The two options for identifying students with learning disabilities include the discrepancy model and the response-to-intervention model. The discrepancy model consists of the student being given an intelligence test, usually the WISC-IV, to measure a sample of a student’s performance on tasks related to reasoning, memory, learning comprehension, and ability to learn academic skills; followed by a norm-referenced achievement test, such as theWIAT-II, to access the student’s academic skills in reading, written language, and mathematics. These two tests’ scores show how much the student’s score differs from the average score; measurement of these scores that compare and contrast what a student is expected to achieve based on IQ and what a student
