The primary purpose of the response to RTI model intervention is to recognize, utilize and assist students who have difficulties in learning. This model seeks to expand the accomplishment of a student through distinguishing students who are falling behind and those who are in danger of having learning difficulties then dealing with these problems (Plake& Wise, 2014). During the utilization of the RTI model to recognize these difficulties, many concerns may arise. To begin with, each state is diverse with regards to controls and laws which may limit the RTI model utilization, one’s knowledge, the correlation among learning, additionally, how the policies are aligned needs to correspond with specific state rules.
On the other hand, there are tests with regards to diagnostic tests. For instance, educational program based measurements and standardized tests. Also, it is commanding to be cautious when directing these types of tests because it is needed to be sure that the tests will estimate one’s intelligence in a precise manner (Plake& Wise, 2014). A standardized test is essential for children requiring help since it will help the experts to see the shortcoming and qualities of the student. Educatio9nal based programs, on the other hand, are used to measure performance.
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These models and tests are all used to distinguish students with learning disabilities and to screen the educational progress (Yssel, Adams, Clarke & Jones, 2014). The primary model that is used to recognize students with difficulties in learning and to develop various ways of helping these students is the RTI model. Educational based program measurements are used to compare those who do not have learning inabilities and those who have learning incapacities (Plake& Wise, 2014). This is not reasonable because any test that is standard should quantify student knowledge and progress. There should never be a correlation between students to ensure that all of them are dealt with well, but there should be more focus on each individual.
References
Plake, B. S., & Wise, L. L. (2014). What is the role and importance of the revised AERA, APA, NCME Standards for Educational and Psychological Testing?. Educational Measurement: Issues and Practice , 33 (4), 4-12.
Yssel, N., Adams, C., Clarke, L. S., & Jones, R. (2014).Applying an RTI model for students with learning disabilities who are gifted. Teaching Exceptional Children , 46 (3), 42-52.
