Although models of cultural responsiveness exist within the research, few use psycho-cultural attributes to support effective learning. The Culturally Responsive Systems (CRS) model expands the current theoretical models of evidence-based practices. This problem-solving model is grounded in psycho-cultural learning theory. The tiered model illustrates the lack of cultural responsiveness in a learning environment via a problem-solving model. Each tier represents a strategy or approach to introducing culturally responsive practices within the classroom. Each tier is comprised of various techniques to help improve levels of cultural responsiveness in the classroom. The CRS model can also increase and become more or less responsive as needed.
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