A Rubric and an Individualized Educational Plan to Increase Academic Achievement in Middle School Students with Disabilities

Autor/in	Morta, Antoinette L.
Titel	A Rubric and an Individualized Educational Plan to Increase Academic Achievement in Middle School Students with Disabilities
Quelle	(2010), (218 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3938-4
Schlagwörter	Hochschulschrift; Dissertation; Student Needs; Planning; Academic Achievement; Social Change; Middle School Students; Disabilities; Achievement Gains; Scoring Rubrics; Individualized Education Programs; Case Studies; Grade 6; Comparative Analysis; State Standards; Grades (Scholastic); Scores; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ablaufplanung; Planungsprozess; Schulleistung; Sozialer Wandel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; Achievement gain; Leistungssteigerung; Scoring formulas; Auswertungsbogen; Individualized education program; Individualisierendes Lernen; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Notenspiegel
Abstract	Special educators struggle to develop legitimate Individualized Educational Plans (IEPs) that describe student needs and lead to academic achievement. The purpose of this study was to determine if using a rubric to create an IEP resulted in an increase in academic achievement. The conceptual framework is drawn from a synthesis of the literature on using rubrics as a roadmap for instructional strategies, for the development of efficient goals and objectives, a student learning tool, an effective assessment instrument and reporting students' progress. The main research question asked whether a rubric that aligned with curriculum resulted in increased academic achievement. A quantitative case study using a convenience sample of 74 sixth grade students with disabilities was divided into a control group using IEPs and an experimental group using a rubric with an IEP. Grades and Washington State Assessment of Student Learning (WASL) scores for three consecutive years were collected for each group. Grades were analyzed using a frequency distribution chart. A "t" test was used to analyze the WASL test scores and no significant differences were found. Teachers reported anecdotally that students demonstrated more independence. Recommendations include using rubrics to develop IEPs. The study contributed two factors of social change: greater opportunity in the inclusion setting and student progress was easily documented and reported to fulfill legal requirements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10