Progress Monitoring and Data-Driven Instruction Flashcards

Which of the following is an example of 'error analysis' in data-driven instruction?

Answer: Examining patterns in a student's incorrect responses to identify specific misunderstandings or skill gaps

Error analysis involves reviewing incorrect responses to identify patterns — for example, consistently reversing letters or making regrouping errors — that point to specific instructional targets.

What is the primary purpose of a 'data meeting' in a special education or MTSS context?

Answer: To analyze progress monitoring data as a team to make collaborative decisions about instructional changes and student support

Data meetings bring together educators to collaboratively analyze progress monitoring data and make evidence-based decisions about instruction, intervention, and student support.

A student with a math disability consistently makes computational errors when solving multi-step word problems. The teacher wants to determine if the errors are related to reading comprehension, math computation, or problem-solving strategy. Which assessment approach is MOST appropriate?

Answer: Use diagnostic assessment with task analysis across each component skill

Diagnostic assessment using task analysis allows the teacher to assess each sub-skill (reading the problem, setting up the equation, computation) separately to pinpoint the breakdown.

In CBM, what does 'digits correct per minute' (DCPM) measure?

Answer: The number of individual correct digit responses in a math computation probe per minute

DCPM counts each correct individual digit in math computation answers per minute, providing a more sensitive measure of math computation fluency than counting whole correct problems.

A teacher is using a student's progress monitoring data to make an instructional decision. Four consecutive data points fall significantly below the aimline. What action is recommended?

Answer: Modify the instructional program — adjust the intervention approach, intensity, or type

When 4 consecutive data points fall below the aimline, research-based decision rules indicate the teacher should modify the instructional program rather than continuing without change.

Which of the following describes 'curriculum-based evaluation' (CBE) as distinct from curriculum-based measurement (CBM)?

Answer: CBE is a broader diagnostic process used to identify what to teach; CBM is used to measure growth rate over time

CBE is a broader assessment process to determine what skills to target and where instruction should begin; CBM monitors the rate of progress after instruction starts.