Progress Monitoring and Data-Driven Instruction Flashcards

Which progress monitoring tool is most commonly used in special education to track reading fluency growth over time using brief, repeated probes?

Answer: Curriculum-Based Measurement (CBM)

Curriculum-Based Measurement (CBM) uses brief, standardized probes administered frequently to monitor student progress in foundational academic skills like reading fluency.

An IEP goal states: 'By May 1, the student will correctly solve 2-digit addition problems with regrouping at a rate of 20 correct digits per minute with 90% accuracy across 3 consecutive probes.' What type of goal is this?

Answer: A measurable, criterion-based IEP goal

This goal includes all elements of a measurable IEP goal: target skill, performance criteria (rate and accuracy), and consistency requirement (3 consecutive probes).

A student's progress monitoring data shows a flat trend line despite 6 weeks of instruction. According to data-based decision-making protocols, what should the teacher do?

Answer: Review and modify the instructional approach, considering more intensive or differentiated strategies

A flat trend line over 6 weeks indicates the current instruction is not producing growth, and the teacher should analyze the data and modify the instructional approach.

Which of the following BEST describes formative assessment in special education?

Answer: Ongoing, informal checks for understanding used to adjust instruction in real time

Formative assessment involves continuous monitoring of student learning during the instructional process to provide immediate feedback and guide instructional adjustments.

A teacher graphs a student's oral reading fluency data each week. She draws a goal line from the student's baseline to the end-of-year benchmark. Which data analysis approach is she using?

Answer: Aimline/goal line monitoring with trend comparison

Drawing an aimline (goal line) and comparing actual progress data to it allows the teacher to determine if the student is on track to meet the IEP goal.

Under IDEA, how often must a student's IEP team report progress toward annual goals to parents?

Answer: At least as often as general education parents receive progress reports (e.g., with report cards)

IDEA requires that IEP progress reports be provided to parents at least as frequently as general education progress is reported (typically quarterly with report cards).