13Marketing_Mix_StrategyNameUniversity_of_PhoenixMHA506Dr_R

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Marketing Mix Strategy

Name

University of Phoenix

MHA/506

Dr. R. Rizzo

July 18, 2022

Marketing Mix Strategy

Part I: Product Strategy

Value Proposition

A service I recommend that East Chestnut Regional Health System (ECRHS) develop is breast care service. While the customer receives value from the company by way of the product and the collaborator (retailer) through the delivery of the service, both the company and collaborator receive value from the customer through revenue.

Service Strategy

The recommended service entails a mammogram, ultrasound, and core biopsy. The resulting benefits include prevention and early detection of diseases such as cancer. For instance, mammography screening can detect breast cancer at an early stage. The service strategy satisfied consumers’ needs in terms of price since it is affordable, and functionality. It also meets their needs since it provides them with information so that they know how to use the product. The service differs from that of the competition since it solicited customer feedback before its implementation. This was revealed through the Faith & Main Consultants Report which studies the market perception of women's services.

Part II: Pricing Strategy

The pricing strategy that will be used is penetration pricing which will entail starting with low prices and gradually increasing them as the service gains traction. However, the price of the service depends on the symptoms of the patient which will determine the tests that the patient will undergo. The primary research that supports the pricing strategy is the Report by Faith and Main consultants which studied the marketing perception of ECRH’s women’s services. The findings reveal that 36% of women in the service area travel across the county to receive excellent health services. The pricing strategy would therefore encourage them to consider ECRH's services. In addition, the majority of women in Chestnut County consider using the women's services of ECRH. The competition mostly uses psychological pricing which is a strategy that mostly targets price-sensitive customers. Research shows that the women of Chestnut County are quality sensitive given the severity of breast diseases such as cancer.

Part III: Placement Strategy

The distribution of health services is a complex process that involves complex decision-making regarding time, place, and methods of supplying the service. ECRH should use various distribution networks to distribute the service. These include the use of medical units such as medical offices, clinics, hospitals, and diagnostic and treatment centers where the provision of medical services to patients is carried out (Coculescu, Coculescu & Purcărea, 2017). It should also move the medical services to the patients through community programs to ensure that everyone is aware of the service and its benefits. These distribution networks will ensure that the service is provided in the most pleasant and beneficial conditions for the target customers. They will also take into consideration cost-effectiveness so that ECRH creates spaces that are as close as possible to the needs of patients in terms of working hours and accessibility so that it offers convenient services compared to other organizations that offer a similar service.

Part IV: Promotion Strategy

The recommended promotional strategy for the new service is influencer promotion which helps to increase validation for the service offered. Influencers are people who have built up an audience based on their brand and thus they can easily influence their followers to purchase a particular product or service. This promotional strategy can be used on traditional advertising elements such as on broadcast television since more people watch television or on outdoor billboards which attract people’s attention.

The organization should also consider using a website as a promotional strategy since it not only creates brand awareness but also showcases the brand to prospective customers However, social media and online advertising should take up a huge chunk of the promotional budget since it will allow ECRH to hyper-target specific users and build a database to directly track its return on investment (RoI) (Durante, 2021). In addition to these, ECRH should use a consistent message through all promotional elements to emphasize the service. Such a message may be as follows; “Attending regular mammography can reduce your chances of breast cancer, visit ECRH today for the best breast care service.”

References

Coculescu, B. I., Coculescu, E. C., & Purcărea, V. L. (2017). Price and distribution policies in healthcare marketing in Romania. Journal of Medicine and Life, 10(2), 144. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5467256/

Durante, J. (2021). Three reasons you should be advertising on social media in 2021. Forbes. https://www.forbes.com/sites/forbesagencycouncil/2021/03/12/three-reasons-you-should-be-advertising-on-social-media-in-2021/?sh=6ea11edc3f52

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Analysis of ESL/ Bilingual Program

Georgeen Carthan

ELL Program, American College of Education

BE5013 - Foundations of ESL and Bilingual Education

July 17, 2022

Rebecca Wiehe, PhD

Analysis of ESL/ Bilingual Program

In Illinois, schools’ legal obligations regarding ELs' instruction and language development depend on how many students speaking the same language attend their school. If 20 or more students with the same language background attend, the school is required to offer a program following the Transitional Bilingual Education (TBE) model. This model includes instruction in both English and the student’s native language. If fewer than 20 students with the same language background attend, students are to receive a program following the Transitional Program of Instruction (TPI) model. Under this model, ELs receive English language development but might not receive instruction in their native language.

70,400 students are classified as English Learners (ELs) at Chicago Public Schools. Upon enrolling your student in a CPS school for the first time, you will be asked to complete a Home Language Survey. Two questions are asked in the Home Language Survey or HLS. Answers on the HLS determine whether a student is screened for EL admissions. A test of English language proficiency is given to students who must be screened in the following areas: listening, speaking, reading, and writing. Different categories are tested depending on the student's age and grade level. Depending on the test score, your student may be placed in a Transitional Bilingual Education Program or a Transitional Program of Instruction. Both ELs and native English speakers can enroll in a Dual Language Program. CPS Bilingual Education Services provides rigorous and equitable instruction for ELs by federal, state, and CPS requirements.

Chicago Public Schools provides four models of instruction for ELs:

“Model 1: Bilingual Learning Behavior Specialist (Special Educator) Special Education Instructional Setting: The Bilingual Learning Behavior Specialist (special educator) can provide services to students recommended for an Instructional Special Education Program (more than 50 percent of the school day) or a Resource Program (student is in general education program with special education services for less than 50 percent of the school day). Language of Instruction for Special Education Services: Instruction provided in the appropriate native language and ESL, as specified in the student's IEP, shall be adapted and tailored to meet the linguistic needs of the EL.

Model 2: Team-teaching between bilingual teacher and an English Monolingual Learning Behavior specialist (Special Educator) Special Education Instructional Setting: This team-teaching model serves students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education program with special education services for less than 50 percent of the school day). The team-teaching model requires teachers to be in the same classroom when they provide instruction cooperatively. This model can be implemented in inclusion programs in which the monolingual Learning Behavior Specialist goes to bilingual education classrooms to service ELs with IEPs. Effective implementation of Model 2 requires the intentional scheduling of both teachers to ensure consistent planning time to best evaluate and instruct ELs with diverse educational needs. Both professionals must have access to EL IEPs in order to jointly address and implement what is outlined in them. The team-teaching model allows for cooperative technical assistance, consultation, instructional planning, and instructional delivery supports. Language of Instruction for Special Education Services: Instruction for ELs is provided in the appropriate native language and in ESL.

Model 3: English as a second language Learning behavior specialist (special educator) Special Education Instructional Setting: The ESL Endorsed Learning Behavior Specialist can provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education with special education services for less than 50 percent of the school day). Language of Instruction for Special Education Services: Instruction is provided in English using ESL strategies.

Model 4: Team-teaching between an ESL teacher and an English Monolingual LBS-Special Educator Special Education Instructional Setting: This team-teaching approach can be arranged to provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education class with special education services for less than 50 percent of the school day). This team-teaching model requires teachers to be in the same classroom when they provide instruction cooperatively. Effective implementation of Model 4 requires the intentional scheduling of both teachers to ensure consistent planning time to best evaluate and instruct ELs with diverse educational needs. Both professionals must have access to EL IEPs in order to jointly address and implement what is outlined in them. The team-teaching model allows for cooperative technical assistance, consultation, instructional planning, and instructional delivery supports. Language of Instruction for Special Education Services: Instruction is provided in English using ESL strategies.”

www.legislature.mi.gov. https://www.legislature.mi.gov/documents/2017-2018/Journal/Senate/htm/2017-SJ-05-18-048.htm

Based on my experience as a teacher and working closely with the individuals who do the screening for EL learners, I do not see the use of their native language being implemented into the curriculum. Resources are limited for students who speak other languages. There are times when students are provided with program materials in other languages. Some reading programs, for example, offer stories that have been translated into another language. In some classrooms and school libraries, teachers have bilingual books available to students. However, the Illinois General Assembly Amended the Courses of Study Article of the School Code as of 03/24/2022.

“Requires the State Board of Education to develop a curriculum relating to the Native American experience for students in kindergarten through grade 12. Provides for the State Board of Education to consult Native American tribes and individuals in developing the curriculum. Requires the implementation of the Native American curriculum starting in the 2023-2024 school year. Requires the State Board of Education to report progress of developing the curriculum to the General Assembly.”

HB4548 - ilga.gov. https://www.ilga.gov/legislation/102/HB/PDF/10200HB4548.pdf

English Learners (ELs) are entitled to and must receive appropriate Bilingual Education Services until the state-designated exit criteria is met. ELs are required to be annually assessed for English language proficiency (ACCESS for ELLs 2.0 ®) to monitor progress in listening, speaking, reading, and writing. Students identified as ELs are not considered English language proficient in the state of Illinois until they obtain an overall composite proficiency level of 4.8 on the ACCESS for ELLs 2.0 ® Assessment. • When a student is screened for English language proficiency and does not meet the minimum criteria set by ISBE, that student is identified as an EL and must be immediately placed into Bilingual Education Services • Program Year (PY) refers to student year(s) of participation in Bilingual Education Services. ISBE counts program years as full academic years. • Preschool and kindergarten services for ELs are classified as PY0. • Students who are enrolled for fewer than 150 days during a specific academic year, will not have their PY advance the following year • ELs must receive Bilingual Education Services until the state-designated exit criteria are met • Students meeting the state-designated exit criteria before receiving Bilingual Education Services for a minimum of three years, are entitled to continue receiving those services for the remainder of the three years (until PY3 is complete), unless a parent/guardian submits a request to transition them into the General Program of Instruction • PreK and K do not count toward the total years in the program.

Analysis of Bilingual/ESL Program

Program:
	What is your evidence?	Can this program be improved? How?	Comments/Next Steps
Is the program successful in promoting the achievement of English learners? No	CPS’ own evaluations of its bilingual programs between 2017 and 2020. Schools were cited for failing to offer enough instruction in the students’ native language, a lack of bilingual teachers and materials’ More Than 70% Of CPS Bilingual Programs Fall Short - WBEZ. https://www.wbez.org/stories/more-than-70-of-cps-bilingual-programs-fall-short/835b5876-98ea-4a4b-b082-3b92c298f8a6	The Els program can be improved in the teachers are trained to identify the ELs and put in the resources to address their academic needs.	Continue to survey parents regarding their child’s needs. Teachers should continue to be provided professional development opportunities. Provide more resources to ELs students
Is the program tailored to meet the linguistic, academic, and affective needs of English learners? Yes	Chicago Public Schools does have all the programs to meet the English Learners’ linguistic and academic needs of the Els. Teachers of ELs work in a variety of instructional contexts: self-contained, departmentalized, push-in, pull-out, and team-teaching. In these contexts, collaboration and coordination with grade-level colleagues, general education teachers, and others are critical.	Yes, this can be improved. Continue to open dual language schools, recruit teachers, and provide teachers with additional resources.	Continue to recruit more certified teachers. Provide district incentives for teachers to take Els courses
Does the program provide English learners with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English- speaking peers? No	“72% of Chicago Public Schools fell short of meeting the district’s expectations, according to an analysis by WBEZ of CPS’ own evaluations of its bilingual programs between 2017 and 2020. Schools were cited for failing to offer enough instruction in the students’ native language, a lack of bilingual teachers and materials.” More Than 70% Of CPS Bilingual Programs Fall Short - WBEZ. https://www.wbez.org/stories/more-than-70-of-cps-bilingual-programs-fall-short/835b5876-98ea-4a4b-b082-3b92c298f8a6	Yes, this can be improved by, investing in teacher recruitment, lowering their bilingual teacher vacancy rate, and adding more dual language schools.	Continue to open dual language schools, recruit teachers, and provide teachers with additional resources.
Does the program make the best use of district and community resources? Yes	CPS gave schools until 2020 to fully comply with the law and has no plans to withhold state or federal funds earmarked for bilingual education as long as schools demonstrate improvement. https://www.chicagoreporter.com/english-learners-often-go-without-required-help-at-chicago-schools/	Yes, this can be improved. Become more present in your school board meeting, and continue to talk to your union representative regarding the plans that were agreed upon in the contract regarding CPS and Bilingual education funding and resources.	Stay abreast of the monies allotted for Bilingual education, Review the SIP for your school