What is the best way for a school leader to address overrepresentation of certain students in special education?

The best way for a school leader to address the overrepresentation of certain students in special education is to analyze assessment instruments for evaluating needs. This is crucial because assessment tools significantly influence the identification and placement of students into special education. If the assessments are biased or not culturally responsive, they may lead to misidentification of students who do not require special education services, thus contributing to their overrepresentation.

By examining the validity and reliability of the assessment instruments, school leaders can ensure that they accurately reflect the abilities and needs of all students. Additionally, it is important to consider whether the assessments are properly aligned with the educational goals and standards relevant to the diverse student population. Effective analysis can lead to more equitable practices in how students are assessed, thereby helping to reduce the overrepresentation of specific groups in special education.

In contrast, while examining school procedures for assigning grades may provide insights into educational practices, it does not directly address the evaluation and identification process for special education. Reviewing instructional strategies for referred students focuses on what is happening after students have been identified, rather than addressing the initial assessment and identification challenges. Assessing curriculum expectations is also important but may not specifically target the assessment instruments that play a critical role in initial identification for special education.