How can progress-monitoring data be used to determine which students require intensified interventions?

• A. Use only end-of-year scores.
• B. Compare to grade-level average only.
• C. Track trajectories over time; compare to goals; identify non-responders; escalate to targeted supports.
• D. Rely on teacher intuition.

Answer: (C)

Progress-monitoring data lets you see how a student’s learning changes over time and how that change stacks up against clear growth goals. By tracking a student’s trajectory across multiple brief measurements, you can see whether they are on track to meet the expected targets, falling behind, or making steady progress. When you compare that trajectory to defined goals, you can identify who isn’t responding adequately to current supports—these are the non-responders who may need intensified or different interventions. Escalating to targeted, more intensive supports is then based on evidence of insufficient progress, not on a single score or intuition.

End-of-year scores provide only a snapshot at one point in time and miss the velocity of learning. Comparing to a grade-level average shows relative standing but not whether a particular student is meeting their own growth targets. Relying on teacher intuition is subjective and can miss subtle patterns that data reveal. Using trajectories and goals turns progress data into concrete, actionable decisions about who needs more help and what kind of intervention to try.