ABSTRACT

The federal RTI policy came into effect in 2004, and saw widespread diffusion. The culture of policy framework explicates the design inherent to the life cycles of equity-oriented top-down policies – how they get made, spread, and mutate. In this critical qualitative inquiry, we interviewed six white teachers about RTI, and their experiences of using its principles to serve Black students. Using the culture of policy framework, we conducted theoretical thematic analysis of the interview data to understand the rituals and ideologies driving the local enactments of RTI. Main findings involved a compliance-driven RTI, and deficit-based interpretations of students’ poor responses to inadequate Tier 2/3 supports. Tiers became a typology for classifying students similar to special education labels. These findings provide a glimpse into RTI’s appropriation into the existing system. We discuss recommendations to help consultants develop transformative anti-oppressive practice.

摘要

联邦RTI政策于2004年生效，并得到广泛传播。与c政策ulture框架阐明了股权导向的自上而下策略的生命周期固有的设计，即它们的制定，传播和变异方式。在这个关键的定性探究中，我们采访了六位有关RTI的白人教师，以及他们使用RTI原则为黑人学生提供服务的经历。利用政策框架的文化，我们对访谈数据进行了理论主题分析，以了解推动RTI本地化实施的仪式和意识形态。主要发现包括遵从性驱动的RTI，以及基于缺陷的解释，即学生对第2/3级支持不足的反应较差。层级成为对类似于特殊教育标签的学生进行分类的类型学。这些发现提供了RTI拨给现有系统的一瞥。