Culturally Responsive Data-Based Decision Making in High School Settings

Benikia Kressler, Lindsey A. Chapman, Amy Kunkel, Katrina A. Hovey

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)214-220
Number of pages7
JournalIntervention in School and Clinic
Issue number4
StatePublished - Mar 1 2020

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2019.


  • culturally responsive practices
  • data-based decision making
  • high school
  • problem-solving model
  • response to intervention


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