Abstract
This study addressed the problem of historically low reading achievement among students receiving special education services (SpEd) in the North Texas Independent School District (NTISD). The research aimed to evaluate the impact of SpEd instructional coaching support for middle school resource RLA (RLA) teachers as an intervention to improve student reading outcomes and better understand teachers’ perceptions of coaching support. Using an Improvement Science approach with Plan-Do-Study-Act (PDSA) cycles, the study employed a mixed-methods design to assess the impact of SpEd coaching support provided during the 2023- 2024 school year. Qualitative and quantitative data were collected through a teacher survey with a Likert scale, open-ended questions, and assessment data from the Texas Education Agency Research Portal. Survey findings revealed that teachers perceived coaching support as valuable and believed it positively impacted student achievement. Key characteristics of effective SpEd coaches include experience and expertise in SpEd. Teachers expressed the need for more coaching support and Professional Learning Communities (PLCs), so SpEd teachers could collaborate with each other and content teacher peers. Contrary to the working theory of improvement, STAAR RLA data showed a decrease in the percentage of students who reached the Approaches level and received SpEd services. This unexpected result highlights the complexity of addressing the reading achievement of students receiving SpEd services and the need for further investigation. Based on these findings, the study supports the recommendations that districts examine longitudinal data of students receiving instruction in specialized instructional classrooms and seek guidance from districts that have successfully implemented SpEd instructional coaching support. The research contributes to understanding SpEd coaching effectiveness and provides insights for improving reading achievement outcomes for students receiving SpEd services in NTISD and similar educational contexts.
Date of publication
Summer 7-11-2024
Document Type
Dissertation (Local Only Access)
Language
english
Persistent identifier
http://hdl.handle.net/10950/4746
Committee members
Wesley Hickey, Ed.D. Forrest Kaiser, Ed.D. Staci Zolkoski, Ph.D.
Degree
Doctor of School Improvement
Recommended Citation
Clairmont, Jennifer, "EVALUATING THE IMPACT OF SPECIAL EDUCATION COACHING SUPPORT" (2024). Education Theses and Dissertations. Paper 29.
http://hdl.handle.net/10950/4746
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons