This study examined the viability of the Sentence Verification Technique (SVT; Royer, Hastings, & Hook, 1979) assessment tool as a curriculum-based measure of science content learning. Its perceived compatibility with statewide accountability test expectations made SVT a candidate for use in content-focused response to intervention frameworks. Each SVT probe included two science-focused reading passages and 32 accompanying questions (16 per passage). Participants included 486 students in Grades 4 through 6 in a rural school district. Concurrent criterion validity correlations with one state accountability and one nationally standardized test of science content across three grades ranged from 0.18 to 0.55, with predictive correlations ranging from -0.09 to 0.57. Internal consistency reliability correlations for the full probe ranged from 0.43 to 0.83. Test-retest reliability estimates across three grades ranged from 0.68 to 0.70. Study results inform discussions about the nature and structure of secondary school response to intervention assessment frameworks.