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  • Edse321 Reflection4

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    Kristin Foster appreciated views presented in a webinar on discrepancy models in special education eligibility. Academic discrepancy refers to the gap between a student's actual and expected academic level, while progress discrepancy measures academic growth over time. If a student makes progress closing the academic gap or maintains a small gap, they may not qualify for services. The webinar also addressed Response to Intervention tiers, noting that students need not progress through each tier and those in the lowest 12% should go straight to the most intensive tier to avoid waiting to fail. Using a bell curve to determine tiers was seen as sensible.

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    Kristin Foster appreciated views presented in a webinar on discrepancy models in special education eligibility. Academic discrepancy refers to the gap between a student's actual and expected academic level, while progress discrepancy measures academic growth over time. If a student makes progress closing the academic gap or maintains a small gap, they may not qualify for services. The webinar also addressed Response to Intervention tiers, noting that students need not progress through each tier and those in the lowest 12% should go straight to the most intensive tier to avoid waiting to fail. Using a bell curve to determine tiers was seen as sensible.

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    21 vues1 page

    Edse321 Reflection4

    Transféré par

    api-253455748
    Kristin Foster appreciated views presented in a webinar on discrepancy models in special education eligibility. Academic discrepancy refers to the gap between a student's actual and expected academic level, while progress discrepancy measures academic growth over time. If a student makes progress closing the academic gap or maintains a small gap, they may not qualify for services. The webinar also addressed Response to Intervention tiers, noting that students need not progress through each tier and those in the lowest 12% should go straight to the most intensive tier to avoid waiting to fail. Using a bell curve to determine tiers was seen as sensible.

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    Kristin Foster

    EDSE 321
    Reflection #4

    Thank you for showing us the webinar. He is a truly a bright man.


    I appreciated the views on discrepancy. Academic discrepancy being the space
    between the level they should be academically and the level they are at. Then there is
    progress discrepancy, which is the amount of academic growth they have made during
    a specific set of time. If the student is making progress and closing the academic gap
    they may have just needed different/ more instruction. If this child continues to maintain
    a small academic discrepancy may not qualify for special education. Both of these
    discrepancies are important for qualifications.

    I appreciated his view on the RtI system. That being students do not have to
    progress through each tier. If students have to wait in each tier it is kind of like waiting to
    fail. So if a child is in the lowest 12% of their class they should not first start in tier 1, but
    go straight to tier 3. This child will need the most intensive services. I think it makes
    sense to use the bell curve to determine what tier the students should be on.

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