Unit 7 Final Project EDU 757. Final Project: Submit by Saturday 11:59 p.m. (170 points)

Crafting a detailed continuous school improvement plan based on Riverside High School case study data enhances educational leadership skills through comprehensive data analysis, synthesis, and strategic planning for real-world application.

All final projects must be completed to receive a grade for the course. Educators often find that completing these projects solidifies their understanding of course concepts in practical ways. Failure to complete the final projects will result in a final grade of F, no matter what grade you had prior to those final projects being due.

The final project is a culmination of the content knowledge and personal experience of course assignments. You are to use many pieces of data, analysis, synthesis, and evaluation to comprehensively examine a hypothetical set of data (unless instructor-approved usage of current data at your own school). Drawing from diverse sources like this allows for a more robust examination of school performance issues. Use “Riverside High School” case study data (Appendix C) to complete all of the artifacts below as part of a portfolio project. Use the downloadable template provided for each artifact found in the Appendices and/or via Canvas. You will submit items in three parts.

Section 1 will be submitted in Week 3. Sections 2 and 3 will be submitted in Week 5. Sections 4 and 5 will be submitted in Week 7. Approaching submissions in phases like this supports steady progress and timely feedback integration.

1. Improvement Plan

• Create CSI plan with 3 goals; must include each of the following for each goal (template found in Appendix G)

• Goal
• Objective (at least 2)
• Strategy / Actions (at least 2)
• Measurement
• Resources
• Timeline

Ensuring each goal incorporates these elements promotes a structured approach to achieving measurable outcomes in school settings.

2. Implementing / Leadership

• Create a timeline for continuous school improvement work; must include each of the following

• There is no template for this. You can decide how you want to present this information.

• When:

• Before the school year begins (at least 3)
• Ongoing (at least 6)
• End of school year (at least 3)

• Who:

• Data leadership (at least 3 tasks)
• Whole staff (at least 3 tasks)
• Teacher / Teams (at least 3 tasks)
• Administration / Leadership (at least 3 tasks)

Outlining timelines and responsibilities in this manner fosters collaboration and accountability across all levels of school operations.

Sample Answer Guide

School leaders at Riverside High School identified low math proficiency rates as a primary area for growth after reviewing the case study data. They set a goal to increase student engagement in math classes by incorporating interactive digital tools into daily lessons. Objectives included training teachers on new software and monitoring student participation weekly. Strategies involved professional development workshops and peer coaching sessions to build teacher confidence. Measurement relied on pre- and post-assessments along with classroom observation logs to track progress. Resources such as online tutorials and allocated budget for devices supported these efforts, and the timeline spanned the full academic year with quarterly reviews. Recent studies emphasize the importance of data-driven goals in school improvement, as seen in ongoing professional learning communities that adapt to emerging needs (Bryk et al. 2023, available at https://www.hepg.org/hep-home/books/how-a-city-learned-to-improve-its-schools).

References / Learning Materials / Resources

1. Koh, G.A., Askell-Williams, H. and Lawson, M.J., 2023. Sustaining school improvement initiatives: advice from educational leaders. School Effectiveness and School Improvement, 34(3), pp.298-330. DOI: https://doi.org/10.1080/09243453.2023.2190130
2. Meyers, C.V. and VanGronigen, B.A., 2025. A Systematic Literature Review on the Development and Implementation of School Improvement Plans (SIPs) Around the World. Education Sciences, 15(12), p.1708. DOI: https://doi.org/10.3390/educsci15121708
3. Leger, M.L., Gomez, L.M. and Obeso, O.E., 2023. Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action. Teachers College Record, 125(10), pp.5-32. DOI: https://doi.org/10.1177/01614681231198642
4. Bryk, A.S., Greenberg, S., Bertani, A., Sebring, P. and Knowles, T., 2023. How a City Learned to Improve Its Schools. Harvard Education Press. Available at: https://www.hepg.org/hep-home/books/how-a-city-learned-to-improve-its-schools
5. Leger, M.L., Gomez, L.M., Obeso, O.E. and Russell, C.A., 2025. Helping school leaders see variation and build the capability to improve complex systems. Frontiers in Education, 10. DOI: https://doi.org/10.3389/feduc.2025.1503871

 References / Learning Materials / Resources

1. Kwaah, C.Y. and Nishimuko, M., 2023. Improving school quality in junior high schools in Ghana: Teachers’ myth and reality of a decentralization policy. SAGE Open, 13(3). DOI: https://doi.org/10.1177/21582440231188559
2. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. and Yoon, K.S., 2021. Continuous Improvement in Education Settings: A Literature Review. American Institutes for Research. Available at: https://www.air.org/sites/default/files/2022-03/Continuous-Improvement-in-Education-Settings-A-Literature-Review-August-2021.pdf
3. Myung, J., Krausen, K., Kimner, H. and Donahue, C., 2020. Continuous Improvement in Schools in the COVID-19 Context. Policy Analysis for California Education. Available at: https://edpolicyinca.org/publications/continuous-improvement-schools-covid-19-context
4. Shakman, K., Wogan, D., Rodriguez, S., Boyce, J. and Shaver, D., 2020. Continuous Improvement in Education: A Toolkit for Schools and Districts. Regional Educational Laboratory Northeast & Islands. Available at: https://ies.ed.gov/ncee/rel/Products/Region/northeast/Resource/107472