Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.
The primary concern for using Response to Intervention (RTI) is the implementation. Some states us a problem-solving model, which is a model that tailors intervention to each individuals need, these students are chosen by multidisciplinary school professionals (Cohen, 2012). Other states use a generalized model; these students are chosen by the administration, which addresses various students (Cohen, 2012). Other schools use a hybrid model where the school has a standard policy but can work outside the policy to address certain students under certain conditions (Cohen, 2012).
There are other concerns on how a student moves from one level to another (Cohen, 2012). Another concern is how a student’s progression in the intervention should be evaluated (Cohen, 2012). The role of different school personnel during the intervention is also a concern (Cohen, 2012)
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Some of the limitations of using diagnostic test when working with the complete student population including those suspected of having learning disabilities are the test scores, as a whole may not represent the norm of that student population. Other issues with national standardized test are that the information tested for may not be taught in that particular school (Cohen, 2012). Some students my do well regardless if the information on that test is taught, which is not an accurate representation of the norm of that student population (Cohen 2012).
Identify some of the strengths in using these tests or measurements for progress
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).
In this case, teachers must employ other resources and feet collaboration from colleagues. This is where the RTI process comes into place. Messmer and Messmer, (2008) explained that the response to intervention serves as a vehicle to identify and serve students with learning difficulties. On the other hand, several steps should be followed to implement correctly RTI. In my opinion, my school possesses a fair understanding of the RTI process and manages the implementation of a consistent approach that positively affects the student.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
RTi falls under the nation’s special education law. The RTI program helps school aged students that are struggling with academics or behavior, due to poor curriculum or instruction at one time in the student ...
The nondiscriminatory identification and evaluation is another component of IDEA that intrigued me. To ensure that students are receiving a non-biased, multi-factored evaluation in determining their eligibility for special education services, the parents must give consent and be involved throughout the process. Additionally, the students must receive pre-referral interventions before being referred. That is, the teacher must provide the struggling learner with a high-quality classroom instruction and intervention. Prior to last week’s class, I’ve always thought of the RtI process as a voluntary process. I’ve even read in the textbook for this class (Exceptional Children) that the RtI process was not mandatory in identifying whether a student should receive special education services. Therefore, when my professor proclaimed that the laws of New York require parental consent and
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
Attempting interventions all need to be noted and how effective they were. It helps the behavior intervention team with information regarding the attempts that was ineffective and how to develop different interventions that may be more effective (Shepard & Linn, 2015, p.214). It is important helps see what interventions was successful and what changes may need to be made. It helps make sure a student's needs are being met.
Response to Intervention application “includes a combination of high quality, culturally and linguistically responsive instruction; assessment; and evidence-based intervention” (Shapiro, 2008, p.1) Implementation of RtI will play a part to the meaningful recognition of learning and behavioral problems, enhance instructional characteristics, provide all students with equitable opportunities to thrive in school, and help with the identification of learning disabilities and other at-risk behaviors (2008). RtI allows for “screening, progress monitoring, data-based decision-making, and a multi-level prevention system” as a means to “help every student access the grade-level standards in a very strong and effective core instructional program that is standards-based, data-driven, and responsive to student needs” (National Center on Response to Intervention, n.d.). We have a group of dedicated staff members that oversee our RtI program and report data and offer training during staff meetings, two g...
...osh, D.E., Dixon, F. Newton, J.H., & Youman, E. (2010). A Confirmatory Factor Analysis of The Stanford-Binet Intelligence Scales, Fifth Edition, With A High-Achieving Sample. Psychology in Schools, 47(10), 1071-1083.
There are a variety of skills and strategies I possess that would assist a principal in increasing student achievement and parental involvement. I currently work in a data driven environment. For this reason, I am extremely proficient at analyzing and interpreting student data and assist in devising appropriate strategies to increase overall student achievement. Having over nine years of experience as the Student Intervention and Response to Intervention (RtI) Team chairperson, I have worked closely with students, staff and parents to address the needs of students who exhibit academic or behavioral difficulties. During Leadership and Response to Intervention (RtI) Team meetings we often review student data and explore how teachers use that
The traditional approach correlational methods are used to quantify the association among test score and criterion. The PF model differs from traditional validity assessment not only with respect to how validity is conceptualized but also with respect to empirical emphasis. The PF model switches emphasis of validity theory and research from outcome to process and from correlation to experimentation. A process-driven approach and traditional validity assessment can enhance assessment procedures in the psychology field. This can enhance researchers’ knowledge of test score misuse by enlightening the fundamental intra-an interpersonal dynamics that guide to differential performance (and differential prediction) in different groups (Bornstein,
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
For many years, school systems and parents all over America have been asking- does high school testing measure a student’s knowledge fairly, accurately, and do they benefit the student. The tests do not accurately measure a student’s true academic ability. Furthermore, testing does not always fairly measure a student’s knowledge. High-stakes testing only adds stress to a student’s life. Studies have proven that testing is not beneficial to a student’s educational growth. Testing in high school is affected by different factors; therefore results can be unreliable and not beneficial to the growth of students.
Oakland, T. & Dowling, L. The Draw-A-Person Test: Validity Properties for Nonbiased Assessment. Learning Disability Quarterly 1983; pg 6