Developing Implementation Capacity of a State Education Agency to Improve Outcomes for Students With Disabilities

IF 1.1 4区医学 Q3 REHABILITATION

Journal of Disability Policy Studies Pub Date : 2023-09-01 DOI:10.1177/10442073221096393

Eric Kloos, Ellen Nacik, C. Ward

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引用次数: 3

Abstract

The U.S. Department of Education’s Office of Special Education Programs has adopted a Results Driven Accountability (RDA) framework to support state education agencies (SEAs) in improving results for students with disabilities. RDA directed SEAs to focus on measurable outcomes. A leadership team in a large Midwestern state in the United States partnered with an institute of higher education implementation science purveyor team to systematically apply a particular approach, the Active Implementation Frameworks (AIFs), to build capacity, effectively implement, and scale an evidence-based program, Check & Connect, to improve statewide graduation rates for Black and American Indian students with disabilities. The presented case example illustrates how the SEA partners with local education agencies’ district teams to continuously measure and manage changes in (a) system capacity and (b) practice fidelity to improve graduation rate outcomes. Application of the AIFs in education, measured implementation progress and preliminary outcome data, and implications for policy for individuals with disabilities are discussed.

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发展国家教育机构的执行能力，以提高残疾学生的成绩

美国教育部特殊教育项目办公室(Office of Special Education Programs)采用了结果驱动问责制(RDA)框架，以支持各州教育机构改善残疾学生的学习成绩。RDA指导SEAs侧重于可衡量的结果。美国中西部一个大州的一个领导团队与一个高等教育实施科学提供机构团队合作，系统地应用一种特殊方法，即主动实施框架(aif)，以建立能力，有效实施和扩大基于证据的项目“检查与连接”，以提高该州黑人和美国印第安残疾学生的毕业率。所展示的案例示例说明了SEA如何与当地教育机构的地区团队合作，持续测量和管理(a)系统能力和(b)实践忠诚度的变化，以提高毕业率结果。讨论了aif在教育中的应用、衡量的实施进展和初步结果数据，以及对残疾人政策的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Disability Policy Studies REHABILITATION-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.