FTCE ESE Progress Monitoring and Data-Driven Instruction 2 — Questions and Answers
Question 1: Which of the following is an example of 'error analysis' in data-driven instruction?
- Calculating a student's overall percentage correct on a test
- Examining patterns in a student's incorrect responses to identify specific misunderstandings or skill gaps (Correct answer)
- Comparing a student's performance to the class average
- Graphing a student's weekly reading fluency scores
Correct 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.
Error analysis is a diagnostic assessment strategy where the teacher carefully examines the student's incorrect responses to identify the nature of the misunderstanding. For example, in reading, error analysis might reveal that a student consistently misreads CVC words with short 'i' sounds. In math, errors might consistently involve regrouping, place value, or sign errors. By identifying the error pattern rather than just counting wrong answers, the teacher can design targeted interventions that address the specific skill breakdown.
Question 2: What is the primary purpose of a 'data meeting' in a special education or MTSS context?
- To review student discipline records and assign consequences
- To analyze progress monitoring data as a team to make collaborative decisions about instructional changes and student support (Correct answer)
- To present annual evaluation reports to parents
- To complete IEP paperwork for the annual review
Correct 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.
Data meetings (also called data team meetings, problem-solving team meetings, or MTSS meetings) are structured collaborative sessions where teachers, specialists, and administrators review student performance data to answer: Is the student making adequate progress? What is working? What needs to change? Decisions made at data meetings may include: modifying instructional strategies, adjusting intervention intensity, changing the frequency of progress monitoring, initiating a referral for evaluation, or revising IEP goals. Data meetings are central to RTI/MTSS and IEP implementation.
Question 3: 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?
- Administer a single standardized math test
- Use diagnostic assessment with task analysis across each component skill (Correct answer)
- Re-teach the entire math unit from the beginning
- Refer the student for special education evaluation
Correct 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.
Diagnostic assessment in math involves breaking the complex task into component skills and assessing each one individually. By testing reading comprehension, computation, and problem-solving strategy separately, the teacher can identify whether the errors stem from: difficulty reading/interpreting the problem (language barrier), computation errors (automaticity deficit), or strategy breakdown (not knowing which operation to apply). This targeted diagnosis allows for a precise, effective intervention rather than re-teaching everything.
Question 4: In CBM, what does 'digits correct per minute' (DCPM) measure?
- The number of reading words a student can decode per minute
- The number of individual correct digit responses in a math computation probe per minute (Correct answer)
- The student's accuracy on a vocabulary assessment
- The student's writing output in words per minute
Correct 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.
Digits Correct Per Minute (DCPM) is a CBM math computation metric that counts each correct digit in an answer rather than just scoring whole problems correct or incorrect. For example, if the answer to 43 + 29 = 72 and the student writes 72, they receive 2 DCPM (one for each correct digit). This method is more sensitive to partial understanding and growth than problem-by-problem scoring. DCPM is used to monitor computation fluency and set growth benchmarks in math CBM systems.
Question 5: 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?
- Graph 4 more data points before taking any action
- Modify the instructional program — adjust the intervention approach, intensity, or type (Correct answer)
- Lower the IEP goal to match the student's current performance level
- Continue the same instruction and document the lack of progress
Correct 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.
Evidence-based progress monitoring decision rules (from CBM research by Deno, Fuchs, and others) state that when 4 consecutive data points fall below the aimline, the teacher should modify the instructional program. This might mean increasing instructional time, adjusting the instructional strategy, adding supplemental supports, or changing the intervention program entirely. The goal is to use the data proactively to close the gap rather than waiting until the end of the year. Lowering the IEP goal should only be considered after reviewing the adequacy of instruction.
Question 6: Which of the following describes 'curriculum-based evaluation' (CBE) as distinct from curriculum-based measurement (CBM)?
- CBE uses standardized probes; CBM uses informal teacher-created assessments
- CBE is a broader diagnostic process used to identify what to teach; CBM is used to measure growth rate over time (Correct answer)
- CBE measures only reading; CBM measures only math
- CBE and CBM are identical processes with different names
Correct 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.
While related, CBE and CBM serve different purposes. Curriculum-Based Evaluation (CBE) is a comprehensive assessment process that uses the curriculum itself to determine a student's current skill level, identify gaps, and guide instructional placement decisions — it answers 'what should I teach?' Curriculum-Based Measurement (CBM) uses brief, standardized probes to measure growth over time — it answers 'is the student making adequate progress?' Both are used in special education but at different points in the instructional cycle.
FTCE ESE Progress Monitoring and Data-Driven Instruction 2
Which of the following is an example of 'error analysis' in data-driven instruction?