Funanya Uchemefuna

Professor Esposito

SPE 480

October 15, 2018

Assessment Questions:

1. What are the two options for identifying students with learning disabilities? Briefly summarize

each one.

The two options for identifying students with learning disabilities are the IQ-Achievement

Discrepancy Model and the Response-to-Intervention Approach (RTI). The IQ-Achievement

Discrepancy Model’s purpose is to make sure that students with possible learning disabilities are

correctly identified by their intellectual ability when evaluating their reading challenges. In order

to identify the student’s intellectual ability a set number of standardized tests are given that

measure achievement and IQ to determine the discrepancy. A certified diagnostician or school

psychologist gathers the information from the tests to determine if the student has a disability.

This option for identifying students with learning disabilities does have its concerns. Students

that use this model might not be identified until after the early grade levels and have to fail for

years before being identified. This process does not take place until the child is tremendously

behind grade level. Only then will the child be qualified to receive services. The school

personnel at Rosa Parks Elementary School are dissatisfied with this process because a

struggling student should be able to get the services they need before it is too late, instead of

waiting until they are too behind to catch up. The Response-to-Intervention Approach’s purpose

is to make sure that students with reading challenges and possible learning disabilities have been

given adequate reading instruction that will help their developmental growth. In order to make
sure that reading instruction is not the problem students are consistently observed on their

performance and occasionally tested. Data is then gathered by the general education teacher or

personnel in charge of instructional interventions and if reading problems persist decisions are

made to guide the placement of student’s instruction. This approach consists of a universal

screening and 3 tiers depending on the amount of instruction the child will need. Tier 2 differs

depending on the type of approach the teacher uses being problem solving or standard protocol.

2. List at least four benefits of using an RTI approach with struggling students.

The benefits of using the RTI approach with struggling students is that it provides early

intervening, so that students are able to receive adequate assistance without having to fail

consistently at first. Another benefit of using an RTI approach is that students are able to be

identified as having a learning disabilities through performance in the class, instead of just

testing. The approach also gives these students the opportunity of having multiple tiers of

instruction for more intensive help, before being given a referral for special education. The RTI

not only implements a plan of the Tiers for more intense instruction, but also evaluates the plan’s

or tier’s effectiveness with the child.

3. Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having

administered a universal screening measure, has identified Compton as a 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.

Since the teacher has already administered the universal screening that identified Compton as a

struggling reader the next step would be introducing Tier 1: Class or School-Wide Intervention.
This step allows the teacher to consistently assess Compton’s learning by evaluating his progress

or failure and providing feedback to him and and the teacher based on the performance.

Compton’s progress will keep being monitored and the teacher should keep giving validated

instruction for Compton along with the rest of his peers.

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.

The next step in the RTI approach to help Compton if he needs more intensive instruction would

be to introduce Tier 2: Targeted Intervention. This step provides more focused instruction to

Compton that is more intense than just the classroom instruction. Compton will be given

instruction with his class and then given additional instruction in a small group setting that

reinforces the core reading program skills that were previously taught. Depending on Compton’s

development he may either progress to a more intense intervention; Tier 3 or return to a less

intense intervention; Tier 1.