Download or read book A Study of the Impact of an Alternative Intervention Program on Improving Student Achievement Attendance and Discipline written by Beverly B. Allen-Hardy and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study sought to examine student perceptions of the impact of an alternative intervention program (AIP), and provide a framework meant to inspire programs in other locations. Focusing on attendance, discipline, and academic achievement data, this study examined what factors motivate successful alternative education students to succeed upon their return to the comprehensive setting, and identify support factors that foster resiliency. Qualitative data were collected through three focus groups of students who were either new to the program, enrolled in the program for at least a nine-week period, and students who successfully completed a nine-week placement. Six adult students who completed the program and received a high school diploma were in-depth interview participants. Quantitative data were collected using student records. Results indicated differences in the students' perception of grades earned and the actual grades received. Students were able to maintain their attendance, grades, and discipline during the alternative program enrollment, but scored lower in English and Mathematics after leaving the program than they did prior to attending the program. The fast pace and rigor of a standards-based curriculum in a comprehensive setting proved challenging for students in need of a caring, nurturing environment that offered individualized instruction. Students overwhelmingly attribute their success in the alternative program to a caring staff, and flexible scheduling within a structured environment. This study revealed the need for a more structured process to transition students from the alternative to comprehensive settings. Students could literally be in the alternative setting today and in the comprehensive setting tomorrow, with very little support or guidance. This led to repeated disciplinary offenses and for some students, their return to the alternative setting.
Download or read book Teachers Perceptions of the Impact of a District Alternative Education Program on Student Behavior and Academic Achievement written by Peace Oluwafemi and published by . This book was released on 2017 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of disciplinary alternative education programs (DAEPs) is to provide an alternative educational environment for students removed from their regular school due to behavioral infractions of the student code of conduct. Few studies have explored teachers’ perceptions of DAEPs regarding effective practices and strategies for improving student outcomes. The qualitative study examined teachers’ perceptions of the effect of DAEP placement on students in a major metropolitan school district in Texas. The research questions examined teachers’ perceptions of challenges encountered by students placed in DAEPs and strategies for improving student behavior and reducing the rate of recidivism. The study analyzed responses provided by teachers to a questionnaire (n= 12) via Google forms. Findings from the study support recommendations stating that students can improve their behavior through social skills instruction and purposeful interventions aimed at eliminating the unacceptable behavior. Recommendations by the teachers support the use of instructional and positive behavior management strategies for reducing recidivism and improving student behavior and academic outcome. Other findings and recommendations from the study suggest the need to build positive relationships with students, social and academic skill instruction and interventions, consistency and structure in setting behavior expectations, implementing alternative behavior management practices that are non-punitive. Alternative approaches to punitive disciplinary were recommended.
Download or read book The Impact of Positive Behavior Interventions and Supports on Attendance Rates and Office Discipline Referrals at the Middle School Level written by Amy Gill and published by . This book was released on 2017 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a School wide Positive Behavior Intervention Support Program on 7th Grade Achievement Discipline and Attendance written by Rondesha Adolphin and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to investigate the effects of a School-Wide Positive Behavior Intervention Support Program on academic achievement, discipline, and attendance on 7th grade students. The data collected from this study identified a relationship between SWPBIS and increased academic achievement in reading language arts and attendance. The findings from this study will inform building level and district level educators of the implications of SWPBIS for students, which can foster raising academics and attendance.
Download or read book The Effects of an Intervention Program on Tardiness Absenteeism and Academic Achievement of At risk High School Students written by Julie Rivard and published by . This book was released on 2013 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year-long study investigated whether intervention programs can have a significant effect on improving student attendance, tardiness, and academic achievement. The students chosen for this study attend a large comprehensive high school in California's Central Valley and were enrolled in the Students for Success Intervention Program. The students in the intervention program were comprised of 34 sophomore, junior, and senior students who were recommended by school counselors because of poor grades and attendance. Students who participated in the Student for Success Intervention Program met with the intervention teacher weekly for 20 minutes. Students' GPA, attendance, and tardy records were used for quantitative data. Attendance, tardy, and GPA data that were collected from the 2011-2012 school year before the program was initiated were compared with attendance, tardy, and GPA data from the 2012-2013 school year, after implementation of the Students for Success Intervention Program. Data were entered into the Statistics Package for Social Sciences (SPSS). A paired samples t-test was completed to determine if there was a significant change between pre- and postintervention GPA, attendance, and tardy rates. The results suggest that the intervention program had a positive effect on improving student tardy rates and academic achievement. The data analysis also suggested that absenteeism was not significantly reduced by this program and continues to be a complex problem for this school as well as other schools.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of Positive Behavior Interventions and Supports Impact on Discipline Achievement and Perceptions of School Climate in an Urban School District written by Robin A. Pettiegrew and published by . This book was released on 2021 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.
Download or read book The School Counselor s Guide to Multi Tiered Systems of Support written by Emily Goodman-Scott and published by Routledge. This book was released on 2019-06-04 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: The School Counselor’s Guide to Multi-Tiered Systems of Support is the first book to provide school counseling practitioners, students, and faculty with information and resources regarding the alignment and implementation of Comprehensive School Counseling Programs (CSCPs) such as the ASCA National Model and Multi-Tiered Systems of Support (MTSS). This innovative text provides a strong theoretical and research base, as well as practical examples from the field, case studies, and relevant hands-on resources and tools to assist school counselors in comprehending, facilitating, and strengthening the implementation of CSCPs, particularly through MTSS alignment. Furthermore, chapters include pertinent information from the CACREP standards and the ASCA National Model. This book is an essential resource for pre-service and practicing school counselors, as well as their leaders, supervisors, and faculty looking to better understand and utilize the overlap between CSCPs and MTSS, to strengthen school counseling programs to better serve students, schools, and communities.
Download or read book The Impact of a Character Education Based Interactive Discipline Program on At risk Student Behavior in an Alternative School written by Michael G. Hylen and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student problem behavior is incompatible with academic achievement and positive interpersonal relationships. It has become necessary for schools to develop codes of conduct to address inappropriate student behavior. But, current school disciplinary policies are ineffective instruments for effecting positive change in student problem behavior (Goodman, 2006). In response to this problem, public school districts are developing a wide variety of approaches to dealing with the needs of problem behavior students. One approach has been the development of alternative high school programs - school district initiatives specifically designed to meet the needs of students lacking success in the traditional high school setting. This study explores the impact of a character education based interactive discipline program on student problem behavior of at-risk students in an alternative high school setting. Participants in this study included 97 students (37 female, 60 male) during the first school year of the study (2004 - 2005) and 90 students (34 female, 56 male) during the second (2005 - 2006) from a large suburban school district. Ninety-three percent of the students were Caucasian, 3% were African American and 3% were Hispanic. Forty-nine students (19 female, 30 male) were enrolled in the school during both years of the study. The data revealed that there was no statistically significant difference between the use of a traditional approach to discipline and the use of a character education based interactive discipline program in reducing recidivism for students who participated in the study over one year (t = -.059, df = 83, p = .504) or over two years (t = -1.309, df = 36, p = .09). The data also revealed there was no statistically significant difference between the two discipline approaches in raising student GPAs over one year (t = -1.225, df = 80, p = .112) or over two years (t = -1.794, df = 38, p = .945). Similarly, the data revealed that there was no statistically significant correlation between change in GPA and recidivism over one year (R = -0.18, p = .215) or over two years (R = -0.23, p = .314).
Download or read book Handbook of Student Engagement Interventions written by Jennifer A. Fredricks and published by Academic Press. This book was released on 2019-05-04 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. Presents practical strategies for engagement intervention and assessment Covers early warning signs of disengagement and how to use these signs to promote engagement Reviews contextual factors (families, peers, teachers) related to engagement Focuses on increasing engagement and school completion for all students Emphasizes multidimensional approaches to disengagement
Download or read book Effects of Positive Behavioral Interventions and Supports on Attendance Grades and Discipline Referrals written by Ann C. Miles and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.
Download or read book The Impact of Behavior Intervention Programs on Student Suspensions written by Felicia Artina Whitaker and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine if the use of the behavior intervention programs, Positive Behavior Intervention Support and Character Academy impact suspensions of African American students in a local education agency (LEA) in northeastern North Carolina. Based on the literature review, suspension has been an issue for school officials for the past three decades (Unidos & Unidos, 2005). Students have been and continue to be derailed into the juvenile justice system as a result of suspensions. Students who are forced onto what is known as the school house to jailhouse track suffer dire consequences (Unidos & Unidos, 2005). A school-wide discipline plan is a first and necessary step in a continuum for providing behavior support to all students (Colvin, 2007). An alternative is a comprehensive, proactive approach to discipline known as School-Wide Behavior Support (Skiba & Sprauge, 2008). Character Academy is a program that is used in place of suspensions (Smith, 2013). The data used for this research study were collected from an LEA in northeastern North Carolina. To answer the study questions, participant interview and school district suspension data reports were collected and triangulated. Data were collected through interviews with students, teachers, parents, and school administrators at the elementary, middle, and high school levels as well as school district leadership. School district suspension data were collected from the North Carolina Annual Report of Suspensions and Expulsions for the school years: 2011-12; 2012-13; and 2013-14 from Northampton County Schools. Based on the findings, the district should continue use of the PBIS program but train a district team of veteran teachers, administrators, and central office support personnel on all modules of the PBIS program to help implement and support the use of the program throughout the district. The district should discontinue the use of the Character Academy Program.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Agenda written by William Allen Kritsonis and published by . This book was released on 2006 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating the 21st century learner requires utilizing innovative strategies. Student behavior must be addressed appropriately to allow educators to fulfill their responsibility to America's students. Creative disciplinary methods motivate all students to develop behavior traits that will assist them with their academic and personal success. The purpose of this essay is to investigate alternative effective disciplinary consequences. Educating the 21st century students entails numerous and somewhat overwhelming challenges. An increasing number of students enter academia with deficits stemming from poverty to language barriers. Nevertheless, schools cannot shirk their responsibility. Schools must educate the ever-changing student with less resources and higher stakes due to state and nationally imposed accountability standards. Schools must be able to meet the challenge of educating all students in an environment that is safe and allows the student to feel secure (Hawkins, Catalono, Kosterman, Abbott, & Hill, 1999.). Historically schools have been viewed as the place to address the ills of society (Mayer, 1995; Walker et al., 1996.).
Download or read book A PROGRAM EVALUATION OF WHAT FACTORS INFLUENCE THE IMPLEMENTATION OF DISCIPLINE AS IT RELATES TO A LOW PERFORMING ALTERNATIVE SCHOOL IN SOUTHEASTERN NORTH CAROLINA written by Sandra Arteaga and published by . This book was released on 2015 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify what factors influence the implementation of discipline as it relates to a low performing alternative school in Southeastern North Carolina. The following topics and subtopics will be addressed in this research: at-risk, alternative learning programs/schools, high school completion, seat time, virtual learning, approaches to course credits, attendance/absences, suspension, dropouts, summary and findings, credit by mastery, results and recommendations and conclusion. The researcher addressed the following research question: What factors influence the implementation of discipline at the alternative school in Southeast North Carolina? A program evaluation with descriptive statistics was used as the methodology. Both quantitative and qualitative data collection techniques were used to gain insight into academic alternative school that serves non-traditional students. The intent of the research was to identify the factors that influence the implementation of discipline. Qualitative research encompassed surveys and an open-ended structural questionnaire were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents, faculty, staff, and administrators participated in the study. Key factors that were identified in order to improve the implementation of discipline subsequently positively impacting academic achievement in the school in Southeastern North Carolina were: establishing a clear mission, creating a positive culture and climate, instituting a coherent discipline model, increasing parent and community involvement, recruiting and retaining highly qualified teachers, and providing targeted professional development.
