Which statement best describes appropriate use of progress-monitoring data to guide instruction?

• A. Relying on a single data point to make instructional decisions
• B. Ignore progress-monitoring data during instruction
• C. Only use progress-monitoring data for school accountability
• D. Interpret multiple data points over time to adjust instruction

Answer: (D)

Progress-monitoring data should be interpreted across multiple points over time to guide instruction. When you look at several data points, you can see trends—whether a student is improving, leveling off, or slipping. This helps you make informed instructional moves: adjust the pace, try different strategies, add targeted supports, or regroup to focus on specific skills. Using data this way creates a responsive plan that changes as the student learns, rather than relying on a single snapshot.

Relying on one data point isn’t reliable because performance can vary from day to day or due to measurement error. Ignoring progress-monitoring data means missing timely information that could improve teaching. Using progress data only for accountability ignores its primary purpose: to guide instructional decisions that support student growth.