ABSTRACT
In 2017, a behavior plan and rubric, introduced at an alternative behavioral school, hindered students’ transition back to their home school. Students remained at the alternative school because they failed to meet the skewed goals of the behavior plan and rubric. The gathering of qualitative and quantitative data from stakeholders casts a brighter light on the imperfection of the plan and rubric that students and parents failed to understand. A study of the behavior plan and rubric showed areas that created an environment that prevented students from being successful. The development of areas of change produced policy considerations to improve practices of the program to increase student success.
","abstract_html":"<p>ABSTRACT</p> <p>In 2017, a behavior plan and rubric, introduced at an alternative behavioral school, hindered students’ transition back to their home school. Students remained at the alternative school because they failed to meet the skewed goals of the behavior plan and rubric. The gathering of qualitative and quantitative data from stakeholders casts a brighter light on the imperfection of the plan and rubric that students and parents failed to understand. A study of the behavior plan and rubric showed areas that created an environment that prevented students from being successful. The development of areas of change produced policy considerations to improve practices of the program to increase student success.</p>","abstract_has_math":false,"creators":["GORDON, TAMARIAY"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dale Moxley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Educational Leadership","Other Social and Behavioral Sciences","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/485","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dale Moxley"]},{"key":"dc:creator","label":"Author","values":["GORDON, TAMARIAY"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership","Other Social and Behavioral Sciences","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/485"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
In 2017, a behavior plan and rubric, introduced at an alternative behavioral school, hindered students’ transition back to their home school. Students remained at the alternative school because they failed to meet the skewed goals of the behavior plan and rubric. The gathering of qualitative and quantitative data from stakeholders casts a brighter light on the imperfection of the plan and rubric that students and parents failed to understand. A study of the behavior plan and rubric showed areas that created an environment that prevented students from being successful. The development of areas of change produced policy considerations to improve practices of the program to increase student success.
"]},{"key":"dc:title","label":"Title","values":["Program Evaluation of Behavior Plans and Rubrics: The Process and Impact on Student Growth"]}]}],"canonical_facts":{"dc:contributor":["Dale Moxley"],"dc:creator":["GORDON, TAMARIAY"],"dc:date.available":["2021-07-20T07:00:00Z"],"dc:description.abstract":["ABSTRACT
In 2017, a behavior plan and rubric, introduced at an alternative behavioral school, hindered students’ transition back to their home school. Students remained at the alternative school because they failed to meet the skewed goals of the behavior plan and rubric. The gathering of qualitative and quantitative data from stakeholders casts a brighter light on the imperfection of the plan and rubric that students and parents failed to understand. A study of the behavior plan and rubric showed areas that created an environment that prevented students from being successful. The development of areas of change produced policy considerations to improve practices of the program to increase student success.
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