2020 Doctoral Capstone Projects

The purpose of this Capstone research study is to uncover and analyze factors that are resulting in a consistent academic decline for students who are transitioning from sixth grade at Bobtown Elementary School to seventh grade at Mapletown Jr/Sr High School. Research will focus on comparing PSSA (Pennsylvania System of School Assessment) math and reading results in conjunction with classroom grades as students transition from elementary to junior high school. The scope of the research will incorporate data emanating from the 2014 to 2019 school years. The researcher will survey sixth grade math and reading teachers from Bobtown Elementary and seventh grade math and seventh and eighth grade reading teachers from Mapletown Jr/Sr High School to determine differences in instructional techniques, student assessment and classroom grade composition. Teachers provided input as to biggest concerns for students during transition and on possible interventions that could aid in the transition process. The results of the survey found significant differences in grading practices, the amount of homework assigned, student assessments, and the teaching of test taking skills. The results of the teacher survey were combined with student achievement data to expose detrimental changes that students experienced at the classroom level. The researchers overarching goal is to utilize this data to develop a systemic transition plan that will provide continuity in classroom practices and academic interventions that will reduce and ultimately eliminate academic decline during the transition from sixth to seventh grade.

There has been a push in educational systems to infuse technology in their curricula to promote and develop digital age skills that will allow students to compete in a global society. It is imperative for schools to understand that the implementation of a one-to­-one technology program should not be undertaken until a comprehensive plan of action has been formulated to ensure that the program is implemented with fidelity, and taking into account the human element along with the financial element, which are key components of a these programs. This study evaluated a one-to-one technology program that has been in existence for over four years to better understand the successes and shortfalls of the program in order to determine if the initiative should be expanded to include grades one and two. The mixed-methods approach to the research utilized the perceptions of 55 teachers to answer the three guiding research questions regarding the implementation that included what was effective and ineffective about the current one-to­-one technology program, and what needs to occur for effective implementation if the program is expanded to include grades one and two. The assessment tool highlighted the traits found in highly effective one-to-one technology programs, and the degree to which the presence of each trait was identified by teachers' perceptions using a Likert Scale. The results of this study will be used to determine the effectiveness of the current program as well as making recommendations for improvement. The results will provide the district administration with data that will be used to determine if the program should be expanded to include grades one and two. The final outcome of this research will be to provide an assessment tool that can be used by other educational entities to develop a comprehensive technology plan that will ensure that all components of the program are implemented with fidelity while ensuring fiscal responsibility.

This study explored the existing relationships between early childhood teachers' perceptions of stress, job satisfaction and commitment, and self-care behavior, both prior to and after participation in an eight-week mindfulness intervention. Quantitative data was collected through use of pre- and post-intervention surveys measuring perceived stress and one's ability to handle stress, general satisfaction and commitment to the field, and engagement in self-care behavior. Qualitative data was collected to evaluate participants' experiences in practicing mindfulness, including successes, challenges, or barriers that may inform future interventions. Findings indicate relationships between teacher demographics such as program affiliation, level of education, and years of experience and perceptions of stress, job satisfaction / commitment, and self-care practice. Correlational analysis also suggests relationships between variables such as stress, ability to cope, and job commitment. Results indicate daily, brief mindfulness practice yields benefits of varying degrees in teacher stress, confidence levels, job satisfaction, and self-care. Yet, limitations and challenges exist in implementation of such practices within an educational context. Recommendations for future research and practice include further investigation of duration and dosage as well as workforce variables in future implementation.

The purpose of this quantitative study is to provide data connections between access to transportation, positive school climate and chronic school absenteeism. The research focuses on broad questions: What are the common causes of chronic absenteeism in a rural American school? What impact does school climate have on chronic absenteeism? Do busing, student mentors/advisors, and improved school climate improve the rate of attendance in a rural school district? The study group for the Comprehensive School Climate Survey included over 800 students in grades 3-12 from the Waverly Central School District. The data demonstrates that there is a correlation between the addition of in-town bus routes and social emotional supports, and increased attendance.

There are currently a high number of kindergarten retentions in a school district. Retentions can have negative short-term and long-term effects on students and increase costs to a district. The purpose of the study is to deter mine how t o reduce kindergarten retentions through teacher and student supports. To understand how this can be done, this study determined the teacher perceptions that constituted a student who should be retained in kindergarten. An examination occurred of what factors helped predict which students were at-risk for kindergarten retention. This study analyzed how the information from this research can be used t o reduce retentions and benefit student success in kindergarten. It
determined how the information from this research can be used to support instruction to minimize retention. Teachers were surveyed in this study. Demographic data and
behavioral data was analyzed for the frequency of characteristics of students retained in kindergarten. Academic data was analyzed for measures of central tendency. Students who have poor achievement in reading are targets for retention based on t he results in the study. Teachers who participated in the study indicated that reading was a criteria used to determine if a student was a candidate for retention. Achievement in the area of English Language Arts ( ELA) was examined. Central tendency measures showed that students were not achieving in this area. Student birthdate was noted as a factor in kindergarten retention. Teachers stated maturity was a fact or when determining students to be retained in
kindergarten.

Research clearly articulates the importance of strong, positive student-teacher relationships; however, there is a lack of research on intentional practices aimed at improving the quality of these relationships and decreasing undesired student behaviors, particularly at the high school level. The purpose of this action research project was to examine the effects an intentional-relationship building process--Establish-Maintain-Restore (EMR)--had on cultivating positive student-teacher relationships in grades 7-9, as measured by teachers' perceptions. Furthermore, this study attempted to identify whether these intentional strategies reduce the likelihood of discipline referrals. Results indicated that EMR implementation was associated with improvements in teacher reported student-teacher relational closeness. Findings also suggested that increased relational conflict may lead to increase teacher-submitted discipline referrals; however, significant data could not confirm that EMR reduced teacher-reporter student-teacher conflict. The implications of this student for intentional teacher-initiated relationship-building strategies and directions for future research are discussed.

This mixed-methods study was conducted to determine the math interventions and strategies that are showing a positive increase in student achievement and growth in grades three, four, and five across the Bellefonte Area School District. Effective math teachers were first identified by looking at multiple academic data sets and then questionnaire responses were compared to determine similarities in their instructional practices. The similar interventions and strategies will be shared with teachers through professional learning sessions and ultimately used with students in classrooms. The strategies and interventions that were identified to be showing success were guided/small group math instruction, extra and focused work on open-ended math questions, the use of online math programs like Reflex Math, and data use. The effectiveness of departmentalization was also analyzed. The qualitative data supports departmentalization while the quantitative data does not. This area will require additional analysis in the future. Finally, the professional learning needs of staff were identified and will help guide the district’s professional learning plan and its Comprehensive Plan. Some of these areas that will be focal points are guided math, the integration of technology, and data use.

The world of education is constantly evolving with increased accountability and mounting responsibilities from Superintendents, to administrators, to classroom teachers. All stakeholders must work together in order for a school district to run efficiently for their students. Teacher leaders are essential in today’s schools if provided with an environment that encourages them to lead. Principals cannot move a building forward without teacher leadership. The purpose of this study is to explore teacher leadership influenced through principal leadership. A qualitative method approach will be used for this action research project. Data collection will consist of survey questions given to both principals and teachers. Participants will complete the Teacher Leadership Self-Assessment created by Katzenmeyer and Katzenmeyer (2004) survey and open-ended responses. All eight schools in the district located in Southwestern Pennsylvania will participate in this research study. Results indicated that the teachers in the district frequently engaged in behaviors that support self-awareness, diversity, and instructional proficiency. They least often engaged in behaviors related to communication, continuous improvement, and leading change. Communication has to improve in the district in order for teachers to improve as leaders. In addition, teachers want to feel supported and encouraged by their principals. Professional development regarding teacher leadership needs to be supportive, systematic, and strategic in order for teacher leaders to emerge in the district. Principals must communicate, support, build confidence, and motivate teachers in order to begin to build teacher leadership in the district.

Pennsylvania is a state with significant proportions of students who attend rural schools, as well as students who attend cyber schools. Parents have the right to enroll their child in any one of a dozen or more cyber schools, even if their local school district operates an online program. The purpose of this action research project was to examine the reasons why parents choose the option to enroll in an external cyber school rather than the local school district option. Results indicated that parents were unaware of the KC Cyber Academy option and reported having no choice but to enroll their child in an external cyber school. Findings also suggested that male students in grades 7-9, students with an IEP, and students who were from economically disadvantaged households depart the school system at a higher rate than other students. The implications of this study were that if improvements could be made to the existing online learning program, more students would take that option and obtain a quality education, and financial savings would be realized for the school district. Publisher

The focus of this action research project was to gather information regarding instructional success in reading while implementing varying interventions in tiered approaches within a newly implemented Multi-Tiered System of Supports (MTSS) framework in second grade. Two cohort years were utilized for the data analysis to demonstrate movement based upon instructional and programmatic changes in implementation year one and two. The data was collected through three sources of assessments, fidelity checks in classrooms, and teacher input from a voluntary teacher survey response. All data was based upon a second grade level for reading instruction as part of a multi-tiered system of supports model. All teachers who participated in the survey provided responses voluntarily based upon their perception of the effectiveness of MTSS, What I Need (WIN) time data and instructional resources. The purpose was to determine if tiered instruction impacted student growth during set intervention periods for reading instruction at the second grade level. The results of the research indicate that minimal growth was made within each cohort year after implementing tiered interventions. Although growth was evident, the data did not demonstrate a clear picture of what components were more successful than others. Increasing the amount of instructional time for interventions during WIN, securing and aligning more specific intervention resources for teachers at all tier levels and allowing teachers the time to gain a deeper understanding of MTSS would be beneficial in continuous improvement. Publisher

Schuylkill Valley Middle School did not have a guideline for consistent homework use among the teaching staff, which resulted in irregular homework practices. This irregularity emphasized a need for consistent homework guidelines that all teachers can follow. The purpose of this study was to identify the impact of homework on students at Schuylkill Valley Middle School from the perspectives of teachers and parents. Additionally, I wanted to identify best practices for homework at the middle level so that homework could be used as an effective educational tool to best meet the academic and social/emotional needs of the students. In this mixed methods study, I examined and analyzed answers provided on anonymous surveys (Appendix A & B) distributed electronically to teachers and parents of students at Schuylkill Valley Middle School, as well as reviewed archived gradebook data to check for consistency among perceptions and practices. Three research questions guided the study, focusing on homework perceptions, benefits and challenges, and trends and best practices. The survey data indicated that parents and teachers agreed on the value, benefits, and challenges associated with homework at the middle level. However, parents’ and teachers’ perceptions of best practices were not aligned. With that, the gradebook data indicated that teachers’ perceptions and practices did not match. This resulted in the establishment of recommended homework guidelines to be consistently used by all teachers moving forward. Additionally, recommendations were made for further research regarding homework use and design.

The purpose of this action research study was to determine the impact of implementing a House system in a K-8 rural school over a three-year period to address academic, school climate, and school community concerns. The review of the literature framed the House system as a school climate reform effort in the mold of John Dewey’s social learning theory and experiential learning models, and Paulo Freire’s critical consciousness and democratic principles. The impact of the House system was measured using academic data from summative and diagnostic assessments, school climate data from attendance and discipline records, a faculty focus group, and a faculty and staff survey measuring the perception of the House system’s impact on the relevant areas of focus. The cyclical nature of action research, including planning, acting, developing, and reflecting stages of addressing concerns resulted in school leadership adjusting the design of the House system over the three-year implementation period to best fit the needs and structure of the school setting. Findings included evidence of stronger student effort and modest improvements on summative and diagnostic assessment, increased attendance percentage, decreased discipline referrals, and improved perceptions of faculty and staff in year three of the program as the House system evolved to best fit the school setting. The fiscal implications of school climate reform at this scale were analyzed and documented for the community partnerships that emerged. Research in this area should continue to focus on the effect of a token economy on the whole child, the role of faculty and staff perception on school climate and academic results, and the potential of student mentoring and role modeling within House systems to influence school climate and academic results.

Forbes Road Elementary School embarked on this study in response to their writing curriculum’s failure to improve the quantity and quality of informational writing among its intermediate grade-level students using a Multi-Tiered Systems of Support framework. A substantive body of research has identified these skills as being essential for academic success. The study explored how explicit instruction in macro and micro skills affect written expression quantity and quality; how pre-teaching/re-teaching micro skills to struggling students affects written expression quantity and quality; how using Step Up to Writing, Sentence Sense, Spellography, and Word Generation affects teachers’ attitudes toward teaching writing; and how paired scoring of student essays impacts inter-rater reliability. The mixed-methods design utilized quantitative data from one written expression benchmark that measured total words written, words spelled correctly, and correct writing sequences, another benchmark that measured purpose/organization; evidence/elaboration; and conventions, and tiered progress monitoring of struggling students. Qualitative data was derived from pre- and post-programming focus groups in which teachers discussed their attitudes and feelings about teaching writing and their experiences in paired scoring of student writings. The prescribed course of study positively impacted students’ macro skills scores in fifth and sixth grade, but students’ scores in fourth grade plateaued and students’ micro skills scores in half or more students across grade levels and tiers. Teachers’ attitudes toward writing instruction were substantially more positive during the post-programming focus group, and the existing gap in scoring student essays using the same rubric was significantly reduced by partnered scoring and discussion.

Paraprofessionals perform an essential role in the delivery of special education services to students with disabilities. When paraprofessionals are appropriately trained and retained over time, students receive the high-quality support that is necessary to be successful in the least restrictive environment. This research project focused on improving the quality of the existing professional development activities offered to paraprofessionals in Uniontown Area School District. The mixed-methods approach of data collection was utilized to answer the three research questions that drove the study as follows; 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? Data was collected through use of electronic surveys containing both Likert-type and open-ended questions that identified paraprofessionals’ and teachers’ perceptions regarding paraprofessionals’ preparedness and need for training. Based on the analysis of quantitative and qualitative data, appropriate training topics were identified that provided a framework for the development of a 5-day comprehensive professional development program. A detailed training schedule is provided, in alignment with the review of literature, for paraprofessionals in Uniontown Area School District. Publisher

According to a report published by ed.gov (2019) there are currently 7,136,00 unfilled jobs in the United States. The gap in available jobs and individuals to fill those jobs has never been greater. A large portion of these unfilled jobs are in the area of skilled trades. Apprenticeships and pre-apprenticeships are avenues many times used to fill these positions. Apprenticeships and pre-apprenticeships, according to Dr. Lee Burket in her opening remarks at the 2020 Education and Workforce Development Symposium, are the oldest instructional models in education. As the Director of the Huntingdon County Career and Technology Center (HCCTC) I am looking to create a pre-apprenticeship in one or more of the programs offered at HCCTC for the 2020-21 school year. Creating a pre-apprenticeship program will help connect companies and businesses looking for skilled employees with students from HCCTC. The Huntingdon County Career and Technology Center will work hand-in-hand with these employers to create a meaningful curriculum as well as the required hands on instruction needed. Finding employer sponsors, developing a curriculum, and implementing a pre-apprenticeship program was the basis for this action research project. A mixed-method research approach was used for this project, using both qualitative and quantitative research methods. Instructors at the HCCTC were interviewed using a semi-structured interview process to gather qualitative information. Employers in Huntingdon, Mifflin and Juniata counties were given an online survey to complete. These surveys generated quantitative data and those outcomes were triangulated with the semi-structured interview results to measure the overall attitudes and knowledge about pre-apprenticeships. The results were used to create a pre-apprenticeship program for the 2020-21 school year.

The purpose of this research project was to investigate a method for a small rural school district to provide fiscally responsible, effective, and personalized professional development to all of its staff members. The use of social media, such as Twitter, has allowed teachers the ability to connect with other educators, develop professional learning networks, share ideas, and seek out teaching strategies that would allow teachers to connect with all students at little to no cost. This research study investigated how teachers in a small, rural, southwestern Pennsylvania high school utilized social media as a means to grow professionally, connect with other professionals, and collaborate with other professionals around the world. The researcher surveyed a population of 28 high school teachers with various years of service. Teachers were surveyed on their use of Twitter and how the app has impacted their professional development. This research also addressed how Twitter has impacted the teachers’ professional development and how they utilized it with other professionals. During the study, the teachers were asked how Twitter allowed them to connect with other teachers, professionals, and new content. The research also investigated whether or not Twitter had the ability to change teachers’ knowledge of content, and if it allowed teachers to grow professionally. Finally, the research conducted a finding of the finance of professional development and compares the costs associated with the professional learning communities to the costs of using social media for the development of professionals. Publisher

This study focused on understanding how middle school teachers' perceptions influence the implementation, sustainability, and effectiveness of a SWPBIS program. Research focused on measuring the effectiveness, sustainability, and barriers to implementing a SWPBIS program. Research also examined school climate, teacher perceptions and attitudes regarding student behavior, and the Theory of Planned Behavior. This study utilized teacher surveys and interviews to obtain qualitative data. Quantitative data included office discipline referrals, suspension data, and SWPBIS participation statistics. Pre- and post-intervention data was used to learn how teacher attitudes and perceptions regarding the value and effectiveness affected participation and success of implementation. Data analysis demonstrated that the intervention of making perceived improvements to the structure and operation of SWPBIS had a positive effect on teacher attitude about the positive impacts that SWPBIS can and will have on student (and teacher) behavior.

The purpose of this capstone research was to develop a formal process for onboarding professional employees in the Easton Area School District. The Easton Area School District is the twenty-first largest school district in the state of Pennsylvania with 75 teachers qualifying as newly hired professional staff as defined by this study. This research study surveyed the newly hired professional staff members within the District in order to obtain both qualitative and quantitative data that could be utilized to develop a formal system that, when implemented, provides a supportive and engaging atmosphere at the onset of employment. While the survey results were somewhat favorable of the current induction offerings, there were gaps identified based on research based best practices. Ultimately, the findings of this research study resulted in the development of a comprehensive, yearlong onboarding system for the Easton Area School District, called On the Bus. This system includes all necessary components of research-based onboarding programs which, when implemented with fidelity, have the most lasting impact on organizations.

Paraprofessionals play an integral role in the academic, social, and emotional growth of students in a K-12 setting. However, they may not have the necessary skills, background, or education to effectively implement academic, social, and emotional supports for students that diminish their overall effectiveness. Moreover, special education paraprofessionals may not receive adequate professional development to address these deficient skills, if they exist. This research study will explore the attitudes of special education paraprofessionals toward their professional development, their perception of their effectiveness in the classroom, and their perceptions of needed topics for professional development. This study will also explore administrators’, regular education teachers’, and special education teachers’ perceptions toward paraprofessionals’ effectiveness and development to determine whether or not there exists any differences in the attitudes of administrators and teachers toward paraprofessionals’ effectiveness and the attitudes of paraprofessionals toward themselves. Therefore, this action research study will seek to examine what constitutes effective paraprofessional support, what strategies administrators, teachers, and paraprofessionals find to be the most effective, and what professional development best helps build the confidence and effectiveness of paraprofessionals in the classroom setting.

In today’s educational world, teachers have been asked to acquire skills that support students with a variety of learning needs with little to no professional development to help them be effective. Personalized professional learning is a shift in how educator’s traditionally have been provided new learning, from sit-and-get, to a nontraditional format of giving teacher’s as much ownership in their learning pathway, which would allow them to be engaged in their own learning process. Professional development plans continue to not meet the diverse needs of all teachers and are not always conscious of financial challenges within the organization. Personalizing professional development for teachers will be a paradigm shift that will positively impact student learning and achievement, as well as teachers’ personal growth. Allowing teachers to create a personalized learning pathway through choice in topics and format of learning, presentation of information, and empowering teacher leaders among their colleagues are key characteristics of effective professional development. Through a mixed-method research study, this researcher interviewed and surveyed secondary teachers about their perceptions and experiences with professional development and found that teacher’s want to have their learning more personalized and tailored to meet their interests and content taught. Today’s administrators should be planning professional development that is personalized to meet each teacher’s individual needs to support student achievement and daily instruction.

The Capstone Project completed is designed to aide the Bellefonte Area School District in students attaining grade level reading expectations by the third grade. The researcher studied the reading data for the district’s current second grade students. The data that was analyzed was Fountas and Pinnell BAS data and AimswebPlus assessment data. The primary grade level teachers of the district were also surveyed to in order to determine the different reading intervention strategies being used in classrooms, data that teachers are analyzing, and their impressions of Fountas and Pinnell Classroom. The BAS and AimswebPlus data were cross referenced with the teacher survey data to identify effective reading instructional strategies that are being utilized in classrooms and share these strategies with the other teachers across the district. The researcher found that teachers are using a wide array of data points and a variety of instructional strategies in their classrooms. The research that was completed has shown a need for a multi-tiered system of support (MTSS) for its students. The Capstone Project will support the efforts to establish a MTSS program in all elementary schools for the district.

Academic programs at the high school level need to be data-driven. A work study/release program is no exception to this premise. The Forest Hills School District recognized a need to evaluate and examine the effectiveness of the work study/release program at the Junior-Senior High School. Stakeholders were asked to complete a perception survey in order for the researcher to gain insight as to the various stakeholder’s perceptions of the current program. Four groups were surveyed: parents, staff, employers, and former students that had participated in the work study/release program while enrolled at Forest Hills. The data was analyzed through qualitative means to identify common themes and trends in the stakeholder’s perceptions. An action plan was developed with the goal of making the work study/release program more appealing for the students at Forest Hills. A focus on increased communication, skill acquisition and gaining work experience, and pre-program training for all stakeholders, developed from the analysis of the perception data.

This study was designed with the goal of informing a decision for the South Butler Primary School to adopt standards-based report cards or to continue with traditional report cards. School districts in Western Pennsylvania that had already adopted standards-based report cards were studied. A questionnaire was created that was designed to answer three research questions regarding standards-based report cards. The first research question was designed to learn more about the challenges of implementing standards-based report cards. Research indicated that there are several challenges, but solutions to these challenges are readily available. The second research question was designed to learn more about academic benefits students receive when a standards-based report card is in place. While a correlation between high standardized test scores and standards-based report cards could not be shown, there was evidence that students and teachers are more focused on standards when a standards-based report card is in place. The final research question was designed to learn more about whether a standards-based report card better informs an end user when compared to a traditional report card. It was clearly shown through this research that a standards-based report card does better inform an end user when compared to a traditional report card, however the end user must be well educated on the topic.

The purpose of this Capstone Research Project was to determine whether targeted technology professional development increased communication, employee engagement, beliefs about change, and strategic planning among teachers. These four areas of growth were named in a survey disseminated to all staff members within the study site’s district during the 2018-2019 school year by an independent education consultant. The intervention, including a cohort-based sampled, which allowed teachers to engage in co-planning, co-teaching, and sharing days was designed after reviewing previous studies that showed promising results with in-person support. Surveys created by Apple, interviews conducted by the researcher, and informal conversations were data sets that showed the following: teachers’ perceptions of recognition (communication, employee engagement, beliefs about change), teachers’ perceptions of technology (communication, employee engagement, and strategic planning), elements of student learning (beliefs about change and strategic planning), and the frequency of student product creation (beliefs about change and strategic planning).

A key component of the Pittsburgh Public Schools’ five-year strategic plan includes professional learning practices. Incorporating collaborative teams as part of the Professional Learning Community (PLC) within our schools is essential to achieving the outcomes outlined in the strategic plan. This research study considers the impact of collaborative teams within the PLC structure on teacher instructional practices. The goal of this research study was to determine whether PLCs have an impact on teachers’ abilities to refine their instructional practices based upon the results of data, student needs, and ongoing collaboration with their colleagues. The effectiveness of the PLC intervention at Pittsburgh Science and Technology Academy was determined based upon three research questions: How do PLCs ensure that teachers make changes to instruction based upon the results of data and student needs? What role do professional learning communities have in the future academic success of students? Have professional learning communities provided ongoing opportunities for teachers to work with colleagues to refine teaching practices? A quantitative approach for data collection was used throughout this research study, and the two data collection instruments used were the SoCQ and the PLCA-R. The analysis of data collected suggests that teachers at Pittsburgh Science and Technology Academy are implementing collaborative practices as part of the PLC intervention and making changes to instruction based upon the collective learning that is occurring with their collaborative teams.

This Capstone Project investigates the relationship between the use of Edmentum's Courseware Math Library software and students' math achievement in the middle school mathematics classrooms of a small school district in southwestern Pennsylvania during the 2019 -2020 school year. Grade level data was collected regarding the use of a supplemental math software program called Edmentum's Courseware Math Library. Data on students' mathematics achievement was collected from the Study Island Benchmark Assessments version 4 that acted as a pretest and posttest. The data were compared to determine mean differences in achievement between the students who were provided the Edmentum Courseware Math Library in a blended learning environment ( experimental group) and those who did not ( control group). Data were analyze using a two-sample ttest for independent samples to determine the possible relationship between the use of the Courseware Math Library and students' math achievement on these measures. The Capstone Project results can be utilized to inform school educational leaders as they invest in technology tools and integrate technology into the mathematics classroom. Regardless of using Edmentum's Courseware Math Library in 2019-2020, the achievement of the experimental group was not significantly higher than that of the control group. Several variables should be taken into account, such as limited data, teacher training in blended learning and the Edmentum Courseware Math Library and time intervals that the students access the modules. Another factor that could have played a significant role in the results is the interruption of the educational process due to the COVID-19 virus outbreak that forced the school to enter into a Continuity of Education plan that altered the blinded learning environment for a part of the project.

Using teacher evaluation score averages, Instructional Rounds data, and student assessment score averages from the Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) assessment at two elementary school campuses in a large West Texas city, this research study investigated the affects that effective professional development planning and teacher effectiveness had on student achievement. This study is a quantitative action research project utilizing archival data from the 2018 – 2019 school year as a baseline, as well as 2019 – 2020 data collected throughout the entirety of the research study. The data was collected after each professional development training in order to identify the utilization of the targeted instructional strategies implemented to analyze the relationship between teacher evaluation scores and the implementation of targeted professional development. NWEA MAP assessment averages from students were collected and analyzed in order to identify the relationship between the implementation of effective professional development and targeted instructional strategies, and teacher evaluation scores. The results of this research study indicated an increase in teacher evaluation score averages with increased usage of the targeted instructional strategies and fidelity to the professional development trainings. In addition, the findings indicated that groups of students and teachers had higher increases in overall teacher evaluation averages and student NWEA MAP Rasch Unit (RIT) score averages when implementing the targeted instructional strategies with more fidelity to the professional development trainings. Also, the results indicated consistency at both campuses in the use of the teacher evaluation rubric, since both of the focus campuses in his research study used the same teacher evaluation rubric and received the same calibration training at the beginning of the 2019 – 2020 school year. The recommendations discussed within this research study include; encouraging fidelity to the professional development training and the implementation of the targeted instructional strategies, including additional campuses to add more teachers and students to the focus groups, additional time parameters, and a structured testing protocol in order to have a testing environment conducive for student concentration. In addition, it was recommended to include individualized teacher evaluation scores and student NWEA MAP RIT scores to identify more individualized increase or decreases on teacher evaluations and student assessment scores.

For years, students with mental health diagnoses have encountered many barriers in their respective education programs. Teachers and other professionals have been unsure and unaware of many of the successful strategies to engage these students in learning and providing essential skills for success in life. All too often, medication has become the primary way to alter behaviors and symptoms of students who suffer from mental health issues. This study focuses on a group of students who have at least one mental health diagnosis. Through reviews of literature, a historical timeline is presented on strategies provided to these students, as well as a definition and overview of many of the common types of mental health diagnoses. Students are observed in both the traditional classroom environment and the Fab Lab. The purpose of this study is to determine if student behaviors, attendance, and mental health symptoms can be minimized and altered in the Fab Lab setting which could promote more learning opportunities. The study also includes analyzing teacher and social worker perceptions on both learning environments.

Behavior problems impact student performance and the overall climate of a school building. Current school codes of conduct and discipline programs do little to improve behavior. Schools need a way to put interventions in place to help students who show behavioral difficulty. These interventions need to be supportive rather than punitive. The research questions; 'how do behavioral interventions impact student behavior and school climate in third through fifth grade students?' and 'how do teachers perceive the impact and effectiveness of the intervention?' provide the basis of the study. The purpose of this research study is to determine how Check-in/check-out as a behavioral intervention impacts student behavior and school climate. Student behavior was charted daily to monitor their progress toward goals established at the onset of the program. Students also completed the School Climate Survey {La Salle, McIntosh, & Elaison, 2018) before beginning the intervention and at the conclusion of the study timeframe. Teachers also completed a survey at the conclusion of the intervention to determine its impact from their perspective. The data was analyzed by looking for trends in behavior, trends in climate ratings, and trends in teacher ratings to determine effectiveness. The data showed that the intervention was effective from the teacher's perspective, had inconsistent results between increasing student positive behavior and decreasing negative behavior, and had no positive impact on the school climate rating. Further research is need to determine ways to increase behavioral consistency and to determine other factors contributing to school climate rating.

The purpose of this quantitative study was to analyze the predictors of teacher absences between the 2016-19 school years and the impact of teacher absences on student achievement scores at Derry Township School District (DTSD), a school district located in Hershey, Pennsylvania. The objectives of the study included: (a) an analysis of the predictors of teacher absenteeism, (b) examining the costs associated with teacher absenteeism, (c) analyzing the impact on student achievement, and (d) recommendations to reduce the frequency of teacher absences and the associated costs. The desired outcome of this action research project was to provide substantial recommendations to DTSD and other public school systems to meaningfully address the problems associated with teacher absenteeism. The results of the study indicated that more than 62% of teachers at DTSD were considered to be chronically absent. The cost associated with securing substitutes between the 2016-19 school years exceeded $2.1 million. In addition, the substitute fill rate in the district continued to decline. Although, the study determined that there were little to no significant differences between the achievement scores for students instructed by chronically absent teachers and those who were instructed by teachers who miss fewer than 10 days. The results of the study suggested that significant relationships between the number of teacher absences and student achievement scores did not exist. However, the demographic variables of age, gender, and years of experience were all determined to be significant predicators of teachers absences.

Academic achievements and regular attendance are considered to be two important indicators of college and career readiness. Students who are economically disadvantaged and do not have regular attendance in school do not achieve at the same rate as their peers (Garcia & Weiss, 2018). Additionally, attendance in middle school is considered a reliable predictor of high school success. This project was designed to determine if regular communication and engagement strategies with parents of economically disadvantaged students is effective in promoting regular attendance and preventing truancy, or habitual truancy, for students in this at­ risk population. An additional inquiry was sought to determine if improved attendance then increased student performance on standardized tests. Tier 1 strategies were applied to all middle school students in a high poverty, rural school district. Tier 2 and Tier 3 strategies were implemented for some students and proved to be successful in remediating truancy issues and preventing habitual truancy from occurring. School records from before and during the intervention year were compared to determine any differences in attendance rates and achievement. While some of the data was interrupted due to a national pandemic, it was determined that a tiered system of support was effective in promoting regular attendance for all students and even more so for students who are economically disadvantaged. Three recommendations for future action are provided for educational leaders who wish to improve attendance statistics.

Considerable amounts of financial resources and human capital are dedicated to school improvement efforts in the state of Pennsylvania each year. The factors that guide school improvement designation stem from federal education legislation, and include achievement, academic growth, attendance, graduation, EL proficiency, and career readiness. At the same time, many of the schools designated for school improvement also experience high rates of student transiency. The purpose of this study is to examine the effect that mobile students have on school accountability indicators, and by extension, on school improvement designations. The school improvement accountability data from two school districts with a combined total of eight schools was examined. Transient students were identified, and mock school accountability indicators were calculated, controlling the percentage of transient students in the group to the regional average of 8%. These controlled-score accountability indicators were then compared to published all-student group values in an effort to identify the impact of high percentages of mobile students using a bivariate correlation analysis. The results of the study suggested a strong correlation between transiency rate and change in school accountability indicators for attendance, math growth, math achievement, and ELA achievement, and a moderate correlation with career readiness benchmarks. Of all the school accountability factors examined, the only factor with which student mobility had a small correlation was ELA growth.