Date of Degree
2024
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Tiffany Puckett
Committee Members
Kelly Summers; Leatrice Satterwhite
Keywords
disproportionality, MTSS, identification of special education, special education, IDEA, intervention fidelity
Abstract
This study delves into the implementation of the multi-tiered system of supports (MTSS) and the special education identification process in a large urban school district in Illinois, with a specific focus on disproportionality in special education referrals. The district has been identified as disproportionate in categorizing African American students under the emotional disturbance (ED) category since 2014. Using a grounded theory approach, interviews were conducted with ten building-level administrators to investigate the consistency of MTSS implementation and the process of identifying students for special education services. Data was collected through in-depth interviews, and themes were analyzed using open, axial, and selective coding. Key findings revealed that while MTSS structures are largely in place, variations in fidelity and the intervention process exist across schools, especially at the Tier 3 level. Training and professional development were also inconsistent, leading to gaps in the identification process. Most students were identified under the specific learning disability (SLD) criteria, with minimal findings in ED eligibility. The study underscores the importance of systematic data use, targeted training, and consistent MTSS implementation to address equity and improve outcomes for all students. The research offers recommendations for enhancing the MTSS framework and special education identification procedures to reduce disproportionality and foster more equitable practices across the district, highlighting the urgency and importance of these actions to motivate and commit the reader to the cause.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Tarrant, Linnie Tennile, "THE COMPLEXITIES OF DISPROPORTIONALITY IN A LARGE URBAN SCHOOL DISTRICT: A LOOK INTO DISTRICT INTERVENTIONS AND IDENTIFICATION PROCESSES" (2024). Dissertations of Practice. 46.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/46
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