Gaps in Academic Intervention System in Disproportionate Schools: Race Disparities Fed by System Gaps

• In Event: Division H Diversity, Equity, and Inclusion Session

Abstract

Response to Intervention (RTI) is a process designed to identify and address the needs of students through differentiated instruction. This research surveyed the RTI documents of public K-8 and High Schools within a large urban school system to determine the systems in place for schools that demonstrated varying levels of disproportionate outcomes among students across racial, ethnic, class, and gender cohorts. A detailed document analysis revealed that referral forms and intervention practices varied dramatically from school to school, resulting in incoherent plans for documentation, academic strategies, and data-driven decision making in student assessment and interventions. These incomplete and unaligned RTI strategies will only serve to exacerbate disproportionate academic outcomes.

Authors

• Edward Fergus, Temple University

• April Claytor, Temple University

• Samuel E. Conver, Temple University

• Monica Mills, Temple University