The tool from the National Center for Culturally Responsive Education Systems Training (NNCREST) provides an overview of how RtI can be understood and used with diverse learners. It is useful for practitioners because it offers insight into how RtI can extend beyond a policy prescription in order to truly be responsive to all learners.
Esparza Brown, J., and Doolittle, J. A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Washington, DC: Office of Special Education Programs, U.S. Department of Education, 2008.
Addresses the disproportionate representation of culturally and linguistically diverse students in special education and outlines the theoretical assumptions and principles that should guide efforts to reduce the disproportionate representation of these students in special education.
Janette K. Klingner et al. (2005) Education Policy Analysis Archives.
Describes differentiated instruction, what it is and how it applies an approach to teaching and learning for diverse learners and includes information on the principles of differentiated instruction, seven building blocks, and available resources.
Technical Assistance Center on Disproportionality, New York University (2007).
In this essay, the author proposes culturally sustaining pedagogy as an alternative to culturally responsive pedagogy, proposing that this definition includes the best research and practice in the resource pedagogy tradition and supports the value of our multi-ethnic and multilingual present and future.
Paris, Django. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97.
There is a demographic mismatch between teachers and students across California’s public schools. The most recent data from the California Department of Education indicated that while 77% of students are Asian American, Black, Latino, and/or Native American, only 39% of their teachers are.
Bristol, T.J. "How to Diversify California's Educator Workforce." Edsource, (2022).
Practitioner brief written for parents and teachers of culturally and linguistically diverse (CLD) students; discusses culturally and linguistically responsive prereferral interventions for preventing the disproportionate representation of CLD students in special education.
Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.
This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.
Edutopia, (2020).
