Which practice best reduces disproportionate representation of culturally and linguistically diverse students in special education?

Which practice best reduces disproportionate representation of culturally and linguistically diverse students in special education?

• A. Increasing referrals to special education
• B. Providing tiered supports to prevent academic failure
• C. Implementing district-wide RTI/MTSS interventions
• D. Reducing collaboration with families

Answer: (C)

The key idea is using a district-wide, data-driven framework to support all students before considering special education. RTI/MTSS provides universal screening to identify those who are at risk, followed by a tiered set of evidence-based interventions that increase in intensity based on how students respond. Crucially, decisions about needing more support or an evaluation for special education are made using ongoing progress data, not a single test or referral. This approach helps distinguish students who are struggling due to instructional gaps or language development from those who truly have a disability, reducing the chance that culturally and linguistically diverse students are inappropriately referred to special education. Implementing this district-wide ensures consistent practices across schools, supports teachers with effective strategies, and involves families in the process, all of which further reduce disproportional representation.

The key idea is using a district-wide, data-driven framework to support all students before considering special education. RTI/MTSS provides universal screening to identify those who are at risk, followed by a tiered set of evidence-based interventions that increase in intensity based on how students respond. Crucially, decisions about needing more support or an evaluation for special education are made using ongoing progress data, not a single test or referral. This approach helps distinguish students who are struggling due to instructional gaps or language development from those who truly have a disability, reducing the chance that culturally and linguistically diverse students are inappropriately referred to special education. Implementing this district-wide ensures consistent practices across schools, supports teachers with effective strategies, and involves families in the process, all of which further reduce disproportional representation.