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] 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] 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] 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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