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Unit 7 DQ1.docx - Unit 7 DQ1: Testing and Progress This...

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Unit 7 DQ1:Testing and ProgressThis week, 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 identifiesthree levels of intervention or teaching to facilitate learning for all students. Subsequently, itbecame important to determine tests or assessments, which would provide monitoring orprogress within each level of instructional intervention. However, this model for teaching hasnow been utilized as a method for identifying students as having a learning disability.You were also introduced to a number of diagnostic measures for monitoring progress, whichincluded nationally standardized tests alongside locally normed standardized measurementprocedures called CBM. In addition, the authors of yourPsychological Testing andAssessmenttext presented several questions and concerns regarding the use of diagnostic testswhen working with individuals suspected of having learning disabilities.Based on this week's readings, complete the following for this discussion:Outline the concerns that may exist with using an RTI model when identifying studentssuspected 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 whomay have a learning disability.Identify some of the strengths in using these tests or measurements for progressmonitoring.
Summarize this information and present a recommendation for the use of the RTI model,nationally standardized diagnostic tests, locally normed CBM, and intelligence and academicachievement tests, and their role in monitoring educational progress and identification of alearning disability.

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