Respond to at least two colleagues in one of the following ways:
Take an alternate position to the one expressed in your colleague’s post, and explain why you disagree.
Share an insight you gained from your colleague’s post, and explain how it relates to your area of interest, your course project, or your current or future professional experience.
Suggest an article to support or refute your colleague’s post.
Karen Guzman-Scooler
RE: Discussion 1 – Week 7
When using RTI as a method for identifying learning disabilities, such as achievement discrepancy, it is crucial to understand that according to Fletcher, Denton, Francis (2005) there has to be met criteria. These criteria include “(a) response to instruction, assessed through progress monitoring and evaluations of the integrity of interventions; (b) assessment of low achievement, typically through norm-referenced achievement tests; and (c) application of exclusionary criteria to ensure that low achievement is not due to another disability (e.g., mental retardation, sensory disorder) or to environmental and contextual factors (e.g., limited English proficiency)”.
A method I would prefer when it comes to RTI is to work on reducing the role that IQ helps to further identify any potential cognitive ability discrepancies for identification (Fletcher, Denton & Francis, 2015).
When using RTI as a preventive for addressing learning challenges in students who are at risk, it could actually improve overall achievements and any behavioral outcomes that occur in students (Fletcher, Denton & Francis, 2015).
References:
Fletcher, J. M., Denton, C., & Francis, D. J. (2005) Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected underachievement. Journal of Learning Disabilities, 38(6), 545–552
Gilbert Alexandre
RE: Discussion 1 – Week 7
RTI is a multitier approach to use to identify and support student learning and behavior needs. RTI applies with the student with high or higher quality learning intelligent capability. (Fletcher. Denton., & Francis, D. J. (2005) R T I can also be used with slow learning in special education, specialist and general education setting, meaning advance learning with high IQ’S. According. (Fletcher, J. M., Denton, C., & Francis, D. J. (2005) RTI is a multitier approach use to identify and support student learning and behavior RTI applies with a student with high or higher quality learning intelligent capability. (Fletcher. Denton., & Francis, D. J. (2005) R T I can also be used with slow learning in special education, specialist and general education setting, meaning advance learning with high IQ’S. According to an educated decision about the intensity and duration of intervention, are based on an individual student who response to given instruction well. RTI also provides parent and or caretaker with a progress report, about their child activity and performance.
A method that I would prefer when implementing RTI is using intelligent capability and study method or many of scholar use as high IQ. (Fletcher, J. M., Denton, C., & Francis, D. J. (2005) To identify each individuals learning process, and help them with any discrepancy with achievement or behavior and identifying their level of learning ability depending on their criteria with specialized or slow learners or advance learning criteria.
RTI used as a method for preventing learning challenges in students who are at risk is to identify leaning ability. (Fletcher, J. M., Denton, C., & Francis, D. J. (2005). Also help a child exceed their learning process better by connecting them with specific teachers who specialize in a subject, to help increase a child potential to improve in their learning ability. An educational decision about the intensity and duration of the intervention is based on an individual student who response to given instruction well. RTI also provides parent and or caretaker with a progress report, about their child activity and performance.
Reference
Fletcher, J. M., Denton, C., & Francis, D. J. (2005) Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected underachievement. Journal of Learning Disabilities, 38(6), 545–552.