EDD 9951 Week 2 Assignment 1

EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I will be taking this course again and have been granted the opportunity to use my completed assessments from the previous year. This is my work from my previous submission and is thus being resubmitted according to the instructor’s instructions. This assessment has been slightly edited based on feedback from the previous attempts and changes to the course’s expectations/guidelines. I recognize the principles of academic honesty and integrity and fully understand that this assignment may contain passages that are similar to or excerpted from academic integrity systems, such as Turnitin. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Logan Fields, Sr. Learner E-mail loganfields1911@yahoo.com Learner ID Number 2517927 Instructor Name Dr. Toni Bailey Specialization Adult Education Specialization Program Director Name Phillis Misite Specialization Program Director E-mail phyllis.misite@capella.edu Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) presents solutions to the problem as recommended actions to improve the organization. The AIP model has three phases consisting of 10 steps in total. The three stages are: planning, implementation, and evaluation (see Figure 1). The applied researcher will provide extensive information in phase 1, “planning”, which will help to diagnose the problem and will also create alternatives and an action plan. The action plan will be implemented in phase 2 “implementation” to solve the problem identified. In phase 3, “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Moreover, outcomes of the project will be communicated to the stakeholders to disseminate the project outcomes. Figure 1 Applied Improvement Project Model Note. This graphic provides an overview of the main stages of the Applied Improvement Project Model, and the steps in the model were taken during the Advanced doctoral courses. The shaded areas are like the three phases indicated, the circles are like the 10 steps indicated, and the line between the icons is like the linking between steps in the corresponding phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not publicly available.  https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. Using the AIP model, a systematic approach to diagnosing and managing the organizational problem will be used. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 is used to define the root cause and underlying problem. To build a complete overview of the problem, its causes, and likely impacts. The diagnostic results will inform the next steps in the AIP model. The application of the model in the Doctor of Education program facilitates the use of organizational problem management and the linking of the AIP model with Advanced Doctoral Courses. Preliminary Site Information The Lions Clubs International Foundation (LCIF), based in Oak Brook, Illinois, USA, is an international, non-profit organisation. The LCIF is dedicated to increasing youth’s access to quality education (Lions International, 2025). The LCIF is also active in other areas internationally, such as health improvement, disaster management, and youth development programs. Lions Quest is one of the larger programs for youth, and a Social Emotional Learning (SEL) program that is administered in partnership with thousands of schools globally (Lions Quest, 2025). There is a history of SEL at this site, but it comes from a very large initiative- grades-wide- all concerned with dealing with rising issues of bullying, chronic absenteeism, and student academic performance (Lions International, 2025). SEL is intended to boost students’ social skills and their emotional intelligence, therefore improving their academic performance. School district and site principals’ expectations are to prioritize emotional regulation, decision-making, and building positive peer relationships. Stakeholders are not hiring teachers to teach the SEL program. In the absence of the SEL program, the student absenteeism rate was also linked to academic performance and was higher.  The LCIF is a support for schools in so many contexts. Schools usually have between 300 students and 1,500 students and vary significantly in composition from area to area. In addition, students are typically from the same racial, ethnic, cultural, and linguistic backgrounds as their surrounding community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. The majority of schools have 25-75 teachers trained in Lions Quest. Lions Quest schools are strategically placed across urban, suburban, and rural settings, discreetly. The potential for student academic success is strengthened by SEL programs like Lions Quest because many schools report concerns about behavior, bullying, and mental health, creating a positive school climate (Lions International, 2025). Through the implementation of Lions Quest, these schools with LCIF partnerships create an environment that is conducive, safe, inclusive, and academically supportive to students from all backgrounds. The website promotes the idea of supporting SEL programs to enhance student achievement by establishing a positive school culture that promotes diversity and inclusiveness among students.  The program’s emphasis is on closing educational achievement gaps as well as enhancing long-term academic success rates. SEL skills like self-regulation and cooperation can be taught early, leading to the development of social skills and a better ability to sustain success in school. The program educates students to be successful in life, both personally and academically. The programme is an inclusive one, with students from different economic backgrounds involved, and particularly assisting disadvantaged population groups. The site has a significant number of teachers who are required to provide teaching in the SEL education programs. But the teachers’ inability to meet the needs of the students due to the teacher shortage affects their academic achievement. The site has identified multiple problem areas that hinder the ability to provide students with