Author ORCID Identifier
https://orcid.org/0009-0003-4187-7001
Document Type
Doctor of Education Capstone
Original Publication Date
2026
Client
New Kent County Public Schools
Date of Submission
May 2026
Abstract
This dissertation in practice is designed to support New Kent County Public Schools, which noticed an increase in students being referred for special education services without a concomitant increase in students being found eligible for such services. Systems mapping revealed a root cause of this discrepancy is that the division lacked a comprehensive intervention plan consistently implemented, and - as a result - some students were referred for special education services not due to the presence of a potential learning disability, but merely for lack of other available options. Using tenets from design thinking and design-based research, the project co-created two design elements: a process for identifying which students require additional academic support, and systems for targeted support and accommodations. The project emphasized the use of standardized measurements to correct for inconsistencies across the system caused by the current lack of a shared decision logic. Finally, the project recommended clarifying staff member division of labor, reducing variability through a focused menu of approved interventions, the protection of defined small-group instruction time, strengthening staff follow-through with embedded feedback loops, and investing in targeted professional learning.
Rights
© The Authors
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Elementary Education Commons, Special Education and Teaching Commons