TDNet Discover

The purpose of this proposed mixed method capstone study is to evaluate the impact of a structured monitoring and reinforcement system designed to increase staff fidelity to the school wide behavior plan for faculty and students and to improve achievement and growth scores at a rural K-8 elementary school. The fidelity of implementation will be defined as the consistency and accuracy with which educators apply behavioral protocols, consequence, and positive reinforcement schedules across all classrooms and grade levels. The theory guiding this proposed study is Skinner’s theory on behaviorism as it provides the operational framework to demonstrate how establishing stable, predictable environmental consequences directly influences and modifies observable student conduct. The primary research question centers around how a structured tracking system affects adult consistency and student behavior, this proposed capstone study utilizes a mixed-methods design. The setting is a rural K-8 elementary school in East Tennessee. The sample consists of the school's faculty, staff, and a student body. Data collection methods will include quantitative tracking of Office Discipline Referrals through a behavior tracker, qualitative teacher and student survey responses, and objective assessments using the Tiered Fidelity Inventory. Procedures used for the analysis will involve the triangulation of weekly referral frequencies and instructional minutes reclaimed alongside the analysis of staff feedback from Friday Form submissions. These procedures are designed to evaluate whether adult consistency serves as the primary lever to reduce disruptive behaviors, protect teacher morale, and improve high-level systemic indicators such as student attendance and academic growth.