“In this unit, you read about changes over time in the procedures for evaluating
SLDs. Recently, most states changed their existing rules and regulations to
include an RTI model, which identifies three levels of intervention or teaching to
facilitate learning for all students. Subsequently, it became important to
determine tests or assessments, which would provide monitoring or progress
within each level of instructional intervention. However, this model for teaching
has now been utilized as a method for identifying students as having a learning
You were also introduced to a number of diagnostic measures for monitoring
progress, which included nationally standardized tests, as well as locally normed
standardized measurement procedures called CBM. In addition, the authors of
your Psychological Testing and Assessment text presented several questions or
concerns regarding the use of diagnostic tests when working with individuals
suspected as having a learning disability.
Based on your unit readings, complete the following for this discussion:
Outline the concerns that may exist with using an RTI model when
identifying students suspected as having a learning disability.
Identify some of the limitations or concerns that may result from using
diagnostic tests (both nationally standardized and CBM) when working with
all students, as well as students suspected as having a learning disability.
Identify some of the strengths in using these tests or measurements for
Summarize this information and present a recommendation for the use of
the RTI model, nationally standardized diagnostic tests, locally normed
CBM, and intelligence and academic achievement tests, and their role in
monitoring educational progress and identification of a learning disability.
Be sure to cite specific AERA standards for educational testing and assessment
that have direct bearing on this discussion; in particular, assessments serving
multiple purposes, and informing teaching and learning.”
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