FTCE ESE Progress Monitoring and Data-Driven Instruction 2

Question 1

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

Accepted Answer

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

Answer

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

Question 2

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

Accepted Answer

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

Answer

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

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?

Accepted Answer

Use diagnostic assessment with task analysis across each component skill

Answer

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.

Question 4

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

Accepted Answer

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

Answer

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.

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?

Accepted Answer

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

Answer

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.

FTCE ESE - FTCE Exceptional Student Education K-12 Practice Test

FTCE ESE - FTCE Exceptional Student Education K-12 Practice Test

FTCE ESE Progress Monitoring and Data-Driven Instruction 2