Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from two districts in Washington state. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish "true" risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measure to correctly predict student classification (meeting/not meeting standards) on the Washington state test. Results are presented for both the full sample and for each of seven different subgroups, when n [greater than or equal] 50. (Contains 31 tables and 1 figure.)