Identifying students with learning disabilities early on is important for student’s academic success. Schools have two options for detection of students with learning disabilities: the IQ Achievement Discrepancy Model or the Response to Intervention Approach. The IQ Achievement Discrepancy Model uses the common bell curve to assess the discrepancy between IQ score of students and a set norm. The data is used to determine whether a student has a disability. Response to Intervention (RTI) is a multi-tiered system that allows educators to detect potential learning disabilities and provide early intervention. Unlike the IQ Achievement Discrepancy Model, RTI uses data to guide instructional placement that is most beneficial to the student. Without …show more content…
These tiers are known as Primary Prevention (Tier 1), Secondary Prevention (Tier 2), and Tertiary Prevention (Tier 3). Primary Prevention Primary Prevention is whole class instruction, provided in the general education classroom. Students are all taught using high quality, research-based instruction. Differentiation occurs at the level to support the different skill levels of learning styles of the students. Student progress is tracked to identify potential learning difficulties. Secondary Prevention Tier 2, or secondary prevention is provided in small groups a few times a week. Students who are receiving Secondary Prevention still participate in the whole class instruction. Progress is monitored weekly to collect data on the student’s improvements. Tertiary …show more content…
Through these assessments, students are identified as at-risk and their progress will be monitored closely. Progress Monitoring Within the RTI framework, progress monitoring is used to monitor student performance. This allows educators to determine whether students are making adequate progress. Progress monitoring guides intervention and instruction for students at all levels. Some of the many benefits of progress monitoring is allowing educators to more quickly and effectively make informed decisions about their instructional approaches for students, documentation of student progress is available, and an improvement of communication about student progress between the student’s supports. While progress monitoring is used to monitor all students, it is used more frequently to monitor those that the universal screening process identified as at-risk, and to continually track the progress of students and guide the delivery of instruction at the Tier 2 and Tier 3 levels of intervention. Progress monitoring at these levels allows for the tracking of student progress to determine whether the current placement continues to be appropriate for the