School Achievement Amongst Special Education Students Participating in the REACH Program

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

David Tack

Keywords

social-emotional learning, special education, response to intervention, academic support

Abstract

The purpose of this study is to determine if the implementation of the REACH (acronym for Relationships, Education, Accountability, Character, Hard work) program positively impacts special education students with scores greater than two on an adverse childhood experience score (ACES) survey. There are 10 types of childhood trauma addressed in the original ACE study done by the Centers for Disease Control and Prevention. Additionally, research indicates that the higher the ACES score, the greater the impact on a child’s ability to function successfully at school. The REACH program was developed to help students develop the resiliency skills necessary to overcome/adapt to these experiences and be successful in school and beyond. Thirteen students aged 15-18 who have an individualized educational plan and have scored greater than two on the ACES survey participated in a structured study/social skills class in which the REACH programming was implemented. Data was collected through the use of an ACES and resiliency survey, periodic grade checks, attendance records, and review of office referrals during the implementation period, the first semester of the 2019-2020 school year. This data was compared to baseline data collected from school records from the previous school year. Based on data analysis of the REACH program implementation in other school districts, it was predicted that implementation of this programming within the Kerkhoven-Murdock-Sunburg school district would positively impact the students participating in the study.

Abstract only: No full text available.

Share

COinS