Discrepancy model vs. rti ppt

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How to delineate between the Discrepancy Model and Response to Intervention

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Discrepancy model vs. rti ppt

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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