Yet RTI is based on certain key principles that can be problematic when applied with culturally and linguistically diverse students. When we understand these assumptions, we are in a better position to make wise choices for children and less likely to draw erroneous conclusions prematurely. We realize that there are many possible reasons culturally and linguistically diverse students might be struggling and are in a better position to provide them with optimal support.
Over the next month, I will be discussing these assumptions. I will also write about common challenges educators face when implementing RTI in diverse schools and offer suggestions for how to address them. I look forward to reading your comments and questions and engaging in a dialogue about how best to meet the needs of our culturally and linguistically diverse students.
The RTI model is based on the principle that instructional practices or interventions at each level should be based on scientific research evidence about “what works.” However, it is essential to find out what works with whom, by whom, for what purposes, and in what contexts. One size does not fit all.
Research reports must include relevant information about the participants in research studies so we can determine if our students are similar to those who took part in the body of work that supports the effectiveness of a particular instructional approach. Practitioners should routinely check research reports to make sure this information is provided. Relevant information might include, but is not limited to:
- language proficiency
- ethnicity
- socio-economic status
- previous educational experiences (e.g., previous schooling, whether or not students are literate in their first language)
- disability status
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