Response 1 Compare the use of Response to Intervention (RTI) as a method for identifying learning disabilities to at least one other method. · RTI: With the RTI model, all children are universally benchmarked several times a year in various academic skill areas. This data helps determine which children are below average compared to their peers and measures the rate of growth across the year. Tiers of instruction are created using this data. Tier 1 includes general education curriculum. Tier 2 is extra help for students who score low. Small group instructional support is provided in addition to the tier 1. If progress is made the child will stay at tier 2 level, if not they will move on to tier 3. This will include a discussion with administrators, school psychologist, support staff and parents. This model allows the child to start receiving help before they have failed.  · The IQ-Achievement Discrepancy Model: With this model, educational teams, usually lead by a school psychologist show a discrepancy between overall intelligence and skill achievement. This discrepancy needs to be greater than 30 points. A child with an overall intelligence score of 100 as measured by a standardized test, but a skill performance of 70 would qualify as being learning disabled. With this model a child would have to be failing in order to receive extra help at school.   Identify which model you prefer and explain why.   · I would prefer the RTI model. This model it gives the student the opportunity to pull their grades up before they fail. The teacher does not have to wait to give help and the tiers are specific for each student. What's best about this model is that it forces the teacher to pay attention to the students and not just the ones that are passing but the ones that may have learning disabilities also.  Explain how RTI can be used as a method for preventing learning challenges in students who are at risk. · By using the tier 1, 2, & 3 methods, teachers will be able to distinguish which students are at risk for learning challenges. If students do well with the first two tiers and does not need to advance to the last tier, learning challenges can possibly be prevented. The tier method allows for teachers to recognize the students that are more at risk for learning challenges than others.  References: Preschern, J. (2014). Methods of Identifying Learning Disabilities: RTI vs. IQ-Achievement Model Ripp, A., Jean-Pierre, P., and Fergus, E. (2019). Promising Examples of RTI Practices for Urban Schools Special Education Guide (2019). Effective RTI Strategies for Teachers Special Education Guide (2019). Response to Intervention Response 2 Discussion 1, Week 7: Learning Disabilities          As discussed, within the United States every child is mandated to enter formal schooling by the age of six. Some students, however, may struggle due to the development of learning disabilities. As a result, there are several methods used for identifying ...

1. Response 1
Compare the use of Response to Intervention (RTI) as a method
for identifying learning disabilities to at least one other method.
· RTI: With the RTI model, all children are universally
benchmarked several times a year in various academic skill
areas. This data helps determine which children are below
average compared to their peers and measures the rate of growth
across the year. Tiers of instruction are created using this data.
Tier 1 includes general education curriculum. Tier 2 is extra
help for students who score low. Small group instructional
support is provided in addition to the tier 1. If progress is made
the child will stay at tier 2 level, if not they will move on to tier
3. This will include a discussion with administrators, school
psychologist, support staff and parents. This model allows the
child to start receiving help before they have failed.
· The IQ-Achievement Discrepancy Model: With this model,
educational teams, usually lead by a school psychologist show a
discrepancy between overall intelligence and skill achievement.
This discrepancy needs to be greater than 30 points. A child
with an overall intelligence score of 100 as measured by a
standardized test, but a skill performance of 70 would qualify as
being learning disabled. With this model a child would have to
be failing in order to receive extra help at school.
Identify which model you prefer and explain why.
· I would prefer the RTI model. This model it gives the student
the opportunity to pull their grades up before they fail. The
teacher does not have to wait to give help and the tiers are
specific for each student. What's best about this model is that it

2. forces the teacher to pay attention to the students and not just
the ones that are passing but the ones that may have learning
disabilities also.
Explain how RTI can be used as a method for preventing
learning challenges in students who are at risk.
· By using the tier 1, 2, & 3 methods, teachers will be able to
distinguish which students are at risk for learning challenges. If
students do well with the first two tiers and does not need to
advance to the last tier, learning challenges can possibly be
prevented. The tier method allows for teachers to recognize the
students that are more at risk for learning challenges than
others.
References:
Preschern, J. (2014). Methods of Identifying Learning
Disabilities: RTI vs. IQ-Achievement Model
Ripp, A., Jean-Pierre, P., and Fergus, E. (2019). Promising
Examples of RTI Practices for Urban Schools
Special Education Guide (2019). Effective RTI Strategies for
Teachers
Special Education Guide (2019). Response to Intervention
Response 2

3. Discussion 1, Week 7: Learning Disabilities
As discussed, within the United States every child is
mandated to enter formal schooling by the age of six. Some
students, however, may struggle due to the development of
learning disabilities. As a result, there are several methods used
for identifying learning disabilities. Methods such as the
discrepancy model and response to intervention (RTI). The
following discussion makes a comparison between RTI as a
method for identifying learning disabilities to the ability
achievement discrepancy model. Additionally, the preferred
method of identification was presented and an explanation as to
why it was selected was also presented. Finally, included was a
brief explanation of how RTI can be used as a method for
preventing learning challenges in students at risk.
Response to Intervention Compared to Discrepancy Model
Response to intervention looks at the reading, writing, and math
skills of all students early within the school year providing
targeted support for struggling students (Fletcher & Vaughn,
2009). Subsequently, students who do not respond to the
increase in support will be considered for special education
thereafter. The benefits of such a method allows for students to
receive intervention prior to having to wait for evidence of
eligibility to receive learning assistance. Modifications to the
Individuals with Disabilities in Education Act (IDEA) permitted
alternatives to the discrepancy model (United States Department
of Education, 2004) not previously available.
Conversely, in the instance of discrepancies between a
student’s various sets of scores (IQ and academic achievement),
should a difference exist, the evidence as to the potential
underlying condition is considered (Fletcher, Denton, &
Francis, 2005). As part of IDEA, this method was created a
means for identifying those students eligible for special

4. education. Initially required to be utilized within the
educational system, the state may now determine whether such a
method is appropriate for use or they may incorporate the
method for use with other models (United States Department of
Education, 2004).
Preferred Method
As an academic support teacher for English Language Arts
(ELA), the preferred method is the RTI model. Such a model is
preferred as it allows for a very thorough observation of student
abilities at the onset of the new school year. The required
assessing of every student affords an additional benefit of
observing each student individually to evaluate reading, writing
and comprehension skills. The evidence is reviewed for the
processes underlying to RTI which includes both screening and
progress monitoring assessments, evidence based interventions,
and a schoolwide coordination and implementation of multi-
tiered instruction (Fletcher & Vaughn, 2009). Despite the
additional time required to address these screenings and the
tracking of progress monitoring, validation is determined
through the accuracy in identifying those students in need of
academic support. Thereafter, such students will receive
academic services according to their required intensity level
prior to reassessing the student progress. Subsequently, success
will be marked through academic growth via academic
measuring assessments.
Preventive Measures
The primary goal of the RTI model is to improve upon the
academic and behavioral outcomes for all students. The
emphasis placed upon early intervention services and the
required specified provision allows districts to adapt how such
services are to be delivered thus placing the focus upon the
student’s response to the intervention (Fletcher & Vaughn,

5. 2009). Response to intervention therefore allows access to
struggling students. Early intervention may therefore provide
the academic supplement needed for the student to perform
according to his/her academic level. In addition, such a model
will monitor the progress of children at risk for difficulties in
academic and behavioral areas as well as the making of
provisions for increasingly intense interventions based on the
response to progress monitoring assessments (Vaughn & Fuchs,
2003).
References
Fletcher, J. M., Denton, C., & Francis, D. J. (2005) Validity of
alternative approaches for the
identification of learning disabilities: Operationalizing
unexpected
underachievement.
Journal of Learning Disabilities, 38
(6), 545–552.
Fletcher, J. M., & Vaughn, S. (2009). Response to intervention:
Preventing and remediating
academic difficulties.
Child Development Perspectives, 3
(1), 30–37.
U.S. Department of Education. (2004). Individuals with
Disabilities Improvement Act of 2004,
Pub. L. 108-466. Federal Register, 70, 35802–35803.
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning
disabilities as inadequate response to

6. instruction: The promise and potential problems. Learning
Disabilities Research and
Practice, 18, 137–146.