<p>AndreaThomas: RTI Modules Part 1 An Overview</p><p>Andrea Thomas</p><p>SPED 4131.01</p><p>Assessment in Special Education</p><p>Dr. Gavins AndreaThomas: RTI Modules Part 1 An Overview</p><p>Questions and Answers Section</p><p>1. What procedures do you think Rosa Parks Elementary is using to provide services to struggling students? Why are school personnel dissatisfied with this process?</p><p>IQ-achievement discrepancy model</p><p>It is a wait-to-fail system that does not identify struggling students until it is too late.</p><p>The small percentage of students who do need special education services are not identified until later in school because their skills must fall significantly behind in order to qualify.</p><p>They need some sort of additional intervention to give their skills a "boost"; a new approach; a better and faster way.</p><p>2. What approaches are available to schools to help struggling readers and to efficiently identify students who need special education services?</p><p>Response to intervention: an alternative to the discrepancy model; high quality; effective use of curriculum and instructional procedures that have been validated through rigorous research</p><p>3. What other information might a school find helpful when choosing which approach to adopt?</p><p>They may consider that RTI helps to avoid inappropriate identification of disabilities.</p><p>They may consider that the student will fall father behind his peers AndreaThomas: RTI Modules Part 1 An Overview</p><p>4. What steps might the S-Team propose to help its struggling readers?</p><p>Universal screening</p><p>Tier 1: Class- or school-wide interventions</p><p>Tier 2: Targeted interventions</p><p>Tier 3: Intensive, individualized interventions/ disability classification/ special education placement</p><p>1. What are the two options for identifying students with learning disabilities? Briefly summarize each.</p><p>RTI</p><p>I/Q Discrepancy Model</p><p>2. List at least four benefits of using an RTI approach with struggling students.</p><p>Identifies struggling students early</p><p>It can be used to identify students who have learning disabilities</p><p>It is a 3-tiered, problem-solving approach that will help students whether they have a disability or not.</p><p>Can be used school wide</p><p>3. Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified him as a AndreaThomas: RTI Modules Part 1 An Overview struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach.</p><p>Tier 1: Class- or School-Wide Interventions --includes all students, whether or not they're struggling in reading. Consists of a core reading program of scientifically validated reading practices. Students identified as being at risk for reading problems undergo ongoing progress monitoring to determine whether their needs can be met with in the general education classroom or whether they require more intensive intervention. Tier 1 Service Provider is the classroom teacher</p><p>4. Assume that your recommendation for Question 3 was implemented; unfortunately, Compton's progress continues to be insufficient. Name and explain the next step in the RTI approach.</p><p>Tier 2: Targeted Interventions-- More focused instruction; Students receive their core reading program with their classmates often in a small-group format or may receive more intensive instruction outside of the general education classroom instead of their regular Tier 1 reading instruction. Instruction may occur anywhere from several times a week to every day. Students whose progress monitoring data show improvement and whose skills are at adequate levels may return to receiving only Tier 1 services, or they may continue to receive Tier 2 intervention. Students whose progress monitoring data show insufficient progress receive Tier 3 intervention. Tier 2 Service Provider= Any individual who has been trained in the appropriate instruction: classroom teacher, reading specialist, special education teacher, supervised paraprofessional, tutor, or trained volunteer. AndreaThomas: RTI Modules Part 1 An Overview</p><p>Reflection, Personal Goals, and Standards</p><p>Standard 8: Develop an understanding of how intelligence tests are used in the</p><p> special education process</p><p>Module gives descriptions of both RTI Models and Discrepancy Models. </p><p>Although both are needed to help assess students, the RTI Model is recommended </p><p> for several reasons. The RTI Model identifies struggling readers earlier, before </p><p> special education program come into play. Traditionally, the Discrepancy Model was</p><p> how schools determined whether a student has a learning disability. It is still used </p><p> to figure out if a student requires special education by comparing a student's scores </p><p> on an IQ test with his or her scores on one or more areas of academic achievement </p><p> and looking for discrepancies.</p><p>I knew that RTI was the best way to assess students (depending on the </p><p> desired outcomes) but I did not realize how important IQ tests were. RTI is the </p><p> better way of assessing students but IQ test also have a place in schools as well as </p><p> several benefits. It is easy to employ. A diagnostician or school psychologist </p><p> conducts the IQ and achievement test which saves the teacher time. It is a one-time </p><p> assessment.</p>