1. Response To Intevention
Theory, Practice, Problems, Question

2. RTI Theory Dual Discrepancy Tiered Interventions
“Multiple Gating”
Working with struggling students in context of “scientifically-based effective instruction” (SBEI)
Methods of instruction: Reading, Writing, and Mathematics comprehension and skills
Assessment design: General Outcomes Measurement (CBM)
Designed as a practice to replace tendency to identify SLD using “discrepancy” models
Between achievement and intellectual ability

3. RTI Practice
From a small “alternative” in Special Education law for special educational assessment to established instructional model in whole school districts or school sites
Patterned after the PBIS model on environmental supports for positive social behavior to
examine instructional methods supporting all children and how some children “fail to respond” to SBEI thereby creating instructional “tiers”
Student Groups Discuss Current Experiences in Schools Using RTI

4. Problems
Use of GOM’s become more standardized, less formative (e.g., DIBELS)
Often does not look at instruction, focuses only on student progress
Incorrect interpretations of assessment results (learning disability vs. second language acquisition)
Treats students with potential learning disabilities all the same, neglects unique characteristics of students
May ignore or overlook contextual elements of student growth (acculturation process, level of language proficiency, etc.)
Does not always focus on learners’ needs
Fails to consider relationships between student experiences and their school environment
Issues of implementation across the curriculum

5. Questions What is the evidence base supporting RTI as a theory?
Is there evidence for dual discrepancy to explain learning disability? Other disabilities?
Is there evidence to support GOMs vs. a broader implementation of Curriculum-based Assessment (CBA)
Does RTI explain learning disability better than the achievement/discrepancy model? Is it the same? What are its advantages?
Is their evidence supporting educational “tiers”? Do they capture students with disabilities or just students with “learning difficulties”?
What is the evidence base supporting effective instruction for historically under-served and under- achieving students?

6. Questions: Practice
Do tiered models examine students using SBEI? How is SBEI operationalized? With whom? And do the tiers differentiate between multiple kinds of learning “difficulty”—Disability, differential competency in language learning, behavioral influences?
Are tiered models equitable or prone to discriminatory assessment?
Other questions?
Students Add Observations here: