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Implementation of Tiered Systems of Support at Secondary Schools in Minnesota
Get PDFThe purpose of this study was to examine data regarding the implementation of critical components of the Multi-tiered Systems of Support (MTSS) framework in Minnesota public secondary schools, defined as middle and high schools that service any combination of Grades 6-12. This study’s mixed method design utilized secondary data collected from the Survey of Multi-tiered Systems of Support Implementation for Addressing the MN ELA Standards distributed by the Minnesota Department of Education. The survey employed a Likert scale that measured the implementation of four critical components identified as: (a) leadership and organizational structures, (b) curriculum and instruction, (c) assessment, and (d) collaboration among staff along with an open-ended question that asked respondents to identify implementation challenges. Quantitative data analysis was completed using descriptive statistics to describe and summarize the critical component implementation status. 55.65% of respondents indicated the component most frequently reported as fully implemented as, “Parents/guardians are notified when their child begins a supplemental intervention” (MDE, 2017). 42.6% of respondents indicated the critical component most frequently reported as exploring or not in place as, a Standards-based grading system that measures and monitors progress toward benchmarks is in place with reliable ratings between staff” (MDE, 2017). Qualitative responses were analyzed to determine themes and meaning. Five themes were identified regarding challenges encountered during implementation of the critical components of MTSS: a) Staff turnover, bound staff capacity, and staff as a limited resource b) Teachers receive insufficient professional development and training c) Secondary school schedules are not conducive to the MTSS framework d) Lack of tiered interventions and MTSS models for the secondary level d) Limited staff and faculty time available to dedicate to the implementation of MTSS components
The Association between Promiscuity and Marital Satisfaction
Get PDFResearch has suggested that premarital cohabitation is linked to a heightened risk of divorce and dissatisfaction if it occurs with someone other than the marriage partner (Teachman, 2004). The number of partners is linked to marital dissatisfaction for both men and women (Legkauskas & Stankevičienė, 2008). Involvement in church groups is linked to a 5x increase in likelihood of abstinence (Paul et al, 2000). Previous studies have used small sample sizes with little diversity and few men. However, my research will use a large, diverse sample size with both men and women
The Influence of Restorative Practice on School Climate
Get PDFThe impact of restorative practices on school climate is affirmed as the fostering of teacher-student relationship impacts connection, empathy, and social skills. Bullying decreased, self-advocacy increased, and school communities became both more present and calmer comparatively. Communication increased with an acquisition of restorative language, learning outcomes increased when students were in the classroom, and authenticity was formed. The mode of restorative intervention was interchangeable to best meet the needs of the proactive or reactive approach. The impact of school climate and the longevity of restorative practice was dependent upon the process of implementation, the culture of the school, and investment to create real, sustainable change
The Effects of Mindfulness Interventions to Enhance Educational Experiences and Sense of Well Being
Get PDFMore recently than ever, teachers are witnessing an uptick in aggressive behaviors and emotional dysregulation and decreased academic engagement within their classroom walls. This can impact the learning environments of all students and hinder academic achievement. Currently, a push for including a social-emotional curriculum in schools that encourages mindfulness, awareness, and behavior regulation has been prevalent in education to attempt to combat the increase in behaviors and disengagement in academic content. Research has shown that different types of mindfulness interventions that include meditation and movement have been suggested to yield positive outcomes in helping students overcome dysregulation, perceived stress levels, and declining academic performance. Not only can students benefit from mindfulness practices, but also educators. When mindfulness is practiced by a teacher, teacher burnout, excessive stress levels, and effective classroom management can be a result of creating learning environments that are meeting the current needs of our children
The Female Autism Experience: A Literature Review
Get PDFAutism Spectrum Disorder (ASD) is characterized by communication challenges, difficulties in socialization, and the occurrence of restrictive, repetitive behaviors. Current data in the United States indicates that 1 in 44 children are diagnosed with autism. Males are diagnosed at a ratio of four to one compared to females. Evidence suggests that females with autism present differently than males. Current diagnostic criteria based on typical male presentation of autism may account for underidentification in females with ASD. This literature review explores the experience of females with autism, including diagnosis, differences in behavior, communication, social and emotional skills, and the lived experiences of females who have received an autism diagnosis
Food Waste In Schools
Get PDFThis literature review examined the history of the National School Lunch Program from its inception to now. Ongoing questions and concerns related to food waste from school lunches have been explored by many researchers to understand its effect on the health of students, the environment, and the economy. Updates to the National School Lunch Program, specifically the authorization of the Healthy, Hunger-Free Kids Act of 2010, were implemented to align school lunches with the current United States Department of Agriculture’s (USDA) nutrition guidelines and standards. Causes of food waste include the Offer Versus Serve model, order of recess and lunch, length of the lunch period, portion sizes and education, and the appeal or appearance of the food. Factors that reduce food waste include education, promotional campaigns, hands-on food waste-related activities, and school gardens. Targeting education to the environment, agriculture, nutrition, and health are effective ways to appeal to the needs of the world they live in and the people they love. Many nonprofit organizations have been established to bring awareness to the damaging effects of food waste. Many schools are also trying to establish programs, policies, and procedures to reduce food waste. Obstacles to educational endeavors are the time, energy, staffing, and funding needed to establish and continue food waste reduction initiatives
Teacher Shortages and Student Learning
Get PDFStaffing shortages have been a growing area of concern for school districts, which has driven research over the years. This literature review examined the effects that staffing shortages have on student learning and student achievement. Additionally, many components of staffing shortages, such as the potential causes behind staffing shortages and recommendations for best practice strategies and interventions to successfully overcome staffing shortages, were also addressed throughout the literature review. Many researchers discovered that staffing shortages were caused by a variety of reasons, including working conditions, compensation, support from administration or school leaders, and stress, leading to burnout. Although there are a variety of factors related to teacher turnover and staffing shortages across school districts, comprehensive strategies must be considered to effectively overcome the challenges associated with staffing concerns. Studies have shown that staffing shortages can be addressed through best practice strategies and interventions that increase support towards educators, enhance working conditions and decrease stress, allow for alternative licensing opportunities, and provide incentives to increase the number of candidates being prepared to teach within each school district. Research has shown that due to the variety of factors related to staffing shortages, school districts cannot simply look for a single solution, as this problem is far too complex. A multitude of proactive strategies must be put in place and sustained overtime to allow all students to experience success throughout their educational experiences
Increasing Multilingual Parent Engagement: A Literature Review
Get PDFThis literature review investigated the question: How can educators increase parental involvement for multilingual learners? The thesis identified barriers to involvement for parents of multilingual learners. It also discussed the importance of strengthening family-school relationships. The review explored how parent engagement affects students’ learning and how schools affect the level of parent engagement. Additionally, parent engagement frameworks and individual parent engagement strategies were reviewed. Overall, the data in this thesis shows the importance of using strategies to increase multilingual parent engagement because welcoming school environments and positive relationships with multilingual families support their students’ learning
The Effects of Trauma on Special Education Students Specifically Within Certain Disability Categories Such As Selective Mutism, Autism, and Other Health Disabilities
Get PDFAdverse Childhood Experiences (ACEs) have been shown to have life-long consequences. The trail of trauma often associated with negative childhood experiences can impact students as they go through the developmental stages of adolescents all the way through adulthood. Research shows that fallout from the experienced trauma and traumatic experiences can be magnified, especially if an individual has experienced multiple traumatic events. Educators can support all students using a Trauma-Informed mindset or approach. This thesis focuses on the effects of trauma on special education students, specifically within certain disability categories such as selective mutism, autism and other health disabilities. Evidence strongly suggests that educators can optimize their impact and effectiveness in the classroom when taking a whole-child approach to the profession. Besides focusing on delivering exciting and compelling content, educators should also be mindful of the social-emotional wellbeing of their students. Research indicates that educators should focus on helping each student reach their greatest potential, not only academically but also socio-emotionally. This capstone project reviews how special education teachers can approach this Trauma-Informed work to support students with different and often specific disability needs
Teaching Phonemic Awareness and Predicting Future Reading Success
Get PDFThis literature review examines teaching phonemic awareness skills and their importance in identifying students at risk. Phonemic awareness measures used at the beginning of kindergarten can help predict students\u27 reading abilities at the end of the first and second grades. Tests of PA such as phoneme blending, phoneme segmenting, phoneme elision, RAN, and letter knowledge have all been shown to be significant predictors of future reading achievement when used with kindergarten children while rhyming did not. Teachers can use these tests to identify students at risk for reading difficulties so they can be placed in interventions early. A variety of teaching strategies and skills were addressed in the research. Some promising ones were phoneme blending, segmenting, and manipulating but the big consensus was that PA training needs to be explicitly taught for students to transfer the skills to reading. Results suggest that tests of PA can help educators predict which students are at risk and explicit training in PA can help prevent or lessen those students\u27 difficulties when remediated early on in their education