· 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 progress monitoring.
· 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.