Dissertation

The Social and Emotional Supports Within Response to Intervention and their Effect on Middle School Student Achievement: A Case Study Evaluation.

Middle school student academic achievement is interconnected with social and emotional developmental and learning. Social and emotional development and learning center on academic and social skills, such as managing emotions, goal setting, establishing positive peer and adult relationships, and solving interpersonal problems. The American education system has progressively become more standardized. The problem this study addresses is the challenge middle schools face in meeting adolescent social–emotional developmental needs while meeting federal, state, and local mandated achievement benchmarks. The purpose of this case study evaluation research was to provide a formative evaluation on the social and emotional learning strategies within Response to Intervention (RtI) and their impact on student achievement as measured by (a) standardized assessments, (b) school climate, (c) attendance rates, and (d) discipline rates at one middle school in Los Angeles County, California. Primary data sets are from school years 2010–2015. Data demonstrated that academic achievement rose steadily throughout the implementation of RtI. The results of this study are encouraging for educational professionals and those interested in the effects of social and emotional learning strategies on student achievement. The recommendations serve to strength the RtI structure and iv practices. The recommendations identify best practices in the implementation and improvements to the delivery model. RtI will continue to be a delivery structure that provides students with supports and intervention where all students can be successful.

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