Response to Intervention (RTI) Panel Discussion . March 31, 2011. RTI Panel Discussion. Dean Robert Bangert-Drowns, moderator Panelists: Dr. Frank Vellutino, Educational Psychology & Methodology Dr. Peter Johnston, Reading Dr. Kevin Quinn, Special Education
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March 31, 2011
Dr. Frank Vellutino
No control for pre-school experiences and instruction
Low diagnostic validity of most tests
Rely primarily on IQ-achievement discrepancy
“Wait to fail” approach to classification
Too many children classified as “disabled learners” (10%-20%)
Low expectations for achievement
No direction for instruction
Little or no attention given to the nature and quality of instruction
Marie Clay’s Reading Recovery: The Prototypical RTI Model
Over two decades of research undermining the use of the IQ-achievement discrepancy to define learning disabilities.
Well over a decade of intervention research documenting the utility of using an RTI approach to identifying learning disabilities in lieu of the IQ-achievement discrepancy.
IDEIA (2004) which allowed and encouraged the use of RTI approaches to LD classification in lieu of traditional psychometric and discrepancy-based approaches.
Widespread implementation of RTI approaches to LD classification in subsequent years.
Dr. Peter Johnston
A. A measurement problem – a strategy for identifying children who have disabilities. (§ 300.307)
B. An instructional problem – a strategy for ensuring a child has appropriate instruction, thereby reducing the number of children who end up with disabilities. (§ 300.307)
Dr. Kevin Quinn
Systems for Students with High-Risk Behavior
Systems for Students with At-Risk Behavior
Wide Systems for
Staff, & Settings
~80% of Students
Supporting Social Competence &
~80% of Students
Continuum of Support for ALL
Label behavior…not people
Dec 7, 2007
Integrated Behavior and Reading Supports
Independent Behavior and Academic Supports
Dr. Stacy Williams
Differentiating instruction for a diverse classroom,
Ongoing curriculum-based data collection and analysis,
Evidence-based intervention strategies for both academics and behaviors,
Progress monitoring processes and procedures,
Problem-solving methods to facilitate data-based instructional decision-making, and
Professional collaboration skills.
Dr. Donna Scanlon
Books & Print
and Word Learning
Strategic Word Learning
The Alphabet Principle &
Motivation & Engagement