No abstract

Culturally responsible implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) requires that schools monitor indices of disciplinary practices among minority groups. School teams are encouraged to calculate risk indices and risk ratios to evaluate the extent to which students of all groups are removed from classrooms for behavioral infractions. Additional data sources are offered to understand the nature of disproportionate practices. These data are then used to develop more culturally responsive disciplinary practices in schools. An illustration is then provided using data from an ethnically diverse elementary school.

No abstract

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth in response to scientifically based instruction. To date, there is little research examining whether these eligibility criteria are predictive in identifying students with SLD by evaluation teams in schools. Two studies conducted in different states examined if level of academic performance and rate of improvement (ROI) using curriculum-based measurement in reading (CBM-R) predicted student eligibility for special education. Logistic regression results indicated that level of performance predicted special education eligibility across sites and that ROI did not. Implications for research and practice are discussed.

No abstract