1. Progress Monitoring the process of collecting and
analyzing data over time to
measure student performance
and evaluate the effectiveness
of instruction
2. Progress monitoring practices Implementing effective
progress monitoring practices
enables educators to utilize
data to improve instructional
practices and meet individual
needs of students.
3. Schoolwide screening measures are intended to be easy to im-
plement and score yet still pro-
vide a general picture of aca-
demic achievement in a par-
ticular area, such as reading.
Can be administered 3 times a
year.
4. T/F Progress monitoring is conducted in all
tiers of instruction?
True, This is one of the eight
features of effective progress
monitoring.
5. Screening Measures can help to identify which stu-
dents need additional support
in order to be successful in
school
6. T/F To facilitate data collection, measures
must be easy to administer and effective?
True, This is one of the eight
features of effective progress
monitoring.
7. T/F Cut scores and decision rules must
have clear rationale?
True, This is one of the eight
features of effective progress
monitoring.
8. T/F Progress monitoring data must be col-
lected daily on every student?
False, while it is important
to collect progress monitoring
1 / 19

data often, daily is not always
required. measures must be
collected frequently enough to
inform instructional and place-
ment decisions.
9. T/F Rules for decision-making must be de-
termined for all aspects of progress-mon-
itoring data, including cut scores for lev-
el (performance score), slope (change in
performance over time), and percentage of
mastery?
True, This is one of the eight
features of effective progress
monitoring.
10. T/F Progress monitoring data are often
hard to interpret, so teachers must be ex-
tensively trained on how to display and
interpret progress monitoring data?
False, Results should be dis-
played in a manner that makes
interpretation simple and effi-
cient, for example, in charts or
line graphs.
11. Tier 1 Instruction Encompasses whole-school
quality differentiated instruc-
tion and support for all stu-
dents.
12. Tier 2 Instruction small groups are typically used
in tier 2 of RTI, as they allow
for targeted interventions for
struggling students.
13. Tier 3 Instruction one on one. Require individu-
alized goals. Their progress to-
ward goals requires more fre-
quent measuring to determine
the effectiveness of the inter-
vention
14. Data-based Individualization (DBI) A means of using evi-
dence-based methods to indi-
vidualize interventions for stu-
2 / 19

dents who do not demonstrate
adequate progress
15. Sara was identified with a low level of per-
formance in mathematics and has been
receiving tier 1 supports. Her weekly
progress monitoring showed that she con-
tinued to have a reduced rate of progress.
What happens next with Sara, based on
this result?
Student should be considered
for tier 2 supports.
16. T/F Curriculum-based measurements are
an appropriate means to conduct progress
monitoring.
True, Curriculum-based mea-
surements allow teachers to
track skills from an entire
year's curriculum and monitor
progress.
17. Progress Monitoring 1. Easy to implement
2. Indicate how students are
performing
3.Designed to be administered
frequently
18. Diagnostic Assessment 1. Determine why students are
struggling to make progress
2. Determine the type of
change that needs to be made
3. Make intervention adapta-
tions that align with student
needs
19. How do you establish baseline data when
creating a graph for progress monitoring?
Administer three probes or tri-
als, select the median (the
middle number), and then
mark the score by placing a
dot on the vertical axis (e.g.,
words correct per minute).
20. Sophia was given a reading fluency probe.
She read up to 84 words in the pas-
True, Omitted words and
added words are considered
3 / 19

sage. However, she made several mistakes.
Her mistakes included omitting two words,
adding one word, and misreading sever-
al words: "can" instead of "come," "dri-
ve" instead of "driving," "lean" instead of
"learn," and "also" instead of "too."
True or False
The two words that Sophia omitted and the
word that Sophia added count as errors on
this fluency probe.
mistakes in assessing read-
ing fluency. If students self-cor-
rect their mistakes, then these
are not considered errors. So,
if the student makes one or
more attempts but finally cor-
rects the word, there is no er-
ror.
21. Sophia was given a reading fluency probe.
She read up to 84 words in the pas-
sage. However, she made several mistakes.
Her mistakes included omitting two words,
adding one word, and misreading sever-
al words: "can" instead of "come," "dri-
ve" instead of "driving," "lean" instead of
"learn," and "also" instead of "too."
What did Sophia score in this reading flu-
ency probe?
77 words read correctly in
one minute. You count the to-
tal number of words and count
the number of mistakes. Take
the number of words minus the
number of mistakes, and that
equals the number of words
read correctly. Make sure you
only count one error per word.
22. T/F If most of the four most recent data
points are on or above the goal line, the stu-
dent is demonstrating improved outcomes.
The teacher should continue with the cur-
rent instructional program.
True, If most of the four most
recent data points are on
or above the goal line, the
student is demonstrating im-
proved outcomes. The teacher
should continue with the cur-
rent instructional program. If
most of the four most re-
cent data points are below
the goal line and data indicate
that the student will not meet
the benchmark, performance
is not improving. It is time for
the teacher to make an instruc-
tional change.
4 / 19

23. T/F It is important to systematically record
the errors and analyze the types of errors
the student makes, so teachers can make
instructional adaptations to the student's
reading intervention.
True, It is important that the
teacher uses the data to
describe academic strengths
and weaknesses and to help
align intervention adaptations
with student need.
24. SCREAM S-structure (your lessons)
C-clarity (promote clarity in
presentations)
R-redundancy (employ redun-
dancy effectively)
E-enthusiasm (teach with en-
thusiasm!)
A-appropriate rate (use appro-
priate rate of presentation)
M-maximized engagement
(maximize academic engage-
ment/student time on task)
25. Systematic Instruction A carefully planned sequence
for instruction, similar to a
builder's blueprint for a house.
A blueprint is carefully thought
out and designed before build-
ing materials are gathered and
construction begins. The plan
for instruction that is system-
atic is carefully thought out,
strategic, and designed be-
fore activities and lessons are
planned. Instruction is across
the five components (phone-
mic awareness, phonics, flu-
ency, vocabulary, and com-
prehension). For systematic
instruction, lessons build on
previously taught information,
from simple to complex.
5 / 19

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