Equity for All: Effectively Implementing a Student Support Model While Managing Change

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Autor/in	Ford Walker, Monakatellia
Titel	Equity for All: Effectively Implementing a Student Support Model While Managing Change
Quelle	(2023), (86 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Harvard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9608-8
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Public Schools; Multi Tiered Systems of Support; Educational Change; School Districts; Educational Policy; Intervention; Evaluation; Student Needs; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Bildungsreform; School district; Schulbezirk; Politics of education; Bildungspolitik; Evaluierung
Abstract	All students attending public schools should receive the best educational experience no matter their academic, social/emotional and/or physical need. School districts have a responsibility to deliver on the promise of an equitable and excellent education for all students including for those students who require more. Systemic structures, policies and implementation support are required to ensure all students receive what they need to access learning in the least restrictive educational setting. Research indicates that use of a Multi-Tiered Systems of Support (MTSS) framework can foster academic growth for students with diverse learning needs (S.R. Jimerson et al., 2016). The MTSS framework identifies Student Support Models as a structure necessary to identify students that need additional support. Full implementation of such structures can be complicated due to the challenges of institutional change. Scott (1994) points out that regulative, cultural-cognitive, and normative forces cause resistance to change within institutions (1994). Schools may be defined as institutions since they are "a relatively stable and legitimated system of interrelated beliefs, values, practices, and structures creating conditions that constrain but also enable particular actions and outcomes… (Bridwell-Mitchell, 2019). "My capstone explores the redesign and implementation of structures intended to support MTSS implementation and the existing challenges caused by institutional factors. In addition, I examine steps school districts can take to overcome them. Specifically, this capstone provides an analysis of why two structures-- the Student Support Team model and District Curriculum and Accommodation Plan-- which were intended to deliver necessary support to students in the Revere Public Schools, were not working as intended. This is particularly troublesome because these systems are important to supporting many students including students with disabilities. Ultimately, I find that successful policy implementation requires specific actions by an organization. Those actions include clear communication of expectations, stakeholder supports to meet those expectations, ongoing assessment and data response efforts and an understanding of change and broader organizational conditions. I found that these factors led to successful policy implementation in the form of consistent use of the district's student support model and strengthened Tier 1 instruction, which I believe will lead to greater student outcomes in RPS. To answer the above question, I engaged in a strategic project as a doctoral resident in Revere Public Schools. Specifically, I conducted an analysis of why the current Student Support Team model and the District Curriculum and Accommodation Plan were not being implemented as intended leading to challenges for students with disabilities. In this Capstone, I detail how I explored Revere Public School's intervention process as established through Building Based Support Teams (BBST) and led a stakeholder group in restructuring and improving the intervention system. I will describe how the stakeholder group centered the redesign of systems and tools needed to improve support for learners while navigating institutional forces. This is largely due to institutional factors. Additionally, I present opportunities and challenges the district will likely encounter during the change process and strategies to support the examination and advancement of organizational practices to better meet student needs. [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	2024/1/01