Darcy Becerra
EDSE 5322
Professor Lopez
September 6, 2020
IRIS Module- RTI (Part 1)
1. What are the two options for identifying students with learning disabilities? Briefly
summarize each one.
1. The two options for identifying students with learning disabilities is the IQAchievement Discrepancy Model and the Response-to-Intervention approach. The
discrepancy model, which is most traditionally used, is based on the concept of
the normal curve, or a student with an average/grade-level IQ score (around 100).
This model assesses whether there is a significant difference between “a student’s
scores on an individualized test of general intelligence and his or her scores
obtained for one or more areas of academic achievement” (The IRIS Center,
2006). In order for a student to be identified as having a learning disability, there
must be a discrepancy of at least two standard deviations, or 30 points from 100.
On the other hand, in the RTI approach struggling students’ skills are consistently
monitored to determine whether they show adequate growth following the
implementation of high-quality instruction. “Students who do not respond
adequately to research-validated instruction in the general education classroom
are provided with increasingly intensive and validated interventions” (The IRIS
Center, 2006).
2. List at least four benefits of using an RTI approach with struggling students.
1. Fewer students struggle before receiving help
2. Students who are struggling academically receive immediate support and
intervention
3. The amount of time students struggle is significantly decreased
4. Struggling students’ identification is based on classroom performance and
progress monitoring data
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.
1. Once Compton has been identified as a struggling reader, his teacher should
consider using the first step in the RTI approach, Tier 1 instruction, which consists
of a “core reading program of scientifically validated reading practices” (The
IRIS Center, 2006). In this stage, Compton’s instructor should be frequently
monitoring his progress – usually on a weekly basis. While this step includes
intervention for all students in the classroom, his data should be more carefully
evaluated to determine whether this form of instruction is effective.
4. Assume that your recommendation for Question 3 was implemented; however, Compton’s
progress continues to be insufficient. Name and explain the next step in the RTI approach.
1. If Compton does not show adequate improvement within the several weeks of
ongoing monitoring, the next step that should be taken is the Tier 2 instruction.
The indication that he is still struggling should lead his instructor to provide
Compton with more intensive, small group reading interventions while continuing
to monitor his progress with the small group. This instruction may occur
anywhere from several times a week to every day. If Compton’s progress
monitoring data shows improvement then he may return to receiving only Tier 1
instruction, however if his progress shows insufficient progress then they may
need to take the next step, Tier 3 intervention. This final step provides more
intensive, individualized instruction or even special education services.
References
The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti01-overview/