I agree with targeting interventions.  That should be standard procedure
and practice.  In the case of working with incarcerated adults, they
usually have had a previous identification, so re-evaluations support
the need for continued services.  The only time I see RTI as a
disadvantage is when you have a student that has made little progress in
the public school setting who has not been identified and clearly
demonstrates they are significantly below expected achievement.  You
don't have much time with the 18 or 19 year old adult; I would prefer
psychoeducational testing to use the discrepancy model.

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Wednesday, November 07, 2007 4:01 PM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1481] Re: RTI


RTI-- or some other more realistic approach--will not replace the
discrepancy model as long as we as a culture remain so wedded to the
idea that a test or set of tests tells us something meaningful about how
a person learns best in a real learning situation.

The one major advantage I can see to RTI at this point is that it
requires targeted intervention and better teaching before a person can
be shuffled off in the referral process, which, in my wide experience as
a special needs teacher, director of several tutoring programs and
consultant, is often used to move a puzzling student out of a classroom.


Robin Lovrien Schwarz, M. Sp. Ed:LD, 
Independent Consultant in Adult ESOL/ Education and Learning
Difficulties



-----Original Message-----
From: Hayden, Geraldine M. <Geraldine.Hayden at vadoc.virginia.gov>
To: The Learning Disabilities Discussion List
<learningdisabilities at nifl.gov>
Sent: Wed, 7 Nov 2007 2:14 pm
Subject: [LearningDisabilities 1477] Re: [Possible SPAM] Re: Transition
Questions


I can't see that RTI will ever replace the discrepancy model.
Geraldine M. Hayden 
SPED/504 Coordinator 
Department of Correctional Education 
Fluvanna Correctional Center for Women 

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov
<mailto:learningdisabilities-bounces at nifl.gov?> ] On Behalf Of Smith,
Russell
Sent: Wednesday, November 07, 2007 1:25 PM
To: The Learning Disabilities Discussion List
Subject: [Possible SPAM] [LearningDisabilities 1476] Re: Transition
Questions


Excellent question!  One would hope that some form of standardized would
have been performed by the public school to help individualize the IEP.
In Missouri, the Department of Corrections is facing the same question.
Although we may not start to see any student's who are declared eligible
by RTI for many years.  Until IQ discrepancy is declared illegal, which
may happen during the next reauthorization, we will continue to use it
to diagnose student's with SLDs.
 
Russell  L. Smith
Education Supervisor I
Special Education Compliance
We have met the enemy and he is us Pogo (Walt Kelly)
 
 
 

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov
<mailto:learningdisabilities-bounces at nifl.gov?> ] On Behalf Of Michael
Tate
Sent: Monday, November 05, 2007 1:51 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 1459] Re: Transition Questions


My state's K-12 education department has decided to implement
Responsiveness to Intervention (RTI) at the primary level first, then
middle school, and then high school. 
 
When we in adult education begin to see students with LD that were
served in the RTI model, what kind of transition documents, evidence,
plan, testing, etc will they come with?  
 
What kind of revision of our adult education disability services
eligibility rules and processes might be needed?  They are written in
the discrepancy model context, so they require students to bring
evidence of a diagnosis of LD  which is typically based on the
discrepancy of IQ and achievement testing, a diagnostic interview, and
other life data, and in some cases, goes the next step and suggests
classroom and testing accommodations.
 
  
 
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov
<mailto:learningdisabilities-bounces at nifl.gov?> ] On Behalf Of Will
Fagan
Sent: Monday, November 05, 2007 10:09 AM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 1456] Re: Transition Questions
 
Is there a common diagnosis for learning disability across the nation?
Are common tests used as part of this diagnosis?
Or would diagnosis of learning disability depend on the state or region
or district  in which a person lives?
Bill Fagan
 
 
 
On 4-Nov-07, at 7:49 PM, PatMFL at aol.com wrote:


1.  For the student with a learning disability that is planning on
continuing their education at a post-secondary institute, what
information should the student know about themselves and what would be
the best documentation to provide?   

2.  What information should be included in a student's summary of
performance so that this document would be useful to those who will be
providing services in post-secondary settings?

3.  What transition assessments provide the most useful information for
the student with a learning disability that is planning on continuing
their education in a post-secondary institution?

4.  What are the skills that need to be learned by a student with a
learning disability that is transitioning from a "world on entitlement"
to a "world of eligibility"?

Patrick Mulvihill, M.Ed
Consultant
The Transition Center at the University of Florida



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