SUPPORT INTERVENTION

“Evaluation of After School Student Support Intervention and the Success of middle school achievement for at-risk or general education students”



Table of Contents

Purpose of study1

Research Question/Hypothesis1

Exploration/explanation2

Research methodology5

Linear regression5

Sampling6

Data collection tools6

Procedures and a rationale for method choice7

Insights into the problem /topic are appropriate.7

Conclusions9

References10

“Evaluation of After School Student Support Intervention and the Success of middle school achievement for at-risk or general education students”

Purpose of study

The purpose of this study was to examine and perform an Evaluation of after School Students Support Intervention and the Success of middle school achievement for at-risk or general education students. The study also examined the effect of the ASSSO (After School Student Support Intervention) on academic success and school attendance. Staff attitudes toward the ASSSO will be examined. Archival data from two school years will be collected. This researcher further hypothesized that students would demonstrate higher grade point averages and higher rates of attendance with the behavior support office in place. There was no significant difference in GPA or attendance. School staff were administered the Intervention Rating Profile - 15 to examine levels of staff acceptance for the behavior support office. Teaching staff had the highest level of acceptance for the ASSSO, while administrators had a lower level of acceptance, and behavior staff had the lowest level of acceptance. The higher level of teaching staff acceptance did not appear to impact the success of the intervention. Finally, demographic information will be evaluated (Achenbach, 2001).

Research Question/Hypothesis

Does after School Student Support Intervention and the Success of middle school achievement for at-risk or general education students have a significant effect of students performance?

Exploration/explanation

This study set out to evaluate whether removing a student exhibiting learning problems from the classroom and sending him to the Learning Support Intervention Office is effective in reducing disruptive behaviors, or improving academic outcomes. This study also examines the acceptability of the Learning Support Intervention Office to staff members. The study took place in an approved private school in the suburbs of a major metropolitan area in the North- Eastern United States exclusively serving the learning support population. Students diagnosed with learning disturbance come to this school from districts in the surrounding area which can no longer effectively program for the students within the district. The Learning Support Intervention Office (ASSSO) is part of an overall positive learning support approach implemented at the target school (Bennett, 2006).

The ASSSO is a room staffed by learning support staff where students can go when experiencing difficulty in the classroom setting. For approximately 30 years, the school has had a separate room where students with learning difficulties would be sent. In 2004, however, it was decided that a specific, research based 2 intervention should be implemented while students were in this room. This is when the Learning Support Intervention Office was started. The intervention uses trained learning support staff implementing the Life Space Interview. If a student feels as though he or she is being triggered toward learning disruption, that student can voluntarily ask to go to the ...