How to delineate between the Discrepancy Model and Response to Intervention

1. THE IMPACT OF PROCESS ONTHE IMPACT OF PROCESS ON
STUDENT ACHIEVEMENT:STUDENT ACHIEVEMENT:
THE DISCREPANCY MODEL VS.THE DISCREPANCY MODEL VS.
RESPONSE TO INTERVENTIONRESPONSE TO INTERVENTION
Presented by Dr. Marilyn BrouettePresented by Dr. Marilyn Brouette

2. Purpose of PresentationPurpose of Presentation
To Identify the Differences between theTo Identify the Differences between the
Discrepancy Model and Response toDiscrepancy Model and Response to
Intervention (RTI)Intervention (RTI)
To Understand the ProcessTo Understand the Process
To Identify the Role of the Decision MakersTo Identify the Role of the Decision Makers

3. DISCREPANY MODEL vs. RTIDISCREPANY MODEL vs. RTI
 Discrepancy ModelDiscrepancy Model
– DiscrepancyDiscrepancy
 IQ/AchievementIQ/Achievement
– Rule OutRule Out
 Cultural/Economic FactorsCultural/Economic Factors
 SensorySensory
(Vision, Hearing, Motor)(Vision, Hearing, Motor)
 Limited English ProficiencyLimited English Proficiency
 RTIRTI
– DiscrepancyDiscrepancy
Child/BenchmarksChild/Benchmarks
– Rule OutRule Out
Ineffective instructionIneffective instruction
Lack of accessLack of access
Supplemental instructionSupplemental instruction

4. DISCREPANY MODEL vs. RTIDISCREPANY MODEL vs. RTI
Discrepancy ModelDiscrepancy Model
– Factor InFactor In
 PsychologicalPsychological
ProcessesProcesses
– DataData
 Norm referencedNorm referenced
RTIRTI
– Factor InFactor In
Identification ofIdentification of
effectiveeffective
interventionsinterventions
Research ValidatedResearch Validated
CurriculumCurriculum
Frequent ProgressFrequent Progress
MonitoringMonitoring
– DataData
Curriculum-basedCurriculum-based
Research ValidatedResearch Validated

5. RELIABILITYRELIABILITY
“…“…the IQ-achievement discrepancy doesthe IQ-achievement discrepancy does
not reliably distinguish between disablednot reliably distinguish between disabled
and non-disabled readers…children whoand non-disabled readers…children who
were found to be difficult (and easy) towere found to be difficult (and easy) to
remediate….and it does not predictremediate….and it does not predict
response to remediation.”response to remediation.”
(Vellutino et. al. (2006), p. 235)(Vellutino et. al. (2006), p. 235)

6. POVERTYPOVERTY
““According to the Children's Defense Fund,According to the Children's Defense Fund,
middle-class children starting first grademiddle-class children starting first grade
have been exposed to 1,000 to 1,700have been exposed to 1,000 to 1,700
hours of one-on-one reading, while theirhours of one-on-one reading, while their
low-income counterparts have beenlow-income counterparts have been
exposed to only 25 hours. It's little wonderexposed to only 25 hours. It's little wonder
that so many of these kids get referred tothat so many of these kids get referred to
special ed.”special ed.”
Washington Monthly 1999Washington Monthly 1999

7. RESPONSE TO INTERVENTIONRESPONSE TO INTERVENTION
The response is data based.The response is data based.
The intervention is research based.The intervention is research based.
Early Intervention is key.Early Intervention is key.
THE DISCREPANCY MODELTHE DISCREPANCY MODEL
““Wait to Fail Model”Wait to Fail Model”
The disability is the focusThe disability is the focus

8. The StakeholdersThe Stakeholders
RESPONSE TO INTERVENTIONRESPONSE TO INTERVENTION
Multi-Disciplinary TeamMulti-Disciplinary Team
Problem Solving FocusProblem Solving Focus
Collaborative ApproachCollaborative Approach
THE DISCREPANCY MODELTHE DISCREPANCY MODEL
Mostly Special Education TeamMostly Special Education Team
The disability is the focusThe disability is the focus

9. THE RTI PROCESSTHE RTI PROCESS
Assess student’s current functioningAssess student’s current functioning
Set an appropriate learning goal with a setSet an appropriate learning goal with a set
time for interventiontime for intervention
Establish pre-intervention baseline dataEstablish pre-intervention baseline data
Implement evidence based interventionsImplement evidence based interventions
Monitor student’s response to interventionMonitor student’s response to intervention
using ongoing data collection and pre-postusing ongoing data collection and pre-post
measuresmeasures

10. Role of the PrincipalRole of the Principal
Sets vision for problem-solving processSets vision for problem-solving process
Supports development of expectationsSupports development of expectations
Responsible for allocation of resourcesResponsible for allocation of resources
Facilitates priority settingFacilitates priority setting
Ensures follow-upEnsures follow-up
Supports program evaluationSupports program evaluation
Monitors staff support/climateMonitors staff support/climate

11. REVIEWREVIEW
 Discrepancy Model and RTI serve studentDiscrepancy Model and RTI serve student
needsneeds
 Data is collected and monitoredData is collected and monitored
 Collaborative ApproachCollaborative Approach
 Research drives the futureResearch drives the future