Helter Skelter: When RTI & Childfind Collide | Torin Togut

Lawyer, Torin Togut, explains the difference between RTI and the need to refer to special education, as he described in his article linked below. This paper aligns with the guidance given when Texas was under corrective action for Childfind. These two services are not exclusive. He also describes the basic elements of any RTI program. Here's a link to his article.

What do you do when you know the instructional experiences and the interventions for a child you are testing are not ideal? We explore the RIOT and ICEL matrix for creating the right blurbs for talking about this in your FIE. See this link for some examples. Here's a link for the AIR resource. Here's one from Intervention Central's website.Minnesota resource link.Related Books: Untangling Data-Based Decision Making(See next episode for Perry Zirkel article).

Dr. Robin Codding tells us how we can test for math disabilities and drive instruction at the same time- the Evidence-Based way!1. Codding, R. S., Nelson, G., Kiss, A. J., Shin, J., Goodridge, A., & Hwang, J. (2025). A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures. School Psychology Review, 54(3), 275–290. https://doi.org/10.1080/2372966X.2023.22240552. Codding, R. S., Peltier, C., & Campbell, J. (2023). Introducing the Science of Math. TEACHING Exceptional Children, 56(1), 6-11. https://journals.sagepub.com/doi/epub/10.1177/004005992211217213. VanderHeyden, A. M., Codding, R. S. Belief-Based Versus Evidence-Based Math Assessment and Instruction: What School Psychologists Need to Know to Improve Student Outcomes By Amanda M. VanDerHeyden & Robin S. Codding (2021). The science of math: The importance of mastery measures and the quest for a general outcome measure. https://eric.ed.gov/?id=EJ1322824 4. https://files.eric.ed.gov/fulltext/ED500486.pdf 5. https://ies.ed.gov/ncee/wwc/practiceguides6. https://www.thescienceofmath.com/7. https://intensiveintervention.org/

More concerning trends in the Texas special education populations. Dyslexia Identification: https://eric.ed.gov/?id=EJ1441293Trends In Rates: https://eric.ed.gov/?id=EJ1291402Texas Special Education Report: https://files.eric.ed.gov/fulltext/ED677545.pdf

Eric Elias is a co-host of the School Psyched! Podcast, and was School Psychologist of the year this year. He shares the hot topics discussed at NASP this year, and we discuss his article: Muddled Measurement : https://www.researchgate.net/publication/350098337_Muddled_Measurement_A_Historical_Perspective_on_Questionable_Practices_in_School_Psychology's_Assessment_of_Learning_Disabilities#fullTextFileContentIf you want to follow the School Psyched podcast, you can join live discussions by going here: https://thetestingpsychologist.com/podcast-crossover-with-school-psyched-rebecca-comizio-rachael-donnelly-and-eric-elias/

In this episode, we talk about some trend in special education populations in Texas. We used reports from DeMatthews et al. (2025) as a springboard for our discussion.https://texaserc.utexas.edu/wp-content/uploads/2025/04/Texas_Special_Ed_Report_4.4.2025.pdfhttps://tea.texas.gov/about-tea/news-and-multimedia/annual-reports/annual-report

Is there a time when something is not normal but it is also not a disability?Is there a time when something IS normal, but it is a disability?We tackle ideas about what it means to be disabled. It's not a simple as it seems.

Becki takes lists her top ten take away tips for the ways in which the new WJ V compares to previous versions of the test.

Nazzie discusses the new definition of Dyslexia as published by the International Dyslexia Association with listeners. The discussion includes a summary of her publication that attempts to analyze and critique the Texas guidance documents against evidence-based assessment practices. Here's a link to the article: https://www.etamu.edu/wp-content/uploads/2025/09/2025-Pater-Rov-Tagged.pdfIf you want to know more about the new definition of dyslexia, refer to the International Dyslexia Association.

Dr. Shanahan talks to us about how misinterpretations of reading theory by teachers may be limiting students' opportunities to develop literacy skills at higher levels. He's concerned about what happens after teacher help kids crack the code.Here's a link for purchasing Dr. Shanahan's book: Leveled Readers, Leveled Lives. Here's a link to Dr. Shanahan's blog.