Screening & Progress Monitoring Flashcards

A second-grade student scores at the 12th percentile on a phonological awareness screener. Which next step is most appropriate for the CDT?

Answer: Conduct additional diagnostic assessment to confirm dyslexia risk and inform instruction

Screener results indicating risk should prompt further diagnostic assessment rather than immediate labeling or skipping to the highest intervention tier.

Which measure is MOST useful for monitoring the fluency component of reading progress in a student receiving dyslexia intervention?

Answer: Oral reading fluency probe (words correct per minute)

Oral reading fluency probes provide a reliable, sensitive index of reading automaticity and are widely used for progress monitoring.

A progress monitoring graph shows a student's data points consistently falling below the aim line over four consecutive probes. What action is indicated?

Answer: Adjust or intensify the intervention to better address the student's needs

Data decision rules in progress monitoring specify that insufficient growth after several probes warrants modifying the intervention.

The Phonological Awareness Literacy Screening (PALS) is best characterized as which type of assessment?

Answer: Universal screener used across a whole class or grade level

PALS is a universal screener designed for broad administration to identify students at risk for reading difficulties.

Which of the following best describes the purpose of benchmark assessments in a multi-tiered system of support (MTSS)?

Answer: To screen all students at set intervals (e.g., fall, winter, spring) and identify risk

Benchmark assessments are given school-wide at regular intervals to gauge overall reading health and flag students needing closer monitoring.

When selecting a progress monitoring tool for a student with dyslexia who is working on decoding, the CDT should prioritize an instrument that is:

Answer: Sensitive to small increments of growth in targeted skills

Effective progress monitoring tools must be sensitive enough to detect incremental gains, allowing timely instructional decisions.

A CDT notices that a student's nonsense word fluency scores have plateaued for six weeks despite consistent intervention. Which factor should be examined FIRST?

Answer: Whether the intervention is targeting the student's actual skill deficit with sufficient intensity

A plateau in targeted skills suggests the intervention may not be sufficiently matched to the student's needs or may lack adequate intensity.