Response to Intervention: Addressing Disproportionality
Summary of Online Discussion for March 2–6, 2009
The National Comprehensive Center for Teacher Quality (TQ Center) completed the TQ Connection’s eighth online discussion on March 7. Dan Reschly, Ph.D., of Vanderbilt University served as the TQ Center’s expert and provided discussion points, answered questions, and offered resources related to the use of Response to Intervention (RTI) as a means to address disproportionate representation in special education. This discussion featured the newest
TQ Connection Issue Paper, Prevention of Disproportionate Special Education Representation Using Response to Intervention.Three key topics emerged during the week-long discussion:
• RTI strategies to reduce disproportionality
• Teacher preparation and professional development
• Formulas to detect disproportionality
RTI Strategies to Reduce DisproportionalitySeveral participants requested examples of local assessment models to identify policies and procedures that influence both under- and overrepresentation in special education. The TQ Center directed readers to available assessments within
The National Center for Culturally Responsive Educational Systems:
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Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice FORM A: Administrators•
Equity in Special Education Placement: A School Self-Assessment Form B (Assessment Only)Dr. Reschly cautioned readers, however, about the scarcity of research supporting modification in policy and procedures to address disproportionality, particularly in the special education identification process. Studies of referral patterns reveal reading and behavioral difficulties as frequently cited issues that commonly trigger special education referrals. Dr. Reschly commented that preventing these symptoms (i.e., reading and behavioral difficulties) through effective implementation of RTI in general education, including evidence-based instructional practices, has the greatest potential to impact disproportionality. He also highlighted policies that, in his experience, positively address disproportionate representation in special education, including the following:
• A strong emphasis on prevention through effective general education classroom instruction in behavior and academics.
• Universal screening and early identification within an RTI framework.
• Effective Tier II academic interventions.
• Rigorous referral and identification procedures that are not biased toward special education eligibility and placement.
• Reasonable criteria to determine when a district meets the standard of having “significant” disproportionality.
• State guidance and technical assistance to local education agencies (LEAs) with a relative risk of greater than 2.0. Technical assistance should be designed according to an RTI framework.
Teacher Preparation and Professional DevelopmentDr. Reschly reiterated that disproportionality most generally stems from poor academic and behavioral performance in the general education population. The capacity of all teachers to improve achievement results for all students is imperative—particularly so for economically disadvantaged minority children and youth. Responding to an inquiry regarding teacher preparation and professional development initiatives to address evidence-based strategies and implementation fidelity, Dr. Reschly highlighted TQ Center tools designed to evaluate current teacher preparation and professional development practices by determining the degree to which scientifically based research strategies are taught, observed, and applied within teacher preparation and professional development activities. TQ Connection Issue papers and accompanying websites follow.
TQ Connection Issue Paper: Effective Classroom Management: Teacher Preparation and Professional DevelopmentThis TQ Connection issue paper provides an Innovation Configuration that outlines effective classroom management strategies, highlighting the specific content and level of training that should be addressed in preservice teacher preparation. Recommendations for improving teacher preparation are included.
TQ Research and Policy Brief: Barriers to the Prevention of Highly Qualified Teachers in ReadingThis publication discusses both the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA), which have established scientifically based reading research as the basis for the adoption of scientifically based reading instruction. It reviews current practices and provides recommendations for improving the teaching of reading in institutions of higher education, state agencies, and other related agencies.
TQ Connection Issue Paper: Teacher Preparation to Deliver Inclusive Services to Students With DisabilitiesThis TQ Connection issue paper presents an Innovation Configuration that outlines the key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels, which can be used to evaluate general and special education teacher preparation and professional development programs.
TQ Connection Issue Paper: Teacher Preparation and Professional Development in Effective Learning InstructionIn this TQ Connection issue paper, Jean Schumaker, Ph.D., offers an innovation configuration that depicts the knowledge and skills teachers must acquire to be competent learning strategy instructors and makes recommendations to teacher training programs.
Implementation fidelity in evidence-based instructional strategies is imperative if they are to improve academic progress. A participant inquired about considerations within progress monitoring in determining the adequacy of progress. Dr. Reschly responded by emphasizing that more than 80 percent of students should be expected to meet basic benchmark levels within Tier I; however, some districts experience a higher than recommended number of students consigned to Tiers II and III. In such cases, Dr. Reschly recommends a thorough examination of the curriculum and the instructional strategies employed within the general education classroom and that generally measuring progress should be at or greater than basic benchmark standards for students at a specific grade level.
ResourcesFuchs, L. S., & Fuchs, D. (2004). Determining adequate yearly progress from kindergarten through grade 6 with curriculum based measurement. Assessment for Effective Intervention, 29(4), 25–37.
Fuchs, L. S., Fuchs, D., & Deno, S. L. (1985). Importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52(1), 63–71.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644.
Formulas to Detect Disproportionality A participant questioned the use of weighted risk ratios as a means to identify significant disproportionality at the LEA level. In particular, the participant indicated that within the district, many sites with significant disproportionality are within the region’s vocational program and due to the nature of the program, attract a higher proportion of students with disabilities. Therefore, disproportionality exists from prior identification. Dr. Reschly commented that disproportionality becomes an issue when it limits curricular opportunities, instructional quality, and achievement outcomes. In this case, vocational programs have been shown to positively affect students with disabilities postschool outcomes. Dr. Reschly noted the following article, which addresses the use of risk ratio to assess disproportionality at the district level:
Bollmer, J., Bethel, J., Garrison-Mogren, R., & Braun, M. (2007). Using the risk ratio to assess racial/ethnic disproportionality in special education at the school level. Journal of Special Education, 41, 186–198.
