership Topic**

    ·
    **Literature Review**

    ·
    **Reflection**

    ·
    **Conclusion**

    ·
    [**Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599?wrap=1) [**Download Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599/download?download_frd=1)

    **## RubricforMSL680_Assignment2.pdf**

    Rubric for Assignment Two – Leadership Research Paper

    The Leadership Research Paper Assignment is worth 40 points of your grade. Content is worth

    25 points; writing quality is worth 8 points and APA style is worth 7 points. The following

    components will be graded in each category.

    Content (25 points)

    Element
    Met

    (4-5 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 points)

    Introduction of leadership

    topic

    Comprehensive and

    engaging introduction

    Adequate introduction

    with minor gaps

    Inadequate or

    missing introduction

    In-depth literature review

    including appropriate

    headings and sub-headings

    Thorough review

    with clear

    organization

    Adequate review with

    minor gaps in

    organization

    Incomplete or poorly

    organized review

    Detailed reflection and

    plan to incorporate into

    work environment

    Comprehensive

    reflection and

    realistic plan

    Adequate reflection

    and plan with some

    details missing

    Poor or missing

    reflection and plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization using

    mandatory template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (8 points)

    Element
    Met

    (7-8 points)

    Partially Met

    (4-6 points)

    Not Met

    (0-3 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (7 points)

    Element
    Met

    (6-7 points)

    Partially Met

    (3-5 points)

    Not Met

    (0-2 points)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## RubricforMSL680_Assignment2.pdf**

    Rubric for Assignment Two – Leadership Research Paper

    The Leadership Research Paper Assignment is worth 40 points of your grade. Content is worth

    25 points; writing quality is worth 8 points and APA style is worth 7 points. The following

    components will be graded in each category.

    Content (25 points)

    Element
    Met

    (4-5 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 points)

    Introduction of leadership

    topic

    Comprehensive and

    engaging introduction

    Adequate introduction

    with minor gaps

    Inadequate or

    missing introduction

    In-depth literature review

    including appropriate

    headings and sub-headings

    Thorough review

    with clear

    organization

    Adequate review with

    minor gaps in

    organization

    Incomplete or poorly

    organized review

    Detailed reflection and

    plan to incorporate into

    work environment

    Comprehensive

    reflection and

    realistic plan

    Adequate reflection

    and plan with some

    details missing

    Poor or missing

    reflection and plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization using

    mandatory template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (8 points)

    Element
    Met

    (7-8 points)

    Partially Met

    (4-6 points)

    Not Met

    (0-3 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (7 points)

    Element
    Met

    (6-7 points)

    Partially Met

    (3-5 points)

    Not Met

    (0-2 points)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## ASSIGNMENTTWO.docx**

    1.
    **ASSIGNMENT TWO –  INDIVIDUAL RESEARCH PAPER**

    The research paper will be
    **6-8 double-spaced pages** in text length, not including cover page, Table of Contents, References, or Appendices Paper must be written according to APA style and be carefully referenced.

    The purpose of this paper is to take a narrow leadership topic and do an in-depth review of the current literature on this topic. This is a library research paper and
    **you must use at least 10 different current scholarly sources (2018- PRESENT)**, in addition to the textbooks. Be sure to use published journal articles as your sources, not less-reliable Internet web sites.  Reference your paper very carefully and tightly.

    Appearance, punctuation, grammar, neatness, and spelling count.  This must be a professional looking paper to receive full credit. Paper should have an introduction, body, conclusion, and reference section. Paper should also have a Table of Contents and appropriate headings and sub-headings in the body of the paper.  Be sure to use the required title page.  Write transition sentences between sections so that the reader knows where you are going and why.  Note that this is a
    research paper.  Avoid all first person pronouns and personal opinion.

    You may choose from the list of topics below or suggest one of your own to the instructor. If you choose a different other than the topics presented below, be sure to e-mail your topic to the instructor and get approval before you start working.
    **This assignment is worth (40 points) of your grade.**

    *****       Suggested Topics for Research Papers (Be sure to relate topic specifically to Leadership Research)**

    1. Charismatic leadership

    2. Leading through mentoring

    3. Executive leadership development

    4. Gender and leadership research

    5. Traits of effective leaders

    6. Transformational leadership

    7. Can leadership be learned?

    8. What do leaders value?

    9. The ethics of effective leaders

    10. New trends in leadership research

    11. Status of the glass ceiling with female and minority leaders

    12. How do leaders influence followers?

    13. Followership theory—Looking at leadership from the bottom up

    **Students must use Mandatory Template, see attached, which includes the following sections:**

    ·
    **Introduction of Chosen Leadership Topic**

    ·
    **Literature Review**

    ·
    **Reflection**

    ·
    **Conclusion**

    ·
    [**Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599?wrap=1) [**Download Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599/download?download_frd=1)

    **## RubricforMSL680_Assignment2.pdf**

    Rubric for Assignment Two – Leadership Research Paper

    The Leadership Research Paper Assignment is worth 40 points of your grade. Content is worth

    25 points; writing quality is worth 8 points and APA style is worth 7 points. The following

    components will be graded in each category.

    Content (25 points)

    Element
    Met

    (4-5 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 points)

    Introduction of leadership

    topic

    Comprehensive and

    engaging introduction

    Adequate introduction

    with minor gaps

    Inadequate or

    missing introduction

    In-depth literature review

    including appropriate

    headings and sub-headings

    Thorough review

    with clear

    organization

    Adequate review with

    minor gaps in

    organization

    Incomplete or poorly

    organized review

    Detailed reflection and

    plan to incorporate into

    work environment

    Comprehensive

    reflection and

    realistic plan

    Adequate reflection

    and plan with some

    details missing

    Poor or missing

    reflection and plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization using

    mandatory template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (8 points)

    Element
    Met

    (7-8 points)

    Partially Met

    (4-6 points)

    Not Met

    (0-3 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (7 points)

    Element
    Met

    (6-7 points)

    Partially Met

    (3-5 points)

    Not Met

    (0-2 points)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    **## ASSIGNMENTTWO.docx**

    1.
    **ASSIGNMENT TWO –  INDIVIDUAL RESEARCH PAPER**

    The research paper will be
    **6-8 double-spaced pages** in text length, not including cover page, Table of Contents, References, or Appendices Paper must be written according to APA style and be carefully referenced.

    The purpose of this paper is to take a narrow leadership topic and do an in-depth review of the current literature on this topic. This is a library research paper and
    **you must use at least 10 different current scholarly sources (2018- PRESENT)**, in addition to the textbooks. Be sure to use published journal articles as your sources, not less-reliable Internet web sites.  Reference your paper very carefully and tightly.

    Appearance, punctuation, grammar, neatness, and spelling count.  This must be a professional looking paper to receive full credit. Paper should have an introduction, body, conclusion, and reference section. Paper should also have a Table of Contents and appropriate headings and sub-headings in the body of the paper.  Be sure to use the required title page.  Write transition sentences between sections so that the reader knows where you are going and why.  Note that this is a
    research paper.  Avoid all first person pronouns and personal opinion.

    You may choose from the list of topics below or suggest one of your own to the instructor. If you choose a different other than the topics presented below, be sure to e-mail your topic to the instructor and get approval before you start working.
    **This assignment is worth (40 points) of your grade.**

    *****       Suggested Topics for Research Papers (Be sure to relate topic specifically to Leadership Research)**

    1. Charismatic leadership

    2. Leading through mentoring

    3. Executive leadership development

    4. Gender and leadership research

    5. Traits of effective leaders

    6. Transformational leadership

    7. Can leadership be learned?

    8. What do leaders value?

    9. The ethics of effective leaders

    10. New trends in leadership research

    11. Status of the glass ceiling with female and minority leaders

    12. How do leaders influence followers?

    13. Followership theory—Looking at leadership from the bottom up

    **Students must use Mandatory Template, see attached, which includes the following sections:**

    ·
    **Introduction of Chosen Leadership Topic**

    ·
    **Literature Review**

    ·
    **Reflection**

    ·
    **Conclusion**

    ·
    [**Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599?wrap=1) [**Download Rubric for MSL 680_Assignment 2.pdf**](https://nsu.instructure.com/courses/2546662/files/152749599/download?download_frd=1)

    **## RubricforMSL680_Assignment2.pdf**

    Rubric for Assignment Two – Leadership Research Paper

    The Leadership Research Paper Assignment is worth 40 points of your grade. Content is worth

    25 points; writing quality is worth 8 points and APA style is worth 7 points. The following

    components will be graded in each category.

    Content (25 points)

    Element
    Met

    (4-5 points)

    Partially Met

    (2-3 points)

    Not Met

    (0-1 points)

    Introduction of leadership

    topic

    Comprehensive and

    engaging introduction

    Adequate introduction

    with minor gaps

    Inadequate or

    missing introduction

    In-depth literature review

    including appropriate

    headings and sub-headings

    Thorough review

    with clear

    organization

    Adequate review with

    minor gaps in

    organization

    Incomplete or poorly

    organized review

    Detailed reflection and

    plan to incorporate into

    work environment

    Comprehensive

    reflection and

    realistic plan

    Adequate reflection

    and plan with some

    details missing

    Poor or missing

    reflection and plan

    Conclusion

    Clear and well-

    summarized

    conclusion

    Conclusion is

    somewhat clear but

    lacks depth

    Poor or missing

    conclusion

    Overall organization using

    mandatory template

    Well-organized and

    follows the template

    Somewhat organized

    but deviates from the

    template

    Disorganized and

    does not follow the

    template

    Writing Quality (8 points)

    Element
    Met

    (7-8 points)

    Partially Met

    (4-6 points)

    Not Met

    (0-3 points)

    Writing clarity and

    professionalism

    Writing is professional,

    clear, and concise with

    proper grammar, spelling,

    and punctuation

    Writing is somewhat

    clear but includes some

    grammar, spelling, or

    punctuation errors

    Writing is unclear

    with numerous

    grammar, spelling, or

    punctuation errors

    APA Style (7 points)

    Element
    Met

    (6-7 points)

    Partially Met

    (3-5 points)

    Not Met

    (0-2 points)

    Citations and

    reference

    formatting

    Citations are included and

    written in correct APA

    style. Reference page is

    included and correctly

    formatted.

    Citations are included,

    and the reference page

    is included with minor

    APA style errors.

    Citations are not included.

    The reference page is

    incorrectly formatted and

    there are numerous APA

    style errors.

    – 1
    – 2

  • [Solved] webpage

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    read wellllllllllllllllllllllllllllllllllllllll – ## Untitleddocument.docx **## Untitleddocument.docx** **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)** **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    read wellllllllllllllllllllllllllllllllllllllll

    – ## Untitleddocument.docx

    **## Untitleddocument.docx**

    **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)**

    **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please read this and see if you can do it…. Is it possible to do it with a tutor? I will also edit it and add my personal information, just tell me where and what.**

    1.
    **Webpage Creation** – Create a webpage to implement with students/stakeholders to communicate information, including a Web Quest activity. If you have the website previously created, you may use that for this assignment. You want it to include information about your classroom – expectations, future events, helpful tips for parents, etc. You may want to add a classroom calendar, or a place where parents can ask questions – (Just some thoughts).

    I have researched free webpage sites and WiX seems like the best one. It is easy to follow and work in.
    [https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447^486](https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447%5E486)

    I have created a simple page that is below the instruction tab (I cannot add it because it contain the professor and the school information)

    2.
    **Web Quest –** Create a Web Quest and post it on your webpage. (I also have to submit this separately) so i need as well

    What is a Web Quest?

    A Web Quest is
    **an assignment students complete using the Internet to research a specific topic**. A Web Quest can be printed on paper, presented in a PowerPoint, or on the Internet itself.

    Here is a website that explains how to create a Web Quest:
    [https://www.educationworld.com/a_tech/tech/tech011.shtml](https://www.educationworld.com/a_tech/tech/tech011.shtml)

    Use an existing lesson plan (if you have one) – create the Web Quest activity that you can use as part of that lesson plan. This activity DOES NOT need to be elaborate or complex.

    Include:

    1. The Topic – (Make it what the lesson plan is about if that is easiest).

    2. The task – (Make this a simple task that doesn’t require much set up by you).

    3. The Process – (Include the role your students will take to complete the quest – Or the instructions if they are doing it by themselves).

    4. The Resources – (You only need to include 3 resources. You can do more, but 3 will be enough for this assignment).

    5. The Evaluation – (Create a simple rubric).

    Put the Web Quest onto your webpage. If you already have a webpage – upload the Web Quest onto that. Share the site with others in the discussion forum.
    **Upload a simple explanation(1-2 paragraphs) of the Web Quest on a word doc along with the URL onto the Assignment tab (please do this part as well)**

    **And write three comments of other students assignment i will review (4-5 sentences) just pretend as if you are commenting on my work you just did, no write or wrong answer**

    **## Untitleddocument.docx**

    **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)**

    **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please read this and see if you can do it…. Is it possible to do it with a tutor? I will also edit it and add my personal information, just tell me where and what.**

    1.
    **Webpage Creation** – Create a webpage to implement with students/stakeholders to communicate information, including a Web Quest activity. If you have the website previously created, you may use that for this assignment. You want it to include information about your classroom – expectations, future events, helpful tips for parents, etc. You may want to add a classroom calendar, or a place where parents can ask questions – (Just some thoughts).

    I have researched free webpage sites and WiX seems like the best one. It is easy to follow and work in.
    [https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447^486](https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447%5E486)

    I have created a simple page that is below the instruction tab (I cannot add it because it contain the professor and the school information)

    2.
    **Web Quest –** Create a Web Quest and post it on your webpage. (I also have to submit this separately) so i need as well

    What is a Web Quest?

    A Web Quest is
    **an assignment students complete using the Internet to research a specific topic**. A Web Quest can be printed on paper, presented in a PowerPoint, or on the Internet itself.

    Here is a website that explains how to create a Web Quest:
    [https://www.educationworld.com/a_tech/tech/tech011.shtml](https://www.educationworld.com/a_tech/tech/tech011.shtml)

    Use an existing lesson plan (if you have one) – create the Web Quest activity that you can use as part of that lesson plan. This activity DOES NOT need to be elaborate or complex.

    Include:

    1. The Topic – (Make it what the lesson plan is about if that is easiest).

    2. The task – (Make this a simple task that doesn’t require much set up by you).

    3. The Process – (Include the role your students will take to complete the quest – Or the instructions if they are doing it by themselves).

    4. The Resources – (You only need to include 3 resources. You can do more, but 3 will be enough for this assignment).

    5. The Evaluation – (Create a simple rubric).

    Put the Web Quest onto your webpage. If you already have a webpage – upload the Web Quest onto that. Share the site with others in the discussion forum.
    **Upload a simple explanation(1-2 paragraphs) of the Web Quest on a word doc along with the URL onto the Assignment tab (please do this part as well)**

    **And write three comments of other students assignment i will review (4-5 sentences) just pretend as if you are commenting on my work you just did, no write or wrong answer**

  • [Solved] PD

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  • [Solved] group D

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  • [Solved] moving on

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  • [Solved] Exceptionality Chart

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] perspective and comparison special education

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    In-depth study guidance and analytical solution covering perspective and comparison special education.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] db

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    . – ## db2026.docx – ## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx **## db2026.docx** Please see the syllabus for detailed directions and the rubric. This is an **_APA 7 formatted formal writing._** Be sure you adhere to those guidelines including cover page, running head, body…

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    Assignment Prompt & Instructions

    .

    – ## db2026.docx

    – ## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx

    **## db2026.docx**

    Please see the syllabus for detailed directions and the rubric.  This is an
    **_APA 7 formatted formal writing._**  Be sure you adhere to those guidelines including cover page, running head, body of paper, references, etc.
    All references should be cited (minimum of 1 per rubric, but you should have others based upon your research conducted).  This should be a
    minimum of 5 total pages including your title page.  Please note the example provided may not adhere to these guidelines.  It is more a point of reference on how to help your paper flow than an APA format guideline.  This should be a WORD document.  Google Docs will not be accepted.

    **## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx**

    Addressing Chronic Student Absenteeism: A Comprehensive Needs Analysis

    Students name

    Course Name

    Institutional Affiliations

    Lecturers Name

    Date

    The Problem

    Chronic absenteeism reached about 31% in 2021-2022 and decreased to 28% in 2022-23, far exceeding pre-pandemic levels of 16%

    Our school district shows 23% chronic absenteeism rate, significantly above state average but below national crisis levels

    Students missing 10% or more of school days face serious implications for academic success and wellbeing

    Research suggests children chronically absent between preschool and second grade are much less likely to read at grade level by third grade

    Students chronically absent are four times more likely to not graduate from high school

    Problem Statement: How can we systematically reduce chronic absenteeism through targeted, evidence-based interventions that address root causes and improve student engagement, attendance, and academic outcomes?

    Hunches and Hypotheses

    Transportation Barriers: Limited public transit access and family vehicle availability creating attendance obstacles

    Health-Related Challenges: Student and family health challenges as significant drivers including untreated medical and mental health conditions

    Socioeconomic Factors: Student disengagement and lack of access to student and family supports affecting regular attendance

    School Climate Issues: Students feeling unwelcome, unsafe, or disconnected from school community and academic activities

    Family Circumstances: Work schedule conflicts, childcare responsibilities, and varying cultural attitudes toward educational priorities

    Academic Struggles: Students avoiding school due to fear of failure, academic frustration, or feeling behind in coursework Note: Hypotheses developed through individual analysis of attendance patterns and research literature

    Identify Questions and Data

    Attendance Patterns: What demographic groups show highest chronic absenteeism rates and during which time periods?

    Academic Correlation: How do attendance rates correlate with Math and ELA proficiency scores across grade levels?

    Root Cause Analysis: What specific barriers prevent students and families from maintaining regular school attendance?

    Intervention Effectiveness: Which current school policies and support systems show greatest impact on attendance improvement?

    Family Perspectives: What do parents and guardians identify as primary obstacles to consistent school attendance?

    Schoolwide Impact: How does high chronic absenteeism affect academic achievement for all students in affected classrooms and schools?

    Analysis of Multiple Measures

    Bernhardt Level 1 – Demographics: Student population characteristics including socioeconomic status, race/ethnicity, special education status, and English learner classification

    Bernhardt Level 2 – Student Learning: Standardized assessment scores, course grades, and academic progress indicators correlated with attendance data

    Quantitative Data Sources: Three-year attendance records, state assessment results, demographic enrollment data, and intervention tracking systems

    Qualitative Data Sources: Family surveys, student focus groups, teacher observations, and case studies of chronically absent students

    Longitudinal Analysis: Multi-year trend examination to identify patterns, seasonal variations, and intervention impact measurement

    Comparative Benchmarking: School performance against district, state, and national chronic absenteeism rates and academic achievement standards

    Key Quantitative Findings

    Overall Rates: 23% chronic absenteeism vs 16% state average, with 14.7 million students nationwide chronically absent

    Demographic Disparities: Hispanic students 28%, African American 31%, Special Education 35%, compared to White students 18%

    Grade Level Patterns: Highest rates in 9th grade (27%) and 6th grade (24%), with kindergarten showing elevated rates

    Academic Impact: Schools with 10-day average absenteeism show below 20% proficiency in Math and ELA

    Timing Trends: Peak absence rates on Mondays (18%) and Fridays (16%), with seasonal spikes in October-November

    Achievement Correlation: Eighth grade absences eight times more predictive of freshman course failure than test scores

    Qualitative Findings and Impact Analysis

    Student Feedback: 42% report feeling disconnected from school community, citing lack of meaningful relationships with adults

    Family Barriers: Transportation issues (31%), work schedule conflicts (28%), health-related absences (24%), housing instability

    Teacher Concerns: Difficulty re-engaging absent students, constant re-teaching disrupting classroom instruction and pacing

    Schoolwide Effects: High chronic absence creates classroom churn, disrupting learning for regularly attending students

    Health Access: Limited school health services, families avoiding medical care due to cost or transportation barriers

    Success Indicators: Students with strong adult mentoring relationships show 15% improvement in attendance rates

    Political Realities and Root Causes

    Socioeconomic Challenges: 68% of chronically absent students qualify for free/reduced lunch, indicating poverty as major factor

    Housing Instability: 15% of chronic absentees changed addresses during school year, disrupting educational continuity

    Transportation Infrastructure: Rural route limitations and urban transit gaps creating systematic barriers to school access

    Healthcare System: Limited insurance coverage, clinic hours, and school-based health services affecting medical-related absences

    Legal Framework: Inconsistent truancy law enforcement focusing on punishment rather than support and intervention strategies

    Community Resources: Insufficient wraparound services, after-school programs, and family support systems in high-need areas Source: Individual analysis using district data, community resource mapping, and family needs assessments

    Action Plan

    Implement Early Warning System: Deploy EWIMS by October 2025 with principal and counselors responsible, requiring data system upgrades and staff training

    Family Needs Assessment: Conduct comprehensive surveys for students with 5+ absences by November 2025, led by family liaison and social worker

    Community Partnerships: Establish healthcare and transportation partnerships by December 2025, coordinated by principal with community outreach resources

    Text Messaging Initiative: Launch adaptive family communication system by January 2026, managed by attendance clerk with district technology support

    Peer Mentorship Program: Connect chronically absent students with mentors by February 2026, supervised by counselors using existing staff time

    School-Based Health Services: Establish extended-hour clinic by August 2026, requiring nurse practitioner hire and healthcare partnerships

    Evaluation Methods: Monthly attendance data analysis, quarterly family satisfaction surveys, and annual academic correlation studies

    References

    Bailes, L. P., May, H., & Riser, D. (2025). Absenteeism and achievement in early elementary grades: A multilevel organizational analysis. Attendance Works. https://www.attendanceworks.org/new-research-schoolwide-chronic-absence-affects-all-students/

    U.S. Department of Education. (2025). Chronic absenteeism. https://www.ed.gov/teaching-and-administration/supporting-students/chronic-absenteeism

    ## image1.jpeg

    ## image2.jpeg

    **## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx**

    Addressing Chronic Student Absenteeism: A Comprehensive Needs Analysis

    Students name

    Course Name

    Institutional Affiliations

    Lecturers Name

    Date

    The Problem

    Chronic absenteeism reached about 31% in 2021-2022 and decreased to 28% in 2022-23, far exceeding pre-pandemic levels of 16%

    Our school district shows 23% chronic absenteeism rate, significantly above state average but below national crisis levels

    Students missing 10% or more of school days face serious implications for academic success and wellbeing

    Research suggests children chronically absent between preschool and second grade are much less likely to read at grade level by third grade

    Students chronically absent are four times more likely to not graduate from high school

    Problem Statement: How can we systematically reduce chronic absenteeism through targeted, evidence-based interventions that address root causes and improve student engagement, attendance, and academic outcomes?

    Hunches and Hypotheses

    Transportation Barriers: Limited public transit access and family vehicle availability creating attendance obstacles

    Health-Related Challenges: Student and family health challenges as significant drivers including untreated medical and mental health conditions

    Socioeconomic Factors: Student disengagement and lack of access to student and family supports affecting regular attendance

    School Climate Issues: Students feeling unwelcome, unsafe, or disconnected from school community and academic activities

    Family Circumstances: Work schedule conflicts, childcare responsibilities, and varying cultural attitudes toward educational priorities

    Academic Struggles: Students avoiding school due to fear of failure, academic frustration, or feeling behind in coursework Note: Hypotheses developed through individual analysis of attendance patterns and research literature

    Identify Questions and Data

    Attendance Patterns: What demographic groups show highest chronic absenteeism rates and during which time periods?

    Academic Correlation: How do attendance rates correlate with Math and ELA proficiency scores across grade levels?

    Root Cause Analysis: What specific barriers prevent students and families from maintaining regular school attendance?

    Intervention Effectiveness: Which current school policies and support systems show greatest impact on attendance improvement?

    Family Perspectives: What do parents and guardians identify as primary obstacles to consistent school attendance?

    Schoolwide Impact: How does high chronic absenteeism affect academic achievement for all students in affected classrooms and schools?

    Analysis of Multiple Measures

    Bernhardt Level 1 – Demographics: Student population characteristics including socioeconomic status, race/ethnicity, special education status, and English learner classification

    Bernhardt Level 2 – Student Learning: Standardized assessment scores, course grades, and academic progress indicators correlated with attendance data

    Quantitative Data Sources: Three-year attendance records, state assessment results, demographic enrollment data, and intervention tracking systems

    Qualitative Data Sources: Family surveys, student focus groups, teacher observations, and case studies of chronically absent students

    Longitudinal Analysis: Multi-year trend examination to identify patterns, seasonal variations, and intervention impact measurement

    Comparative Benchmarking: School performance against district, state, and national chronic absenteeism rates and academic achievement standards

    Key Quantitative Findings

    Overall Rates: 23% chronic absenteeism vs 16% state average, with 14.7 million students nationwide chronically absent

    Demographic Disparities: Hispanic students 28%, African American 31%, Special Education 35%, compared to White students 18%

    Grade Level Patterns: Highest rates in 9th grade (27%) and 6th grade (24%), with kindergarten showing elevated rates

    Academic Impact: Schools with 10-day average absenteeism show below 20% proficiency in Math and ELA

    Timing Trends: Peak absence rates on Mondays (18%) and Fridays (16%), with seasonal spikes in October-November

    Achievement Correlation: Eighth grade absences eight times more predictive of freshman course failure than test scores

    Qualitative Findings and Impact Analysis

    Student Feedback: 42% report feeling disconnected from school community, citing lack of meaningful relationships with adults

    Family Barriers: Transportation issues (31%), work schedule conflicts (28%), health-related absences (24%), housing instability

    Teacher Concerns: Difficulty re-engaging absent students, constant re-teaching disrupting classroom instruction and pacing

    Schoolwide Effects: High chronic absence creates classroom churn, disrupting learning for regularly attending students

    Health Access: Limited school health services, families avoiding medical care due to cost or transportation barriers

    Success Indicators: Students with strong adult mentoring relationships show 15% improvement in attendance rates

    Political Realities and Root Causes

    Socioeconomic Challenges: 68% of chronically absent students qualify for free/reduced lunch, indicating poverty as major factor

    Housing Instability: 15% of chronic absentees changed addresses during school year, disrupting educational continuity

    Transportation Infrastructure: Rural route limitations and urban transit gaps creating systematic barriers to school access

    Healthcare System: Limited insurance coverage, clinic hours, and school-based health services affecting medical-related absences

    Legal Framework: Inconsistent truancy law enforcement focusing on punishment rather than support and intervention strategies

    Community Resources: Insufficient wraparound services, after-school programs, and family support systems in high-need areas Source: Individual analysis using district data, community resource mapping, and family needs assessments

    Action Plan

    Implement Early Warning System: Deploy EWIMS by October 2025 with principal and counselors responsible, requiring data system upgrades and staff training

    Family Needs Assessment: Conduct comprehensive surveys for students with 5+ absences by November 2025, led by family liaison and social worker

    Community Partnerships: Establish healthcare and transportation partnerships by December 2025, coordinated by principal with community outreach resources

    Text Messaging Initiative: Launch adaptive family communication system by January 2026, managed by attendance clerk with district technology support

    Peer Mentorship Program: Connect chronically absent students with mentors by February 2026, supervised by counselors using existing staff time

    School-Based Health Services: Establish extended-hour clinic by August 2026, requiring nurse practitioner hire and healthcare partnerships

    Evaluation Methods: Monthly attendance data analysis, quarterly family satisfaction surveys, and annual academic correlation studies

    References

    Bailes, L. P., May, H., & Riser, D. (2025). Absenteeism and achievement in early elementary grades: A multilevel organizational analysis. Attendance Works. https://www.attendanceworks.org/new-research-schoolwide-chronic-absence-affects-all-students/

    U.S. Department of Education. (2025). Chronic absenteeism. https://www.ed.gov/teaching-and-administration/supporting-students/chronic-absenteeism

    ## image1.jpeg

    ## image2.jpeg

    **## db2026.docx**

    Please see the syllabus for detailed directions and the rubric.  This is an
    **_APA 7 formatted formal writing._**  Be sure you adhere to those guidelines including cover page, running head, body of paper, references, etc.
    All references should be cited (minimum of 1 per rubric, but you should have others based upon your research conducted).  This should be a
    minimum of 5 total pages including your title page.  Please note the example provided may not adhere to these guidelines.  It is more a point of reference on how to help your paper flow than an APA format guideline.  This should be a WORD document.  Google Docs will not be accepted.

    **## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx**

    Addressing Chronic Student Absenteeism: A Comprehensive Needs Analysis

    Students name

    Course Name

    Institutional Affiliations

    Lecturers Name

    Date

    The Problem

    Chronic absenteeism reached about 31% in 2021-2022 and decreased to 28% in 2022-23, far exceeding pre-pandemic levels of 16%

    Our school district shows 23% chronic absenteeism rate, significantly above state average but below national crisis levels

    Students missing 10% or more of school days face serious implications for academic success and wellbeing

    Research suggests children chronically absent between preschool and second grade are much less likely to read at grade level by third grade

    Students chronically absent are four times more likely to not graduate from high school

    Problem Statement: How can we systematically reduce chronic absenteeism through targeted, evidence-based interventions that address root causes and improve student engagement, attendance, and academic outcomes?

    Hunches and Hypotheses

    Transportation Barriers: Limited public transit access and family vehicle availability creating attendance obstacles

    Health-Related Challenges: Student and family health challenges as significant drivers including untreated medical and mental health conditions

    Socioeconomic Factors: Student disengagement and lack of access to student and family supports affecting regular attendance

    School Climate Issues: Students feeling unwelcome, unsafe, or disconnected from school community and academic activities

    Family Circumstances: Work schedule conflicts, childcare responsibilities, and varying cultural attitudes toward educational priorities

    Academic Struggles: Students avoiding school due to fear of failure, academic frustration, or feeling behind in coursework Note: Hypotheses developed through individual analysis of attendance patterns and research literature

    Identify Questions and Data

    Attendance Patterns: What demographic groups show highest chronic absenteeism rates and during which time periods?

    Academic Correlation: How do attendance rates correlate with Math and ELA proficiency scores across grade levels?

    Root Cause Analysis: What specific barriers prevent students and families from maintaining regular school attendance?

    Intervention Effectiveness: Which current school policies and support systems show greatest impact on attendance improvement?

    Family Perspectives: What do parents and guardians identify as primary obstacles to consistent school attendance?

    Schoolwide Impact: How does high chronic absenteeism affect academic achievement for all students in affected classrooms and schools?

    Analysis of Multiple Measures

    Bernhardt Level 1 – Demographics: Student population characteristics including socioeconomic status, race/ethnicity, special education status, and English learner classification

    Bernhardt Level 2 – Student Learning: Standardized assessment scores, course grades, and academic progress indicators correlated with attendance data

    Quantitative Data Sources: Three-year attendance records, state assessment results, demographic enrollment data, and intervention tracking systems

    Qualitative Data Sources: Family surveys, student focus groups, teacher observations, and case studies of chronically absent students

    Longitudinal Analysis: Multi-year trend examination to identify patterns, seasonal variations, and intervention impact measurement

    Comparative Benchmarking: School performance against district, state, and national chronic absenteeism rates and academic achievement standards

    Key Quantitative Findings

    Overall Rates: 23% chronic absenteeism vs 16% state average, with 14.7 million students nationwide chronically absent

    Demographic Disparities: Hispanic students 28%, African American 31%, Special Education 35%, compared to White students 18%

    Grade Level Patterns: Highest rates in 9th grade (27%) and 6th grade (24%), with kindergarten showing elevated rates

    Academic Impact: Schools with 10-day average absenteeism show below 20% proficiency in Math and ELA

    Timing Trends: Peak absence rates on Mondays (18%) and Fridays (16%), with seasonal spikes in October-November

    Achievement Correlation: Eighth grade absences eight times more predictive of freshman course failure than test scores

    Qualitative Findings and Impact Analysis

    Student Feedback: 42% report feeling disconnected from school community, citing lack of meaningful relationships with adults

    Family Barriers: Transportation issues (31%), work schedule conflicts (28%), health-related absences (24%), housing instability

    Teacher Concerns: Difficulty re-engaging absent students, constant re-teaching disrupting classroom instruction and pacing

    Schoolwide Effects: High chronic absence creates classroom churn, disrupting learning for regularly attending students

    Health Access: Limited school health services, families avoiding medical care due to cost or transportation barriers

    Success Indicators: Students with strong adult mentoring relationships show 15% improvement in attendance rates

    Political Realities and Root Causes

    Socioeconomic Challenges: 68% of chronically absent students qualify for free/reduced lunch, indicating poverty as major factor

    Housing Instability: 15% of chronic absentees changed addresses during school year, disrupting educational continuity

    Transportation Infrastructure: Rural route limitations and urban transit gaps creating systematic barriers to school access

    Healthcare System: Limited insurance coverage, clinic hours, and school-based health services affecting medical-related absences

    Legal Framework: Inconsistent truancy law enforcement focusing on punishment rather than support and intervention strategies

    Community Resources: Insufficient wraparound services, after-school programs, and family support systems in high-need areas Source: Individual analysis using district data, community resource mapping, and family needs assessments

    Action Plan

    Implement Early Warning System: Deploy EWIMS by October 2025 with principal and counselors responsible, requiring data system upgrades and staff training

    Family Needs Assessment: Conduct comprehensive surveys for students with 5+ absences by November 2025, led by family liaison and social worker

    Community Partnerships: Establish healthcare and transportation partnerships by December 2025, coordinated by principal with community outreach resources

    Text Messaging Initiative: Launch adaptive family communication system by January 2026, managed by attendance clerk with district technology support

    Peer Mentorship Program: Connect chronically absent students with mentors by February 2026, supervised by counselors using existing staff time

    School-Based Health Services: Establish extended-hour clinic by August 2026, requiring nurse practitioner hire and healthcare partnerships

    Evaluation Methods: Monthly attendance data analysis, quarterly family satisfaction surveys, and annual academic correlation studies

    References

    Bailes, L. P., May, H., & Riser, D. (2025). Absenteeism and achievement in early elementary grades: A multilevel organizational analysis. Attendance Works. https://www.attendanceworks.org/new-research-schoolwide-chronic-absence-affects-all-students/

    U.S. Department of Education. (2025). Chronic absenteeism. https://www.ed.gov/teaching-and-administration/supporting-students/chronic-absenteeism

    ## image1.jpeg

    ## image2.jpeg

    **## db2026.docx**

    Please see the syllabus for detailed directions and the rubric.  This is an
    **_APA 7 formatted formal writing._**  Be sure you adhere to those guidelines including cover page, running head, body of paper, references, etc.
    All references should be cited (minimum of 1 per rubric, but you should have others based upon your research conducted).  This should be a
    minimum of 5 total pages including your title page.  Please note the example provided may not adhere to these guidelines.  It is more a point of reference on how to help your paper flow than an APA format guideline.  This should be a WORD document.  Google Docs will not be accepted.

    **## Addressing_Chronic_Student_Absenteeism-17589306639685302.pptx**

    Addressing Chronic Student Absenteeism: A Comprehensive Needs Analysis

    Students name

    Course Name

    Institutional Affiliations

    Lecturers Name

    Date

    The Problem

    Chronic absenteeism reached about 31% in 2021-2022 and decreased to 28% in 2022-23, far exceeding pre-pandemic levels of 16%

    Our school district shows 23% chronic absenteeism rate, significantly above state average but below national crisis levels

    Students missing 10% or more of school days face serious implications for academic success and wellbeing

    Research suggests children chronically absent between preschool and second grade are much less likely to read at grade level by third grade

    Students chronically absent are four times more likely to not graduate from high school

    Problem Statement: How can we systematically reduce chronic absenteeism through targeted, evidence-based interventions that address root causes and improve student engagement, attendance, and academic outcomes?

    Hunches and Hypotheses

    Transportation Barriers: Limited public transit access and family vehicle availability creating attendance obstacles

    Health-Related Challenges: Student and family health challenges as significant drivers including untreated medical and mental health conditions

    Socioeconomic Factors: Student disengagement and lack of access to student and family supports affecting regular attendance

    School Climate Issues: Students feeling unwelcome, unsafe, or disconnected from school community and academic activities

    Family Circumstances: Work schedule conflicts, childcare responsibilities, and varying cultural attitudes toward educational priorities

    Academic Struggles: Students avoiding school due to fear of failure, academic frustration, or feeling behind in coursework Note: Hypotheses developed through individual analysis of attendance patterns and research literature

    Identify Questions and Data

    Attendance Patterns: What demographic groups show highest chronic absenteeism rates and during which time periods?

    Academic Correlation: How do attendance rates correlate with Math and ELA proficiency scores across grade levels?

    Root Cause Analysis: What specific barriers prevent students and families from maintaining regular school attendance?

    Intervention Effectiveness: Which current school policies and support systems show greatest impact on attendance improvement?

    Family Perspectives: What do parents and guardians identify as primary obstacles to consistent school attendance?

    Schoolwide Impact: How does high chronic absenteeism affect academic achievement for all students in affected classrooms and schools?

    Analysis of Multiple Measures

    Bernhardt Level 1 – Demographics: Student population characteristics including socioeconomic status, race/ethnicity, special education status, and English learner classification

    Bernhardt Level 2 – Student Learning: Standardized assessment scores, course grades, and academic progress indicators correlated with attendance data

    Quantitative Data Sources: Three-year attendance records, state assessment results, demographic enrollment data, and intervention tracking systems

    Qualitative Data Sources: Family surveys, student focus groups, teacher observations, and case studies of chronically absent students

    Longitudinal Analysis: Multi-year trend examination to identify patterns, seasonal variations, and intervention impact measurement

    Comparative Benchmarking: School performance against district, state, and national chronic absenteeism rates and academic achievement standards

    Key Quantitative Findings

    Overall Rates: 23% chronic absenteeism vs 16% state average, with 14.7 million students nationwide chronically absent

    Demographic Disparities: Hispanic students 28%, African American 31%, Special Education 35%, compared to White students 18%

    Grade Level Patterns: Highest rates in 9th grade (27%) and 6th grade (24%), with kindergarten showing elevated rates

    Academic Impact: Schools with 10-day average absenteeism show below 20% proficiency in Math and ELA

    Timing Trends: Peak absence rates on Mondays (18%) and Fridays (16%), with seasonal spikes in October-November

    Achievement Correlation: Eighth grade absences eight times more predictive of freshman course failure than test scores

    Qualitative Findings and Impact Analysis

    Student Feedback: 42% report feeling disconnected from school community, citing lack of meaningful relationships with adults

    Family Barriers: Transportation issues (31%), work schedule conflicts (28%), health-related absences (24%), housing instability

    Teacher Concerns: Difficulty re-engaging absent students, constant re-teaching disrupting classroom instruction and pacing

    Schoolwide Effects: High chronic absence creates classroom churn, disrupting learning for regularly attending students

    Health Access: Limited school health services, families avoiding medical care due to cost or transportation barriers

    Success Indicators: Students with strong adult mentoring relationships show 15% improvement in attendance rates

    Political Realities and Root Causes

    Socioeconomic Challenges: 68% of chronically absent students qualify for free/reduced lunch, indicating poverty as major factor

    Housing Instability: 15% of chronic absentees changed addresses during school year, disrupting educational continuity

    Transportation Infrastructure: Rural route limitations and urban transit gaps creating systematic barriers to school access

    Healthcare System: Limited insurance coverage, clinic hours, and school-based health services affecting medical-related absences

    Legal Framework: Inconsistent truancy law enforcement focusing on punishment rather than support and intervention strategies

    Community Resources: Insufficient wraparound services, after-school programs, and family support systems in high-need areas Source: Individual analysis using district data, community resource mapping, and family needs assessments

    Action Plan

    Implement Early Warning System: Deploy EWIMS by October 2025 with principal and counselors responsible, requiring data system upgrades and staff training

    Family Needs Assessment: Conduct comprehensive surveys for students with 5+ absences by November 2025, led by family liaison and social worker

    Community Partnerships: Establish healthcare and transportation partnerships by December 2025, coordinated by principal with community outreach resources

    Text Messaging Initiative: Launch adaptive family communication system by January 2026, managed by attendance clerk with district technology support

    Peer Mentorship Program: Connect chronically absent students with mentors by February 2026, supervised by counselors using existing staff time

    School-Based Health Services: Establish extended-hour clinic by August 2026, requiring nurse practitioner hire and healthcare partnerships

    Evaluation Methods: Monthly attendance data analysis, quarterly family satisfaction surveys, and annual academic correlation studies

    References

    Bailes, L. P., May, H., & Riser, D. (2025). Absenteeism and achievement in early elementary grades: A multilevel organizational analysis. Attendance Works. https://www.attendanceworks.org/new-research-schoolwide-chronic-absence-affects-all-students/

    U.S. Department of Education. (2025). Chronic absenteeism. https://www.ed.gov/teaching-and-administration/supporting-students/chronic-absenteeism

    ## image1.jpeg

    ## image2.jpeg

    – 1
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    – ## wk5elm537.docx **## wk5elm537.docx** **Imagine** you are preparing to teach at an elementary school. Your instructor has asked you to do the following: **Observe** and **interview** a primary teacher implementing a science lesson. **Write** a 525- to 700-word reflection summary on the observati…

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    – ## wk5elm537.docx

    **## wk5elm537.docx**

    **Imagine** you are preparing to teach at an elementary school. Your instructor has asked you to do the following:

    **Observe** and
    **interview** a primary teacher implementing a science lesson.

    **Write** a 525- to 700-word reflection summary on the observation and interview.

    **Include** the following in your summary:

    A description of the following:

    Observation setting

    Age or grade level

    Content area

    General makeup of the students

    A summary of your impressions from the interview, including the teacher's answers to the questions from the
    [Questions for Teacher Interview on Lesson Planning](https://myresource.phoenix.edu/secure/resource/ELM537v2/elm537_v2_wk5_questions_for_teacher_interview_on_lesson_planning.docx)

    A summary of your impressions from the observation, including your answers to the questions from the
    [Questions for Teacher Observation on Lesson Implementation](https://myresource.phoenix.edu/secure/resource/ELM537v2/elm537_v2_wk5_questions_for_teacher_observation_on_lesson_lmplementation.docx)

    **## wk5elm537.docx**

    **Imagine** you are preparing to teach at an elementary school. Your instructor has asked you to do the following:

    **Observe** and
    **interview** a primary teacher implementing a science lesson.

    **Write** a 525- to 700-word reflection summary on the observation and interview.

    **Include** the following in your summary:

    A description of the following:

    Observation setting

    Age or grade level

    Content area

    General makeup of the students

    A summary of your impressions from the interview, including the teacher's answers to the questions from the
    [Questions for Teacher Interview on Lesson Planning](https://myresource.phoenix.edu/secure/resource/ELM537v2/elm537_v2_wk5_questions_for_teacher_interview_on_lesson_planning.docx)

    A summary of your impressions from the observation, including your answers to the questions from the
    [Questions for Teacher Observation on Lesson Implementation](https://myresource.phoenix.edu/secure/resource/ELM537v2/elm537_v2_wk5_questions_for_teacher_observation_on_lesson_lmplementation.docx)