Exploring Two Teachers’ Culturally Responsive and Sustaining Considerations in Response to Intervention Implementation

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Healing and Honoring: Black Teachers' Practices Across Time

Abstract

In this multiple case study, I use intersectionality to examine the efforts of two second grade teachers at a Spanish-language dual immersion school to utilize culturally responsive approaches in their implementation of RtI. Findings indicate that the teachers actively grappled with the interconnections across social identity and literacy and reading learning and development in RtI through: (1) ongoing analysis of multiple formal and informal assessment measures to develop holistic understandings of their students’ backgrounds and needs; and (2) their creation—and intentional refinement—of instructional materials and approaches they saw as relevant to students’ social identities, and academic and socio-emotional needs. The results hold implications for the preparation and support of teachers to serve diverse learners in RtI

Author

• Joyce M. Gomez-Najarro, California State University - Fullerton