Screening & Progress Monitoring Flashcards
7 cards from real CDT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Screening & Progress Monitoring flashcards as text
A student's progress monitoring data shows an upward trend exceeding the aim line. According to data decision rules, the CDT should:
Answer: Raise the goal and consider fading intervention intensity
When a student's growth exceeds the aim line, it is appropriate to raise the goal and potentially reduce intervention intensity while maintaining gains.
Which aspect of reading does Rapid Automatized Naming (RAN) most directly assess in a dyslexia screening context?
Answer: Processing speed and automaticity of symbol-sound retrieval
RAN measures how quickly a student can name a series of familiar items, reflecting processing speed and automatic retrieval—both implicated in dyslexia.
Under the Every Student Succeeds Act (ESSA), states are encouraged to use which framework to identify and support struggling readers, including those with dyslexia?
Answer: Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS)
ESSA promotes MTSS/RTI frameworks, which use universal screening and progress monitoring to identify and support students with reading difficulties including dyslexia.
A CDT is reviewing fluency probe data collected every two weeks. How many data points are generally recommended before making a formal instructional change decision?
Answer: At least 3–4 consecutive data points showing a problematic trend
Most data decision rules recommend waiting for 3–4 consecutive data points showing insufficient progress before altering instruction to avoid over-reacting to normal variability.
Which of the following would be MOST appropriate to include in a progress monitoring report shared with parents of a student receiving dyslexia intervention?
Answer: A graph showing the student's growth over time compared to the aim line, with plain-language explanation
Graphs with plain-language explanations make progress data accessible to parents and support collaborative decision-making.
A screener with high specificity but low sensitivity would be most likely to:
Answer: Miss many students who truly need intervention while rarely over-identifying students
Low sensitivity means many true positives (at-risk students) are missed, while high specificity means few false positives (non-at-risk flagged as at-risk).
When interpreting a student's score on the KTEA-3 Word Recognition subtest for screening purposes, which score type is MOST useful for comparing the student to same-age peers?
Answer: Standard score
Standard scores (mean 100, SD 15) allow direct comparison to a normative same-age peer group and are the most interpretable for screening decision-making.