RTI, Equity, and the Return to the Status Quo: Implications for Consultants

References

• Ahram, R., Fergus, E., & Noguera, P. (2011). Addressing racial/ethnic disproportionality in special education: Case studies of suburban school districts. Teachers College Record, 113(10), 2233–2266.
   Web of Science ®Google Scholar
• Albritton, K., Anhalt, K., & Terry, N. P. (2016). Promoting equity for our nation’s youngest students: School psychologists as agents of social justice in early childhood settings. School Psychology Forum, 10(3), 237–250.
   Google Scholar
• Apple, M. W. (2019). On doing critical policy analysis. Educational Policy, 33(1), 276–287. doi:10.1177/0895904818807307
   Web of Science ®Google Scholar
• Artiles, A. J., Bal, A., & Thorius, K. A. (2010). Back to the future: A critique of Response to Intervention’s social justice views. Theory into Practice, 49, 250–257. doi:10.1080/00405841.2010.510447
   Web of Science ®Google Scholar
• Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers’ levels of concern on Response to Intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121–137. doi:10.1177/0888406414546874
   Web of Science ®Google Scholar
• Batsche, G. M., Kavale, K. A., & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32(1), 6–19. doi:10.1177/15345084060320010301
   Google Scholar
• Blanchett, W. J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24–28. doi:10.3102/0013189X035006024
   Google Scholar
• Bollman, K. A., Silberglitt, B., & Gibbons, K. A. (2007). The St. Croix River education district model: Incorporating systems-level organization and a multi-tiered problem-solving process for intervention delivery. In S. Jimerson, M. Burns, & A. VanDerHeyden (Eds.), Handbook of response to intervention (pp. 319–330). New York, NY: Springer U.S.
   Google Scholar
• Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Brown-Chidsey, R., & Steege, M. W. (2011). Response to intervention: Principles and strategies for effective practice (2nd ed.). New York, NY: Guilford.
   Google Scholar
• Castillo, J. M., Wang, J., Daye, J., Zhuang-Shum, K., & March, A. L. (2017). A longitudinal investigation of the relations between professional development, educators’ beliefs and perceived skills, and RtI implementation. Journal of Educational and Psychological Consultation, 28(4), 413–444. doi:10.1080/10474412.2017.1394864
   Web of Science ®Google Scholar
• Ciolfi, A. A., & Ryan, J. E. (2010). Race and response-to-intervention in special education. Howard Law Journal, 54(1), 303–341.
   Google Scholar
• Datnow, A., & Park, V. (2009). Conceptualizing policy implementation: Large-scale reform in an era of complexity. In G. Sykes, B. Schneider, D. Plank, & T. Ford (Eds.), Handbook of education policy research (pp. 348–361). New York, NY: Routledge.
   Google Scholar
• de Jong, E. J. (2008). Contextualizing policy appropriation: Teachers’ perspectives, local responses, and English-only ballot initiatives. The Urban Review, 40(4), 350–370. doi:10.1007/s11256-008-0085-y
   Google Scholar
• Decrop, A. (1999). Triangulation in qualitative tourism research. Tourism Management, 20(1), 157–161. doi:10.1016/S0261-5177(98)00102-2
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). Introduction: The discipline and practice of qualitative research. The Sage handbook of qualitative research (pp. 1–32). Thousand Oaks, CA: Sage.
   Google Scholar
• Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P. L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. doi:10.1080/09518398.2014.916007
   Google Scholar
• Erchul, W. P., & Ward, C. S. (2016). Problem-solving consultation. In S. Jimerson, M. Burns, & A. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (pp. 73–86). New York, NY: Springer.
   Google Scholar
• Erickson, A. G., Noonan, P. M., & Jenson, R. (2012). The school implementation scale: Measuring implementation in response to intervention models. Learning Disabilities: A Contemporary Journal, 10(2), 33–52.
   Google Scholar
• Evans-Agnew, R. A., Johnson, S., Liu, F., & Boutain, D. M. (2016). Applying critical discourse analysis in health policy research: Case studies in regional, organizational, and global health. Policy, Politics, & Nursing Practice, 17(3), 136–146. doi:10.1177/1527154416669355
   PubMedGoogle Scholar
• Fischer, F., Torgenson, D., Durnova, A., & Orsini, M. (2015). Introduction to critical policy studies. In F. Fischer, D. Torgenson, A. Durnova, & M. Orsini (Eds.), Handbook of critical policy studies (pp. 1–24). Cheltenham, UK: Edward Elgar Publishing.
   Google Scholar
• Fook, J. (2007). Reflective practice and critical reflection. In J. Lishman (Ed.), Handbook for practice learning in social work and social care (2nd ed., pp. 363–375). London, UK: Jessica Kingsley.
   Google Scholar
• Fuchs, D., & Fuchs, L. S. (2017). Critique of the national evaluation of response to intervention: A case for simpler frameworks. Exceptional Children, 83(3), 255–268.
   Web of Science ®Google Scholar
• Ganote, C., Cheung, F., & Souza, T. (2015). Don’t remain silent!: Strategies for supporting yourself and your colleagues via microresistances and ally development. In P. Roy, A. Harrell, J. Milano, & L. Bernhagen (Eds.), POD diversity committee white paper at the 40th Annual POD Conference (pp. 3–4). San Francisco, CA: Professional and Organizational Development Network in Higher Education.
   Google Scholar
• Garza, A. (2014, October 7). A herstory of the #BlackLivesMatter movement by Alicia Garza. The Feminist Wire. Retrieved from http://thefeministwire.com/2014/10/blacklivesmatter-2/.
   Google Scholar
• Greenfield, R., Rinaldi, C., Proctor, C. P., & Cardarelli, A. (2010). Teachers’ perceptions of a response to intervention (RTI) reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Studies, 21(1), 47–63.
   Web of Science ®Google Scholar
• Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry, 10, 261–280. doi:10.1177/1077800403262360
   Web of Science ®Google Scholar
• Heimans, S. (2012). Education policy, practice, and power. Educational Policy, 26(3), 369–393. doi:10.1177/0895904810397338
   Web of Science ®Google Scholar
• Hostetler, K. (2010). (Mis)understanding human beings: Theory, value, and progress in education research. Educational Studies, 46(4), 400–415. doi:10.1080/00131946.2010.496351
   Google Scholar
• Individuals with Disabilities Education Improvement Act of 2004, P.L. 108- 446, 20 U.S.C. § 1400 et seq.
   Google Scholar
• Johnson, B., & Turner, L. A. (2003). Data collection strategies in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 297–319). Thousand Oaks, CA: Sage.
   Google Scholar
• King, D., & Coughlin, P. K. (2016). Looking beyond RtI standard treatment approach: It’s not too late to embrace the problem-solving approach. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 244–251. doi:10.1080/1045988X.2015.1110110
   Web of Science ®Google Scholar
• Klein, J. (2017). Attribution biases in assigning blame for medical error. Medical Education, 51(10), 982–991. doi:10.1111/medu.13397
   PubMed Web of Science ®Google Scholar
• Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63–84. doi:10.1007/BF01807017
   Google Scholar
• Lather, P. (1991). Getting smart: feminist research and pedagogy with/in the postmodern. New York, NY: Routledge. doi:10.4324/9780203451311
   Google Scholar
• Levinson, B. A. U., Sutton, M., & Winstead, T. (2009). Education policy as a practice of power: Theoretical tools, ethnographic methods, democratic options. Educational Policy, 23(6), 767–795. doi:10.1177/0895904808320676
   Web of Science ®Google Scholar
• Lewis, S., & Hogan, A. (2015). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education, 60(1), 1–18. doi:10.1080/17508487.2016.1219961
   Google Scholar
• Lincoln, Y. S., & Denzin, N. K. (Eds.). (2003). Introduction: Revolutions, ruptures, and rifts in interpretive inquiry. Turning points in qualitative research: Tying knots in a handkerchief (pp. 1–16). Walnut Creek, CA: Altamira.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Losen, D. J., & Orfield, G. (2002). Racial inequality in special education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem‐solving model for decision making with high‐incidence disabilities: The Minneapolis experience. Learning Disabilities Research & Practice, 18(3), 187–200. doi:10.1111/ldrp.2003.18.issue-3
   Google Scholar
• Martinez-Merino, N., Martos-Garcia, D., Lozano-Sufrategui, L., Martín-González, N., & Usabiaga, O. (2019). Frictions, cracks and micro-resistances: Physical activity and sport as strategies to dignify imprisoned women. Qualitative Research in Sport, Exercise and Health, 11(2), 217–230. doi:10.1080/2159676X.2018.1493526
   Web of Science ®Google Scholar
• Milner, H. R. (2013). Policy reforms and de-professionalization of teaching. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/policy-reforms-deprofessionalization
   Google Scholar
• Orbe, M. (2015). #AllLivesMatter as post-racial rhetorical strategy. Journal of Contemporary Rhetoric, 5(3/4), 90–98.
   Google Scholar
• Parrish, T. (2002). Racial disparities in the identification, funding, and provision of special education. In D. J. Losen & G. Orfield (Eds.), Racial inequality in special education (pp. 15–37). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Paul, J. L. (2005). Introduction to the philosophies of research and criticism in education and the social sciences. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology. The Qualitative Report, 20(2), 76–85.
   Web of Science ®Google Scholar
• Punch, K. F. (2009). Introduction to research methods in education. Thousand Oaks, CA: Sage.
   Google Scholar
• Reschly, D. J. (2014). Response to intervention and the identification of specific learning disabilities. Topics in Language Disorders, 34(1), 39–58. doi:10.1097/TLD.0000000000000003
   Web of Science ®Google Scholar
• Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24(2), 130–145. doi:10.1037/a0016158
   PubMed Web of Science ®Google Scholar
• Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). Thousand Oaks, CA: Sage.
   Google Scholar
• Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative Research, 10, 199–228. doi:10.1177/1468794109356739
   Web of Science ®Google Scholar
• Sexton, J. (2010). People-of-color-blindness: Notes on the afterlife of slavery. Social Text, 28(2), 31–56. doi:10.1215/01642472-2009-066
   Google Scholar
• Shapiro, E. S. (2009). The two models of RTI: Standard protocol and problem-solving. Retrieved from http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/response_intervention/two_models.pdf
   Google Scholar
• Skiba, R. J. (2014). Interventions to address racial/ethnic disparities in school discipline: Can systems reform be race-neutral? In R. Bangs & L. Davis (Eds.), Race and social problems: Restructuring inequality (pp. 107–124). New York, NY: Springer.
   Google Scholar
• Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 402–435). New York, NY: Macmillan.
   Google Scholar
• Spear-Swerling, L., & Cheesman, E. (2012). Teachers’ knowledge base for implementing Response to Intervention models in reading. Reading and Writing, 25(7), 1691–1723. doi:10.1007/s11145-011-9338-3
   Web of Science ®Google Scholar
• Stein, S. (2004). The culture of education policy. New York, NY: Teachers College Press.
   Google Scholar
• Sthapit, C. W., Harrop, E., Ercin, H., & Lindhorst, T. (2018). Beyond coding: Alternative hermeneutics for qualitative data analysis. Summary of workshop presented at Society for Social Work and Research 22nd Annual Conference. Retrieved from https://sswr.confex.com/sswr/2018/webprogram/Session9084.html
   Google Scholar
• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. doi:10.1007/s10833-006-0001-8
   Google Scholar
• Stuart, S., Rinaldi, C., & Higgins-Averill, O. (2011). Agents of change: Voices of teachers on response to intervention. International Journal of Whole Schooling, 7(2), 53–73.
   Google Scholar
• Thorius, K., Maxcy, B. D., Macey, E., & Cox, A. (2014). A critical practice analysis of response to intervention appropriation in an urban school. Remedial and Special Education, 35(5), 287–299. doi:10.1177/0741932514522100
   Web of Science ®Google Scholar
• Thorius, K. A., & Maxcy, B. D. (2015). Critical practice analysis of special education policy: An RTI example. Remedial and Special Education, 36(2), 116–124. doi:10.1177/0741932514550812
   Web of Science ®Google Scholar
• Tilly, W. D., III. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 17–36). Washington, DC: National Association of School Psychologists.
   Google Scholar
• Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. doi:10.1177/1077800410383121
   Web of Science ®Google Scholar
• Valencia, R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Taylor & Francis.
   Google Scholar
• VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45(2), 225–256. doi:10.1016/j.jsp.2006.11.004
   Web of Science ®Google Scholar
• Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137–146. doi:10.1111/1540-5826.00070
   Google Scholar
• Welner, K. G. (2001). Legal rights, local wrongs: When community control collides with educational equity. Albany: State University of New York Press.
   Google Scholar
• Wolgemuth, J. R., Agosto, V., Lam, G. Y. H., Riley, M., Hicks, T. A., & Jones, R. (2016). Storying transition-to-work for/and youth on the autism spectrum in the United States: a critical construct synthesis of academic literature. Disability & Society, 31, 777-797. doi: 10.1080/09687599.2016.1205474
   Web of Science ®Google Scholar
• Zittoun, P. (2015). Analysing policy failure as an argumentative strategy in the policymaking process: A pragmatist perspective. Public Policy and Administration, 30(3–4), 243–260. doi:10.1177/0952076715581634
   Web of Science ®Google Scholar