Combating Racial Disproportionality in Special Education With Response to Intervention Systems

Video Presentation

Authors:

• Devin Daugherty, School Psychology, UW Seattle
• Emalise Mitchell, School Psychology, UW Seattle
• Jason Schwartz, School Psychology, UW Seattle

Abstract:

This project aims to create a systemic change within schools and interrupt the disproportionate referral of students of color for special education services. The school uses the Multi-Tiered Systems of Support (MTSS) model, a data-driven structure designed to support students equitably. Within MTSS, the support provided to students prior to a special education evaluation is referred to as Response to Intervention (RTI). RTI is implemented in six-week cycles with evidence-based strategies and progress monitoring using Curriculum-Based Measures (CBMs). Schools continuously struggle with planning and implementing school-wide RTI. This project illustrates RTI implementation at a diverse, Title I elementary school. This study is crucial for future educators to bridge the gap between general education and special education services. Those teaching in higher education can powerfully accelerate this process.

This study is informed by prior research that supports RTI as a fundamentally data- and team-driven program that aims to reduce the number of students referred for special education services in order to enhance student outcomes via progress monitoring and curriculum-based measurement (Brown-Chidsey & Steege, 2005; Hosp, Hosp & Howell, 2016; McIntosh & Goodman, 2016). Evidence suggests that RTI has positive effects on reducing bias in assessment for students from diverse backgrounds. This reduction in the disproportionate placement of Black students in special education has a positive impact on academic and behavioral performance (Marston et al., 2003).

Six students were identified as academically struggling by the school’s MTSS team and began working 1:1 with an interventionist four times per week with weekly progress monitoring, providing the MTSS team with updates on both student progress and the system she was creating to expand RTI services. Initial progress monitoring data shows student improvement after just two weeks of implementation. This project is ongoing as RTI procedures become more concrete and reach more students.

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