Two educational consultants are tasked with helping a classroom with students of varying abilities and skills. One is a behavior analyst; the other is not. The classroom is currently using a standard 'behavior system,' i.e., response cost and inconsistent delivery of praise. The behavior analyst recommends a dynamic reinforcement system, wherein student behavior is reinforced for meeting behavioral expectations as defined and taught in accordance with the school rules. The other educational consultant objects to this approach on the grounds that it manipulates students, makes them overly dependent on tangible/social reinforcement, erodes intrinsic motivation, and diminishes a child's overall pleasure. Which consultant is right? Should we use incentives and rewards to change people's behavior? Two teams will face off in a structured debate on this issue.

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Currently 706 teacher prep programs, across 38 states (AACTE, 2016), are participation in edTPA in some aspect. EdTPA, a performance-based assessment of teacher candidate quality and effectiveness, is now required in numerous states in order to receive licensure. Since its inception, participating special education teacher candidates have consistently scored lower overall than all other comparable disciplines.

This session will address the importance of training pre-service teachers to inform parents about RTI-based assessment of LD. A synthesis of research will examine issues in assessment and placement processes, timelines, and parental communication. Attendees will be enabled to identified essential RTI information that should be provided by schools districts.

Currently 626 teacher prep programs, across 47 states (AACTE, 2015), require teacher candidates complete and pass the edTPA, a performance-based assessment of teacher candidate quality and effectiveness in order to receive licensure. Since its inception, special education teacher candidates have consistently scored lower overall than all other comparable disciplines.

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Results of two nationwide studies indicated inconsistency across states and their districts in relation to many critical elements of RTI. Given these results, a checklist will be proposed to improve consistency in RTI implementation and assessment practices to ultimately help rural school districts more accurately identify students with learning disabilities.

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