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Culturally Responsive Response to Intervention
Considerations and Critical Questions
Seena M.Skelton, Ph.D. Assistant Director of Technical Assistance and Professional Learning Region V Equity Assistance Center
North Central RTI Collaborative Learning Community
February 22, 2012
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Agenda
Creating the Context for Culturally Responsive Response to Intervention (RtI)
Culturally Responsive RtI Framework
Considerations for Implementing a Culturally Responsive RtI Framework
Critical Questions
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Potential benefits of RtI Increase accountability for all students within general education
Promote collaboration and shared responsibility among general educators, special educators, specialists, and parents.
Eliminate the ‘‘wait to fail’’ situation through providing effective early intervention
Reduce number of students referred for special education
Reduce the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
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However …. “....without consideration of how culture mediates and influences everything we do, the potential for inappropriate eligibility decisions are still present if the team does not apply a Culturally Responsive RTI model to such determinations.” (Harris-Murri, King, & Rostenberg, 2006, p.9)
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RTI focuses contextual factors which impact achievement and behavior. The most relevant factors are related to culture: the culture of individuals and institutions and the interactions that take place between and within them.
Harris-Murri, N., King, K. & Rostenberg, D. (2006)
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Understanding the cultural nature of learning
Considering the socio-cultural context of schools
Promoting equity within policies, people’s decisions and practices
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The cultural practices adults and students bring with them
The cultural practices already associated with school
and schooling
The cultural practices constructed
when people interact and work together
Cultural Histories
The Institutional Culture The Culture We Create
Understanding the Cultural Nature of Learning
Adapted From The Equity Alliance at ASU, 2011
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Socio-Cultural Context 8 8
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People
Policies Practices
Creating the context for Culturally Responsive RtI: Examining Systems Components
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Culturally Responsive is…
the valuation, consideration, and
integration of individuals’ culture, language,
heritage and experiences leading to supported
learning and development.
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• when educational practices, policies, curricula, resources, and school cultures are representative of all students, such that each student has access to, participate and make progress in high quality learning experiences, regardless of her or his race, ses, gender, ability, religion affiliation, national origin, linguistic diversity, or other characteristics.
Educational Equity is …
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People
Creating the context for Culturally Responsive RtI: Examining Systems Components
Capacity
Participation
Representation
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POLICIES
Creating the context for Culturally Responsive RtI: Examining Systems Components
Create Access
Inform and Guide
Liberate
Support
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PRACTICES
Creating the context for Culturally Responsive RtI: Examining Systems Components
Collaboration
Continuous Assessment
Research based
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Guiding Assumption of Culturally Responsive RTI: Create Opportunities to Learn Reject Deficit Labeling of Students Provide Inclusive Intervention Delivery
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Culturally Responsive RTI
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Core processes within Culturally Responsive RTI Provide High
Quality Culturally
Responsive Learning
Opportunities
Assess Student Learning
Tune Instructional Decisions
Student Learning
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Tier 1 of Culturally Responsive RTI
Robust Research-Based Curriculum
Culturally Responsive Teaching
Curriculum-based, Authentic, Formative Assessment
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RTI Frameworks Allow for More Context-Informed Intervention Design
“We assert that the emphasis on the student’s response to an intervention or interventions, shift to an emphasis on the importance of the interventions as responsive to the child,” (Harris-Murri, King, & Rostenberg, 2006, p. 9.)
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Tiers 2 & 3 of Culturally Responsive RTI
Constructed by intervention design teams of key stakeholders including cultural brokers when needed
Consider students’ language, experiences, preferred ways of interacting, and home practices and integrate these factors into intervention development, and both formative and summative progress monitoring
Based on a theory of culture in learning
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Considerations U
nive
rsal
Tie
r
Curriculum
Multicultural perspectives
Diverse cultural referents across
content areas
Relevant to students lived experiences
Multiple means of presenting content
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Considerations U
nive
rsal
Tie
r
Instruction
Multiple ways students can express what they
know
Multiple ways of engaging students
Build on students’ prior knowledge and lived
experiences
Differentiated based on student learning needs,
interests and preferences
Teacher use of realia and other “real life” culturally
relevant examples
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Considerations U
nive
rsal
Tie
r
Assessment
Universal screeners are curriculum-based
measures
Validating Assessment
Peer Comparisons
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Considerations S
econ
dary
& T
ertia
ry
Tier
s
Interventions
Collaborative problem solving
process
Research-based culturally responsive
and linguistically appropriate
instruction/supports
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Considerations S
econ
dary
& T
ertia
ry
Tier
s
Assessment
Ecological and incorporates students’
cultural/linguistic practices, and“funds of
knowledge” (Moll & Greenberg, 1990)
Take into account students’ level of acculturation and
recognizes that cultural differences may impact
student behavior
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Monitoring RtI Processes for Disproportionality
Student data are used to evaluate the effectiveness of interventions and supports used across the three tiers.
Students accessing and exiting tier two and three supports are examined periodically in terms of student group representation for patterns of disproportionality.
Consistent overrepresentation of any specific student group requiring tier two and /or tier three supports is addressed by strengthening the responsiveness of tier one or tier two instruction.
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People
Policies Practices
Critical Questions: As TA providers, what support/opportunities are we providing to assist school systems in examining: The extent to which practitioners demonstrate the dispositions and capacity required in order to implement culturally responsive RtI?
The extent to which district and school policies support equitable and culturally responsive practices within a RtI Framework?
The extent to which everyday school and classroom practices support culturally responsive RtI implementation?
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References • Yaoying, X. & Drame, E. (2008). Culturally Appropriate
Context: Unlocking the Potential of Response to Intervention for English Language Learners. Journal of Early Childhood Education, 35, 305-311.
• Harris-Murri, A., King, K., Rostenberg, D. (2006). Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model? Educational Researcher, 39 (1), 59-68.
• An NCCRESt Position Statement: Cultural Considerations
and Challenges in Response-to-Intervention Models (2005). Denver, Co: National Center of Culturally Responsive Educational Systems.
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Thank you for your participation! Website: www.greatlakesequitycenter.org Email: [email protected] The contents of this presentation were developed under a grant from the U.S. Department of Education. However,
these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
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