Response to Intervention Implementation With Culturally Diverse Students

Author

Alysia R. Chatman, Abilene Christian UniversityFollow

Campus Location

Dallas Campus (Online)

Date of Award

12-2025

ORCID

https://orcid.org/0009-0000-3292-8127

Document Type

Dissertation

Department

Teacher Education

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Karan Duwe

Second Committee Member or Secondary Advisor

Tracy Spencer

Third Committee Member or Committee Reader

Janet Tareilo

Abstract

This qualitative descriptive study examined how elementary educators implement response to intervention (RTI) and multitiered systems of support with culturally and linguistically diverse students. Drawing on self-determination theory and culturally relevant pedagogy, the researcher conducted semistructured interviews with five participants, three classroom teachers, one interventionist, and one campus administrator from three Title I elementary schools in a large suburban Texas district. Transcripts were analyzed through thematic coding. Four themes emerged: (1) training and preparedness for RTI implementation, (2) administrator support and follow-through, (3) understanding and application of culturally responsive teaching, and (4) RTI meeting structure and process. Participants reported a foundational understanding of tiers and universal screening but limited formal training in progress monitoring, Tier 2 practices, and databased decision making. They described language-related assessment challenges for emergent bilinguals, a lack of culturally responsive materials within interventions, and procedural inconsistencies across campuses. Teachers’ self-efficacy in culturally responsive practice stemmed more from personal commitment and experience than from systemwide guidance. Administrator involvement, clear expectations, monitoring, and resources were a key driver of fidelity. Findings suggest districts should provide sustained, job-embedded RTI training, integrate culturally responsive practices into intervention design, strengthen administrator preparation and accountability, and align RTI procedures across campuses. Limitations include the small, single-district sample, reliance on self-report, and a cross-sectional design. Implications and recommendations for policy, leadership, and professional learning are discussed.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Chatman, Alysia R., "Response to Intervention Implementation With Culturally Diverse Students" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 982.
https://digitalcommons.acu.edu/etd/982