Culturally Responsive Data-Based Decision Making in High School Settings

Abstract

Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), working within a response to intervention (RTI) framework, suggestions for decision making in ways that do not contribute to the disproportionate representation of culturally and linguistically diverse students in special education and empowers students and families by valuing their voices throughout the RTI process.

Using Improvement Cycles to Improve Implementation of Evidence-Based Practices

“…As district and school teams embark on the journey through continuous improvement, it is important to remember change takes time and is context specific (Kressler et al, 2020;Shakman et al, 2020). Engaging in continuous improvement requires ongoing reflection, data collection, and adaptation to achieve the desired outcomes.…”

“…Continuous improvement involves teams meeting regularly to systematically plan, test, evaluate, and adapt ongoing implementation efforts (Taylor et al, 2014). Adaptations in implementation are conducted by district and school teams collecting and analyzing quantitative and qualitative data on implementation fidelity of practices and student outcomes that are targeted for improvement (e.g., improved literacy scores; Carroll et al, 2007;Kressler et al, 2020;McIntosh et al, 2014). This targeted data collection and regular use in decision-making allows teams to determine implementation needs and adjustments (e.g., increasing school personnel delivery of culturally responsive practices; Kressler et al, 2020) to achieve desired and equitable student outcomes.…”

“…These models have several common features. For example, continuous improvement processes are typically conducted by a qualified school team that meets regularly to monitor implementation of practices and effects on desired outcomes (Kittelman et al, 2021;Kressler et al, 2020). It is common for teams to develop an action plan (also called implementation plan) that identifies specific and measurable goals for improvement.…”

Leading With an Equity Lens: Addressing the Intersection of Racism and Ableism in Public Schools

“…One ad hoc group collects and reviews ongoing district data for decision-making to determine implementation needs and adjustments to ensure equitable student outcomes (Kressler et al, 2020).…”