TCH 539 Action Plan
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Grand Canyon University *
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Dec 6, 2023
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Action Plan
Yaquelin Munoz
Grand Canyon University
Introduction to Educational Research: TCH 539
Brent M. Hodges
October 18, 2023
Action Plan
The recognition of the pandemic's profound influence on individuals' lives is not novel to our understanding. It is well-established that the low-income demographic experienced substantial repercussions across various domains, particularly in the realms of finance and education. In the context of this research, it is imperative to acknowledge the interconnectedness of these two domains. In the current academic year, educators responsible for instructing first-grade students throughout the entire state were duly notified of the implementation of a novel legislative enactment known as the 1st grade commitment law. The legislation stipulated that if students fail
to meet the expected academic standards as determined by the state benchmark assessment, their progression to the subsequent grade level, specifically the first grade, would be impeded. However, it is important to note that various provisions and exemptions exist, alongside the provision of an opportunity for students to undergo a subsequent attempt at the assessment. However, it is worth noting that the individuals responsible for formulating this legislation have overlooked the fact that the current cohort of first-grade pupils comprises the very same students who were in kindergarten when the onset of the pandemic occurred. Furthermore, these are the very same students who had to adapt to virtual learning while in first grade. Upon contemplation of the pedagogical practices implemented during these two crucial stages of education, it becomes evident that this is the period when students embark upon their initial foray into the realm of literacy acquisition, encompassing the acquisition of fundamental reading skills. The research conducted has yielded several noteworthy findings. Among these, it has been established that a considerable proportion of first-grade students in the state of Illinois exhibit academic performance levels that are one to two grades below the expected standard. This phenomenon is particularly prevalent in regions characterized by low socioeconomic status.
Moreover, the investigation has revealed a strong correlation between parental involvement and the observed academic disparities, particularly in the context of the ongoing pandemic. Specifically, it has been observed that parents residing in these areas have been compelled to seek employment opportunities outside the home to sustain their households. Consequently, students have been left without adequate supervision or guidance, often relying on older siblings or other family members for support. Regrettably, this situation has resulted in a lack of structured educational engagement and care for these students. Additionally, it is imperative to consider the circumstances of families who possess limited proficiency in the English language, rendering them unable to engage in one-on-one interactions with their children to facilitate completion of homework tasks. Furthermore, we must acknowledge families in which parents lack formal education, thereby impeding their ability to provide any form of assistance to their children within the confines of their household. Due to the profound impact of the ongoing pandemic on the acquisition of literacy skills, a substantial number of first-grade students throughout the state find themselves in a precarious situation, facing the potential necessity of repeating their initial year of formal education. It is imperative that the individuals responsible for formulating and implementing legislative measures invest considerable effort in immersing themselves within educational environments, thereby acquiring a firsthand understanding of the prevailing circumstances within classrooms. Moreover, it is crucial that these individuals engage in a comprehensive analysis of data spanning various domains, while concurrently establishing robust protocols within the initial stages of primary education to ascertain the preparedness of students for their transition into first grade. At present, there exists a grant that affords districts and schools the opportunity to employ Specialized Educational Assistants, who are then assigned
to K-2 classrooms with the purpose of supporting classroom teachers. However, given the
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