Getting Started and Connecting
Module 01: Cultural Responsiveness: Bridge the Gaps of Culture
Module 02: Deconstructing Barriers of Cultural Responsiveness
Module-03: Evaluating and Measuring Acculturative Stress
Module 04: The Culturally Responsive System (CRS): Creating a Solid Foundation
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Lesson-3: RTI vs. CRS

The CRS model fits within the foundations of the RTI model of evidence-based practices and learning interventions. The RTI model offers expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students. 

The CRS model uses the Response to Intervention (RTI) process framework as a foundational model.  The RTI is a process used to measure a student’s academic success, target reasons why that success is not occurring, and change strategies to give support to learners, prior to a psychological evaluation occurring for a learning disability. However, there are some fundamental differences between the RTI model and the CRS model. The CRS model differs significantly from the application, use, and strategies associated with the RTI model of practice.

A Response to Intervention (RTI) and Cultural Responsiveness Teaching System (CRS©) Comparison

Used in K-12 LearningCan be used in any teaching and learning experience regardless of age, modality, or educational setting.
Requires teachers to collect statistical data.Does not require the collection of statistical data, unless desired.
Targets specific academic deficits behaviors or lack of performance of individual students.Targets psychological and cultural barriers that contribute to negative academic and social outcomes.
Results in a psychological evaluation for learning needs.Does not result in a psychological evaluation for learning needs.
Foundations found in Eurocentric frameworks of psychology and what works in specific settings related to socio-economic class.Foundations found in cultural responsiveness, community psychology, counseling psychology, the community of inquiry theory self-identity theory, learning, and cognition.