In monitoring progress within RTI, which data type best informs progress over time?

• A. A one-time standardized test score.
• B. Quantitative data from curriculum-based measurements collected repeatedly over time.
• C. Qualitative impressions from a single observer.
• D. Teacher opinion at end of term.

Answer: (B)

Progress monitoring in RTI relies on data that show how a student changes over time. The best type of data for this purpose is quantitative information from curriculum-based measurements collected repeatedly. These brief, standardized probes are tied to the student’s current curriculum and are given regularly (for example, weekly). This approach yields a clear growth trend and level, helping educators judge whether instruction is effectively supporting the student and whether changes to interventions are needed. In contrast, a one-time standardized score only provides a single snapshot and can’t reveal how performance is changing; qualitative impressions from a single observer are subjective and not reliable for tracking progress across time; and a teacher’s end-of-term opinion isn’t based on repeated, systematic data. Therefore, repeatedly collected CBMs give the most accurate picture of progress over time.