Please share your views as to why RtI may be more beneficial than the typical discrepance model when identifying students as having a learning disability.
RtI may be more beneficial than the typical discrepancy model when identifying students as having a learning disability for several reasons. Even educators who have concerns about RtI replacing the traditional way of identifying students needing an IEP recognize some pluses of RtI. If the discrepancy model is used, classification can be delayed until third or fourth grade. Measurement practices work against identification of LD children before second grade. ( Lyon, et al., 2001) The procedure is time consuming and expensive. Specialists outside the regular classroom must be used. Meanwhile, the student is not getting the special education and related services he may need. Some researchers refer to this method as a “wait to fail” approach. In my readings, RtI was called a prevention model as well as an identification model for LD. A child is observed reading at a very slow rate with difficulty pronouncing the words. Small group work is implemented. Reading assessments, help from a reading specialist, and documentation all become part of the plan to help. Critics of RtI sensibly point out that RtI assumes that no cases of LD will emerge after primary grades. They also note that there is no empirical data available. The question is asked if RtI can be applied across the age spectrum of students with learning disabilities. Will it work with math, spelling, etc.? These same educators do not disagree, though, with matching students with appropriate instruction. (Scruggs and Mastropieri, 2002) Success of intervention, identification, and/or prevention comes down to the local officials. Are good ideas and recommendations being used by regular teachers, whether the strategies originate from child study or RtI? As one of my professors pointed out one time, does the child have a learning disability, or is it dysteachia? I urge my fellow classmates to visit the following website www.RtInetwork.org/professional/virtual visits to see real people doing real work with RtI. A great one to watch is Boulevard Elementary School in Gloversville, NY where both success and challenges are noted to the viewer. “Don’t throw the baby out with the bathwater” was another phrase that Dr. Engelhard was fond of saying. My own thoughts reflecting this paradigm is that each model has its place. Going ahead in some recommended instances with individual cases with the discrepancy model can assist students transitioning to technical schools and colleges. These students can thus receive needed accommodations at these institutions. Meanwhile, the RtI model can be implemented as well. _______________________________________________________
REFERENCES
Lyon G. Reid & Fletcher, Jack M. (2001). Early Warning System. Education Next, 1, No. 2.
Scruggs, Thomas E. & Mastropiere, Margo A. (2002). On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities. LD Quarterly, 25, 155-167.
RTI is an individualized assessment and intervention process using research based instruction to identify students who are having difficulty with academics and not meeting benchmarks for specific skills. These students are identified early in their first or second year after starting school. RTI provides a way of gathering information to be used when classifying a student for Special Ed. The student receives scientific based interventions that have proven to work, example, phonic awareness, reading and math tutoring. Reschly (2005). Data from RTI drives early decision making to ensure that each student is afforded the opportunity to learn. Speece, (2003) RTI differs from the typical discrepancy model (Aaron, 1995, Flanagan and Mascolo, 2005). The discrepancy model has dominated schools systems for years, using outside educational agencies to assess whether there is a discrepancy difference between a student’s scores on a test of general intelligence (i.g., an IQ test such as the WISC-I and scores obtained on an achievement test (e.g., the Woodcock Johnson Achievement Test). If the student’s score on the IQtest was at least two standard deviations higher than their scores on an achievement test, the student was described as having a significant discrepancy between IQ and achievement and identified as having a learning disability. The discrepancy model does not identify children while they are still in elementary grades and the student does not get the support they need. It also does not take into effect whether the student is a minority or ESL and could be labeled inappropriately (cultural differences, level of language proficiency.) The IQ-achievement discrepancy model can create inequitable treatment of students and does not indicate each student’s specific learning needs. Also a negative is school wide screening only once a year causing over identification. Speece, D.L., Molloy, D.E., (2003) In summary- RTI uses scientific based interventions that have proven to work. It provides additional means of gathering information on the student and alternatives to learning styles of the student. If the interventions prove to be in effective, the child will then be referred for Special Education evaluation. Criticism of RTI is really a means for limiting access to SPED services. Teachers have to prove that they done everything possible in the classroom before the student can be assessed. Sometimes RTI can take couple of years with different interventions and unreasonable delay the student being formally assessed for SPED. RTI can show failure in the regular ed. classroom indicating a teacher is not meeting instructional goals and teaching styles. Fuchs (2006) Resources: Reschly, D.J. (2005). LD identification: Primary interventions, secondary interventions, and then when? Journal of Learning Disabilities, 38 (6), 510-515. Speece, D.L., Molloy, D.E., & Case, L.P. (2003). Starting at the beginning for learning disabilities identification: Response to instruction in general education. Advances in Learning and Behavioral Disabilities, 16, 37-50. D. Fuchs, LS Fuchs (2009). Introduction to Response to Intervention: What, Why, And How Valid Is It? (http://www.reading.org/Library Reading Research Quarterly
RTI RTI is a beneficial way of making sure that students are given a best practice learning experience. Different teaching and learning strategies need to be experimented with to help all students succeed in the general education classroom. RTI is a theory that strives to find the best way for a child to succeed at the school level. It is used to find the struggling students and help them to succeed versus giving them a label and serving them through special education. The current special education process finds a student eligible for services before all avenues have been taken to help the student succeed. The RTI method is very beneficial with keeping data to support all avenues and what their success levels are for that student. If the student eventually becomes eligible for special education services, this data can support and be useful in the eligibility process. For a school to be successful while using the RTI method, all teaching and learning must be supported by EVERYONE in the school. All educators at the building level have to be willing to redefine their responsibilities in the classroom. Everyone must be willing to collaborate to make this method a success. RTI is a process which takes longer to accomplish. Special Education services are usually not implemented until 3rd or 4th grade due to trying to accommodate every students’ learning style. I read a lot of research and literature online regarding RTI. This information was very interesting and educational. I currently teach students with more severe disabilities so this research was very interesting as it related more so to the students that “fall through the cracks”. So many students fall in the category of low achievers due to needing a different style of teaching. The best resource that I found while researching RTI was www.learningpt.org. This website provides information from research and practices in the classroom.
I believe the RTI approach could be very beneficial for all students that aren't able to reach his/her full potential. This process seems to utilize a group effort to brainstorm and decide the most effective strategies to ensure that every student is receiving information that he/she can process and retain. I have noticed in our co-taught classes that we follow this process to some extent. If a student's academic success seems to be decreasing, we will discuss different options to help that individual student. It could be as easy as a one-on-one conversation with that student. I have learned that some students will let you know why they are having academic problems. It could be testing formats, different learning styles, or a need for additional instructions to master a new competency. We, as teachers, use the RTI process without the constant interventions. I do like the idea of support from general education teachers, special education teachers, administrators, parents and related service personnel. A student that is struggling in the classroom would realize that he/she has a number of people that want him/her to be successful. Finally, the RTI process would enable teachers to evaluate the effectiveness of their core instruction. If they have a large number of students that aren't becoming proficient, the core group could intervene and discuss new teaching strategies that would enhance each students own unique learning style. DONE- tired of typing
There are so many children in regular education who are struggling to learn and keep up in the general curriculum. In many cases, the whole class is expected to follow the same path at the same rate with no differentiation or taking into account the learning styles of students.
RTI is a way to restructure instruction so the needs of at-risk students can be met. If the RTI model is followed, there's a lot of paperwork to complete that involves screening, providing research-based instructional strategies that are adjusted as necessary, and frequent progress monitoring to determine whether interventions have been effective.
The use of RTI can maximize achievement for struggling students who become more frustrated year after year due to failure to progress in the curriculum. Behavior problems often result from low self-esteem due to constant negative experiences in their academic classes. Implementing RTI with students who demonstrate the need for intervention can go a long way in the prevention of further academic and behavior problems as opposed to waiting for students to hit rock bottom and then trying to help.
Like Randy said, when all teachers (special as well as general education) work together to determine which students are struggling, and then discuss options that can be tried to help, collaboration is at its best. The RTI model takes all of us working together as caring, knowledgeable professionals to help every student reach his or her potential for learning.
It seems to me that one of the most important advantages of responsiveness to intervention is the identification of at-risk students at an earlier age. The sooner the students get help, the better. We have so many younger students struggling to keep up in the regular classrooms at the elementary level, yet not having enough discrepancy in test scores to be offered services. Early intervention with research-based academic support and/or behavioral support makes a lot of sense. I also believe that RtI provides an opportunity for parents and schools to work together to optimize student outcomes.
Welcome everyone! I hope this semester will be a learning experience for all. I am excited to move forward with our coursework. Please feel free to contact me if you need anything as we get started.
RtI – Blog response – from Sue Porter NSHS
ReplyDeleteRtI may be more beneficial than the typical discrepancy model when identifying students as having a learning disability for several reasons. Even educators who have concerns about RtI replacing the traditional way of identifying students needing an IEP recognize some pluses of RtI.
If the discrepancy model is used, classification can be delayed until third or fourth grade. Measurement practices work against identification of LD children before second grade. ( Lyon, et al., 2001) The procedure is time consuming and expensive. Specialists outside the regular classroom must be used. Meanwhile, the student is not getting the special education and related services he may need. Some researchers refer to this method as a “wait to fail” approach.
In my readings, RtI was called a prevention model as well as an identification model for LD. A child is observed reading at a very slow rate with difficulty pronouncing the words. Small group work is implemented. Reading assessments, help from a reading specialist, and documentation all become part of the plan to help.
Critics of RtI sensibly point out that RtI assumes that no cases of LD will emerge after primary grades. They also note that there is no empirical data available. The question is asked if RtI can be applied across the age spectrum of students with learning disabilities. Will it work with math, spelling, etc.? These same educators do not disagree, though, with matching students with appropriate instruction. (Scruggs and Mastropieri, 2002)
Success of intervention, identification, and/or prevention comes down to the local officials. Are good ideas and recommendations being used by regular teachers, whether the strategies originate from child study or RtI? As one of my professors pointed out one time, does the child have a learning disability, or is it dysteachia?
I urge my fellow classmates to visit the following website www.RtInetwork.org/professional/virtual visits to see real people doing real work with RtI. A great one to watch is Boulevard Elementary School in Gloversville, NY where both success and challenges are noted to the viewer.
“Don’t throw the baby out with the bathwater” was another phrase that Dr. Engelhard was fond of saying. My own thoughts reflecting this paradigm is that each model has its place. Going ahead in some recommended instances with individual cases with the discrepancy model can assist students transitioning to technical schools and colleges. These students can thus receive needed accommodations at these institutions. Meanwhile, the RtI model can be implemented as well.
_______________________________________________________
REFERENCES
Lyon G. Reid & Fletcher, Jack M. (2001). Early Warning System. Education Next, 1, No. 2.
Scruggs, Thomas E. & Mastropiere, Margo A. (2002). On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities. LD Quarterly, 25, 155-167.
Gaye ( RTI) Response to Intervention Blog
ReplyDeleteRTI is an individualized assessment and intervention process using research based instruction to identify students who are having difficulty with academics and not meeting benchmarks for specific skills. These students are identified early in their first or second year after starting school. RTI provides a way of gathering information to be used when classifying a student for Special Ed. The student receives scientific based interventions that have proven to work, example, phonic awareness, reading and math tutoring. Reschly (2005). Data from RTI drives early decision making to ensure that each student is afforded the opportunity to learn. Speece, (2003)
RTI differs from the typical discrepancy model (Aaron, 1995, Flanagan and Mascolo, 2005). The discrepancy model has dominated schools systems for years, using outside educational agencies to assess whether there is a discrepancy difference between a student’s scores on a test of general intelligence (i.g., an IQ test such as the WISC-I and scores obtained on an achievement test (e.g., the Woodcock Johnson Achievement Test). If the student’s score on the IQtest was at least two standard deviations higher than their scores on an achievement test, the student was described as having a significant discrepancy between IQ and achievement and identified as having a learning disability. The discrepancy model does not identify children while they are still in elementary grades and the student does not get the support they need. It also does not take into effect whether the student is a minority or ESL and could be labeled inappropriately (cultural differences, level of language proficiency.) The IQ-achievement discrepancy model can create inequitable treatment of students and does not indicate each student’s specific learning needs. Also a negative is school wide screening only once a year causing over identification. Speece, D.L., Molloy, D.E., (2003)
In summary-
RTI uses scientific based interventions that have proven to work. It provides additional means of gathering information on the student and alternatives to learning styles of the student. If the interventions prove to be in effective, the child will then be referred for Special Education evaluation.
Criticism of RTI is really a means for limiting access to SPED services. Teachers have to prove that they done everything possible in the classroom before the student can be assessed. Sometimes RTI can take couple of years with different interventions and unreasonable delay the student being formally assessed for SPED. RTI can show failure in the regular ed. classroom indicating a teacher is not meeting instructional goals and teaching styles. Fuchs (2006)
Resources:
Reschly, D.J. (2005). LD identification: Primary interventions, secondary interventions,
and then when? Journal of Learning Disabilities, 38 (6), 510-515.
Speece, D.L., Molloy, D.E., & Case, L.P. (2003). Starting at the beginning for learning
disabilities identification: Response to instruction in general education. Advances in
Learning and Behavioral Disabilities, 16, 37-50.
D. Fuchs, LS Fuchs (2009). Introduction to Response to Intervention: What, Why,
And How Valid Is It? (http://www.reading.org/Library Reading Research Quarterly
RTI
ReplyDeleteRTI is a beneficial way of making sure that students are given a best practice learning experience. Different teaching and learning strategies need to be experimented with to help all students succeed in the general education classroom. RTI is a theory that strives to find the best way for a child to succeed at the school level. It is used to find the struggling students and help them to succeed versus giving them a label and serving them through special education. The current special education process finds a student eligible for services before all avenues have been taken to help the student succeed. The RTI method is very beneficial with keeping data to support all avenues and what their success levels are for that student. If the student eventually becomes eligible for special education services, this data can support and be useful in the eligibility process. For a school to be successful while using the RTI method, all teaching and learning must be supported by EVERYONE in the school. All educators at the building level have to be willing to redefine their responsibilities in the classroom. Everyone must be willing to collaborate to make this method a success.
RTI is a process which takes longer to accomplish. Special Education services are usually not implemented until 3rd or 4th grade due to trying to accommodate every students’ learning style.
I read a lot of research and literature online regarding RTI. This information was very interesting and educational. I currently teach students with more severe disabilities so this research was very interesting as it related more so to the students that “fall through the cracks”. So many students fall in the category of low achievers due to needing a different style of teaching.
The best resource that I found while researching RTI was www.learningpt.org. This website provides information from research and practices in the classroom.
I believe the RTI approach could be very beneficial for all students that aren't able to reach his/her full potential. This process seems to utilize a group effort to brainstorm and decide the most effective strategies to ensure that every student is receiving information that he/she can process and retain.
ReplyDeleteI have noticed in our co-taught classes that we follow this process to some extent. If a student's academic success seems to be decreasing, we will discuss different options to help that individual student. It could be as easy as a one-on-one conversation with that student. I have learned that some students will let you know why they are having academic problems. It could be testing formats, different learning styles, or a need for additional instructions to master a new competency. We, as teachers, use the RTI process without the constant interventions.
I do like the idea of support from general education teachers, special education teachers, administrators, parents and related service personnel. A student that is struggling in the classroom would realize that he/she has a number of people that want him/her to be successful.
Finally, the RTI process would enable teachers to evaluate the effectiveness of their core instruction. If they have a large number of students that aren't becoming proficient, the core group could intervene and discuss new teaching strategies that would enhance each students own unique learning style.
DONE- tired of typing
Sue...thanks for sharing the website. It does have a lot of useful information!
ReplyDeleteThere are so many children in regular education who are struggling to learn and keep up in the general curriculum. In many cases, the whole class is expected to follow the same path at the same rate with no differentiation or taking into account the learning styles of students.
ReplyDeleteRTI is a way to restructure instruction so the needs of at-risk students can be met. If the RTI model is followed, there's a lot of paperwork to complete that involves screening, providing research-based instructional strategies that are adjusted as necessary, and frequent progress monitoring to determine whether interventions have been effective.
The use of RTI can maximize achievement for struggling students who become more frustrated year after year due to failure to progress in the curriculum. Behavior problems often result from low self-esteem due to constant negative experiences in their academic classes. Implementing RTI with students who demonstrate the need for intervention can go a long way in the prevention of further academic and behavior problems as opposed to waiting for students to hit rock bottom and then trying to help.
Like Randy said, when all teachers (special as well as general education) work together to determine which students are struggling, and then discuss options that can be tried to help, collaboration is at its best. The RTI model takes all of us working together as caring, knowledgeable professionals to help every student reach his or her potential for learning.
It seems to me that one of the most important advantages of responsiveness to intervention is the identification of at-risk students at an earlier age. The sooner the students get help, the better. We have so many younger students struggling to keep up in the regular classrooms at the elementary level, yet not having enough discrepancy in test scores to be offered services. Early intervention with research-based academic support and/or behavioral support makes a lot of sense. I also believe that RtI provides an opportunity for parents and schools to work together to optimize student outcomes.
ReplyDelete