Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention

Abstract

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.

Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

“…Additionally, we need to establish a seamless connection from RTI interventions and assessments to SLD evaluation and services. While our collaboration is having a positive effect on one school, research on RTI indicates a widespread need for support to schools and districts (Cartledge et al, 2016;Cavendish et al, 2016;Gersten et al, 2017;Gomez-Najarro, 2023;Orosco & Klingner, 2010;Robinson, 2016). Although the specific needs of schools will undoubtedly vary, the model we have used-PLCs, instruction planning, pacing guides, fidelity checks, and assessment training-seems to be a valuable structure that allows professionals knowledgeable about RTI to engage in several partnerships simultaneously.…”

“…State guidance and school-level implementation practices vary widely, often leading to the use of programs and systems that are not effective or sustainable (Berkeley et al, 2020;Savitz et al, 2018). The inclusion of students who are culturally and linguistically diverse within the RTI framework seems to add another layer of challenge that schools are unprepared to address (Cavendish et al, 2016;Gomez-Najarro, 2023;Orosco & Klingner, 2010;Robinson, 2016). Implications of this problem consistently point to the need to support teachers with the implementation of RTI, including responsiveness to their unique educational contexts (Cartledge et al, 2016;Cavendish et al, 2016;Gersten et al, 2017;Gomez-Najarro, 2023;Orosco & Klingner, 2010;Robinson, 2016).…”

“…One reason that RTI is not achieving its potential in promoting learning for culturally and linguistically diverse students is that teachers have limited awareness of the prospective association between RTI and education of culturally and linguistically diverse students, knowledge of valid assessments for these students, and familiarity with curricula or instructional strategies that have evidence of effectiveness for this population (Cavendish et al, 2016;Gomez-Najarro, 2023;Orosco & Klingner, 2010;Robinson, 2016). Some schools utilize counterproductive practices, including making programmatic recommendations for culturally and linguistically diverse students that remove them from their home schools (Cavendish et al, 2016), using standardized procedures and curricula that do not account for cultural and linguistic diversity (Gomez-Najarro, 2023), and providing interventions for diverse students outside of their RTI system (Cartledge et al, 2016).…”

“…Given these challenges, scholars consistently acknowledge the need for additional support for teachers working with culturally and linguistically diverse students from school-and district-level administrators as well as educator preparation programs (Cartledge et al, 2016;Cavendish et al, 2016;Gomez-Najarro, 2023;Orosco & Klingner, 2010;Robinson, 2016).…”

“…For example, the school in Orosco and Klingner's (2010) research demonstrated a negative school culture regarding the inclusion of linguistically diverse students. Teachers in Robinson's (2016) study knew little about the cultures of their students but did want to know more; whereas Gomez-Najarro (2023) found that teachers were not open to conversations about cultural identity and how it might impact students’ learning. Further, some schools associated the learning challenges of diverse students with perceived deficits in their parents (Cavendish et al, 2016; Robinson, 2016).…”