THE IMPACT OF PROCESS ON THE 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

Purpose of PresentationPurpose of Presentation

To Identify the Differences between the To Identify the Differences between the Discrepancy Model and Response to Discrepancy 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

DISCREPANY MODEL vs. RTIDISCREPANY MODEL vs. RTI

Discrepancy ModelDiscrepancy Model– DiscrepancyDiscrepancy

IQ/AchievementIQ/Achievement

– Rule OutRule Out Cultural/Economic FactorsCultural/Economic Factors Sensory Sensory (Vision, Hearing, Motor)(Vision, Hearing, Motor) Limited English ProficiencyLimited English Proficiency

RTIRTI– DiscrepancyDiscrepancy

Child/BenchmarksChild/Benchmarks

– Rule OutRule OutIneffective instructionIneffective instructionLack of accessLack of accessSupplemental instructionSupplemental instruction

DISCREPANY MODEL vs. RTIDISCREPANY MODEL vs. RTI

Discrepancy ModelDiscrepancy Model

– Factor InFactor In Psychological Psychological

ProcessesProcesses

– DataData Norm referencedNorm referenced

RTIRTI– Factor InFactor In

Identification of Identification of effective effective interventionsinterventions

Research Validated Research Validated CurriculumCurriculum

Frequent Progress Frequent Progress MonitoringMonitoring

– DataDataCurriculum-basedCurriculum-basedResearch ValidatedResearch Validated

RELIABILITYRELIABILITY

“…“…the IQ-achievement discrepancy does not the IQ-achievement discrepancy does not reliably distinguish between disabled and reliably distinguish between disabled and non-disabled readers…children who were non-disabled readers…children who were found to be difficult (and easy) to found to be difficult (and easy) to remediate….and it does not predict remediate….and it does not predict response to remediation.”response to remediation.”

(Vellutino et. al. (2006), p. 235)(Vellutino et. al. (2006), p. 235)

POVERTYPOVERTY

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

Washington Monthly 1999Washington Monthly 1999

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

The StakeholdersThe Stakeholders

RESPONSE TO INTERVENTIONRESPONSE TO INTERVENTIONMulti-Disciplinary Team Multi-Disciplinary Team Problem Solving FocusProblem Solving FocusCollaborative ApproachCollaborative Approach

THE DISCREPANCY MODELTHE DISCREPANCY MODELMostly Special Education Team Mostly Special Education Team The disability is the focusThe disability is the focus

THE RTI PROCESSTHE RTI PROCESS

Assess student’s current functioningAssess student’s current functioning

Set an appropriate learning goal with a set Set 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 intervention Monitor student’s response to intervention using ongoing data collection and pre-post using ongoing data collection and pre-post measuresmeasures

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

REVIEWREVIEW

Discrepancy Model and RTI serve student Discrepancy Model and RTI serve student needsneeds

Data is collected and monitoredData is collected and monitoredCollaborative ApproachCollaborative ApproachResearch drives the futureResearch drives the future