IQ Achievement Discrepancy Model

Many middle school students struggle in literacy skills. These same students more than likely struggled in elementary school. Elementary school settings encompass a respect and prevention to literacy that holds Response to Intervention as the foundation for their students. However, where does this hold truth with middle schools? The IQ achievement discrepancy framework may be the only assessment in middle school settings. But, is this enough to address struggling students? The purpose of this literature review is to investigate how leaders surpass the IQ achievement discrepancy by implementing a systematic, effective Response to Intervention Framework spearheading through existing challenges to benefit students and teachers in middle …show more content…
(2011) suggests IQ Achievement Discrepancy model identifies students with specific learning disabilities but not early on. Albrecht & Turse (2015) suggests IQ Achievement Discrepancy identifies students with a learning disability but not until around the third grade. This is an issue especially for those students who need remediation to prevent ongoing reading skills. Therefore, students are not identified until they are already failing. This consequently hinders student being able to catch up to the correct grade literacy level by middle school. However, Miller et al. (2011) identifies a recent update where IDEA finds discrepancy in the model between achievement and intellectual ability. IQ Achievement Discrepancy Miller et al. (2011) suggests IQ achievement discrepancy model surrounds multiple discrepancies that deal with the test that are implemented, the inconsistency of how the model is implemented between states, and controversies about the objective based decision making …show more content…
The elements of a successful RTI model in middle schools intertwines three things. There is a flow between them which increases overall success in the middle school. Universal Screening, progress monitoring, and levels of intervention when followed from first to last increase middle school literacy achievement. Response to Intervention implements early screening for at risk students. Alexander, Allen, Deshler, Mellard, Prewett, and Stern (2012) implies NCRTI identifies universal screening as a brief assessment done at the beginning of the school year predicting at risk students who may or may not need remediation. Bruce, O’Reilly, Pillarisetti, & Sabatini (2012) and Albrecht et al. (2015) suggests universal screening identifies strengths and weaknesses in those individuals who may or may not be classified as at risk students. This step is very important and effective if utilized properly. It must be done first and foremost. Within universal screening, Alexander et al. (2012) suggests administering an oral reading fluency assessment and a behavioral assessment with these students. Sometimes in middle schools, students have behavior issues that downplay their academic success, so this will alleviate these students for a different type of intervention. After the conclusion of universal screening for at risk students, students receive an individualized set schedule of

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