EDSP 360
RTI Assessment Questions
Liberty University Professor
EDSP 360
RTI Assessment Questions
Q1: Options for Identifying Students with Learning Disability
One of the options for identifying struggling students is through the “IQ-Achievement
Discrepancy Model”. The model is an older version used to identify the possibility of a student
having a disability in learning and requires unique education services. It is entirely built on the
concept of a normal curve. It analyses an essential difference between a student’s scores on a
personal examination of overall intelligence and their scores from class achievement (Bradley et
al., 2002). The criteria accepted for identifying the struggling students with the “IQ-achievement
discrepancy model” is a distinction with a minimum of two-standard deviations. A learner with
a mean score of 100 is expected to obtain average scores on the achievement test. The learners
with disabilities exhibit unexpected disabilities in learning since their level of achievement is
extremely below the value predicted by the IQ scores.
Another option for obtaining students struggling with learning is known as the
“Response-to-Intervention Approach (RTI”). The essential feature of the approach is that it
expects an improvement in classroom instructions; hence ineffective classroom instructions are
eliminated from the reasons contributing to low academic performance. High-quality
instructions involve the effective processes that have been confirmed through extensive research.
The instructional procedures can be regarded as evidence-based instruction, scientifically based
practices, and research-validated instruction. In the RTI approach, the skills for the struggling
learners are monitored to identify if there is adequate responsiveness after the execution of high-
RTI Assessment Questions
Liberty University Professor
EDSP 360
RTI Assessment Questions
Q1: Options for Identifying Students with Learning Disability
One of the options for identifying struggling students is through the “IQ-Achievement
Discrepancy Model”. The model is an older version used to identify the possibility of a student
having a disability in learning and requires unique education services. It is entirely built on the
concept of a normal curve. It analyses an essential difference between a student’s scores on a
personal examination of overall intelligence and their scores from class achievement (Bradley et
al., 2002). The criteria accepted for identifying the struggling students with the “IQ-achievement
discrepancy model” is a distinction with a minimum of two-standard deviations. A learner with
a mean score of 100 is expected to obtain average scores on the achievement test. The learners
with disabilities exhibit unexpected disabilities in learning since their level of achievement is
extremely below the value predicted by the IQ scores.
Another option for obtaining students struggling with learning is known as the
“Response-to-Intervention Approach (RTI”). The essential feature of the approach is that it
expects an improvement in classroom instructions; hence ineffective classroom instructions are
eliminated from the reasons contributing to low academic performance. High-quality
instructions involve the effective processes that have been confirmed through extensive research.
The instructional procedures can be regarded as evidence-based instruction, scientifically based
practices, and research-validated instruction. In the RTI approach, the skills for the struggling
learners are monitored to identify if there is adequate responsiveness after the execution of high-
