After universal screening in reading shows 31% below the district standard, the school psychologist should:

After universal screening in reading shows 31% below the district standard, the school psychologist should:

• A. Collaborate with administrative team to determine whether a curriculum or instructional change is necessary to address reading performance
• B. Increase testing frequency
• C. Refer students below standard for special education evaluation
• D. Implement a new intervention without administrative input

Answer: (A)

When universal screening shows a substantial portion of students below the district standard, the most appropriate step is to work with the administrative team to determine whether changes to the curriculum or instructional practices are needed. This reflects using screening data to inform system-level decisions within a MTSS/problem-solving framework: first check if the general education program—curriculum, materials, pacing, and instructional fidelity—needs adjustment, then implement targeted supports and monitor progress. Simply increasing testing frequency doesn’t address the underlying cause and can waste resources, while referring all students for special education evaluation prematurely bypasses the structured problem-solving process. Implementing a new intervention without administrative input also bypasses essential planning and alignment with district policies.

When universal screening shows a substantial portion of students below the district standard, the most appropriate step is to work with the administrative team to determine whether changes to the curriculum or instructional practices are needed. This reflects using screening data to inform system-level decisions within a MTSS/problem-solving framework: first check if the general education program—curriculum, materials, pacing, and instructional fidelity—needs adjustment, then implement targeted supports and monitor progress. Simply increasing testing frequency doesn’t address the underlying cause and can waste resources, while referring all students for special education evaluation prematurely bypasses the structured problem-solving process. Implementing a new intervention without administrative input also bypasses essential planning and alignment with district policies.