Reference no: EM131547370
DIRECTIONS: READ THE FOLLOWING STUDENT POST AND RESPOND. CITE REFERENCES USING APA FORMAT.
The RTI model is a multilevel prevention framework applied in educational settings that is made to maximize a student's achievement. This information is maintained through data that will identify student's ability for learning, outcomes that may be poor, and evidence based intervention that can assist the student with awareness (Cohen, Swerdlik, &Sturman, 2013).
Concerns that may exist with using an RTI model
Some concerns that may exist when using the RtI model include
1) What criteria should be used when taking a student from one level to another?
2) Which tests should be used to assess learning and response to the intervention provided?
3) What are the roles of those involved in the student's intervention when implementing the RtI?
(Cohen, et al., 2013) Questions regarding the exact nature of a learning disability and the relationship with intelligence and academic learning remain a concern with RtI (Cohen, et al., 2013).
Identify limitations or concerns
A diagnostic test is a tool that is used to identify an area of deficit which needs to be targeted for intervention. When diagnostic information is found in educational context is applied to tests or test data used to pinpoint a student's difficulty (Cohen, et al., 2013). These tests do not always provide information that will answer the question of why a learning difficulty actually exists.
Other tests are needed such as psychological, educational, and even medical exams to answer the question of definite learning difficulties and why they exist (Cohen, et al., 2013).
A concern is the ability of a student performing well on a test by understanding a concept that has been previously taught is that some will be successful and others may not. Curriculum-based measurement (CBM) has become an interest due to this concern. A CBM is a type of assessment used for standardized measurement procedures to find local norms to be used in evaluation of a student's performance on curriculum-based tasks (Cohen, et al., 2013).
Identifying strengths in progress monitoring
The Woodcock Reading Mastery Tests measures reading readiness and reading achievements which can be a useful tool to allow for monitoring progress throughout time with students within a reading ability. Psychoeducational test batteries are test kits that allow for measuring abilities and achievement in areas to allow for comparison to a student's ability with other students and also their own strengths and weaknesses.
One of these tests is the Kaufman Assessment Battery for Children which has been shown to predict achievement allowing for teachers to use strengths in teaching methods to allow for further progress in a child's knowledge (Cohen, et al., 2013).
Summary of Information
After reviewing different tests provided in this chapter there are many different test options. The RtI model is used to maximize a student's achievement, allowing for teachers to provide evidence based instruction, student's learning is regularly evaluated, and intervention given where necessary. Achievement tests are designed to measure accomplishment of the student taking the tests on the level it is being given.
CBM is a test that measures information that a student has been taught through teachings provided through school curriculum. Intelligence and Academic Achievement Tests and Intelligence Tests evaluate knowledge that a student has dependent on the level of school they are currently in. Each of these play a role in monitoring educational progress dependent on their level of schooling, student's current learning situation, and the possibility of learning disabilities present at the time testing.
Reference
Cohen, R.J., Swerdlik, M.E., &Sturman, E.D. (2013). Psychological testing and assessment (8thed.). Dubuque: McGraw-Hill Education.