Screening & Progress Monitoring Flashcards

A CDT wants to assess whether a student has made meaningful progress in phonemic awareness after 12 weeks of intervention. Which approach best demonstrates reliable growth?

Answer: Show multiple progress monitoring data points collected across the intervention period with an upward trend

Multiple data points over time are far more reliable evidence of genuine growth than a single post-test comparison.

The Term 'curriculum-based measurement' (CBM) in the context of reading progress monitoring refers to:

Answer: Brief, standardized, repeated probes drawn from the curriculum used to gauge rate of improvement

CBMs are brief, standardized, repeatable probes designed to measure student growth in the curriculum over time, widely used in RTI/MTSS frameworks.

A CDT is monitoring a student's spelling progress as an indirect indicator of phonics and orthographic knowledge. Which measure would provide the most direct reflection of phonics application?

Answer: Analyzing phoneme-grapheme correspondences in student spelling errors on a standardized spelling inventory

Error analysis on a spelling inventory reveals which phoneme-grapheme patterns a student has or has not mastered, directly informing phonics instruction.

According to the International Dyslexia Association (IDA), which professional is primarily responsible for screening students for dyslexia risk in the school setting?

Answer: Any trained educator, including classroom teachers, reading specialists, and CDTs

IDA supports universal screening conducted by trained educators at multiple levels, not restricted to psychologists or special education staff.

When a student's progress monitoring data shows high variability (zigzag pattern) around the aim line, the CDT should FIRST:

Answer: Examine whether the probes are being administered and scored consistently, and look for sources of variability

High variability often reflects inconsistent administration conditions or other external factors, which must be ruled out before changing the intervention.

Which of the following scenarios represents appropriate use of screening data under ethical guidelines for CDTs?

Answer: Sharing screening data with the IEP team to inform instructional planning and intervention decisions

Screening data should inform instructional planning and be shared with relevant team members; it cannot diagnose dyslexia and must not be withheld from parents.

A student is in fourth grade and has been receiving Tier 2 reading intervention for 16 weeks with minimal growth on weekly ORF probes. What is the most appropriate next step according to MTSS principles?

Answer: Move the student to Tier 3 intensive intervention and consider referral for comprehensive evaluation

Minimal response to Tier 2 after an adequate period is the signal to intensify support to Tier 3 and explore whether a comprehensive evaluation is warranted.