WGU D291. SFM3. Task 2. Conducting a Needs Analysis Digital Upload. Learning Experience Design Foundations I (2025/2026 SFM3.

WGU D291. SFM3. Task 2. Conducting a Needs Analysis Digital Upload. Learning Experience Design Foundations I (2025/2026 SFM3. Task 2: Conducting a Needs Analysis College of Education, Western Governors University   A. Case Study Identification Analysis of the K-12 Case Study of Golden Maple Middle School 6th grade learners. Instructional Setting Golden Maple Middle School, part of the Ridgeland Regional School District, serves students in grades 6 through 8. The school, established 18 years ago, has a strong academic reputation, consistently ranking in the upper 70% of state schools on standardized tests. The instructional setting reflects a modern educational environment, with recent initiatives emphasizing the integration of e-learning. The school has a robust technological infrastructure, providing each of its 428 students with an internet-connected device. This technology integration is further supported by an 85% home internet access rate among students, facilitating a blended learning approach. These factors are crucial in designing instructional strategies that leverage technology to personalize learning experiences, particularly for students who benefit from visual and interactive learning methods. Target Learners The target learners at Golden Maple Middle School represent a diverse demographic. The student body includes 47% male, 52% female, and 1% non-binary/other students. Socioeconomic diversity is evident, with 59% of students eligible for free or reduced lunch. Ethnically, the student population is 43% White, 35% Black/African American, 11% Hispanic or Latino, 6% Asian, and 5% identifying as Two or More Races. Household income levels are widely distributed, with 4% of families earning less than $25,000 annually and 24% earning more than $55,000. Academically, 29% of 6th-grade students are performing below grade level in core subjects such as English Language Arts, Mathematics, Science, and Social Studies. This diversity in demographics and academic performance necessitates instructional strategies that are inclusive and tailored to meet the varied needs of these learners. The use of technology in the instructional setting is especially relevant for this group, as it allows for differentiated instruction that can address specific learning gaps, particularly in a diverse classroom where students may require different approaches to achieve academic success. A2. Instructional Problem Statement