Which type of data is essential for monitoring student progress in interventions?

Monitoring student progress in interventions requires data that specifically tracks changes in performance over time in response to targeted interventions. Progress monitoring data is designed for this purpose, as it involves ongoing assessments that provide continuous feedback regarding a student's learning and development.

This type of data allows educators and psychologists to measure the effectiveness of interventions, make informed decisions about instructional practices, and adjust strategies as needed to ensure that each student is receiving appropriate support. Progress monitoring typically involves frequent, direct measures of academic skills, which helps to pinpoint areas that may require further attention or modification in the intervention approach.

Other data types, while useful in educational settings, serve different purposes. Standardized test scores often reflect a student’s performance at a particular point in time rather than their growth over time in response to interventions. Survey data can provide insights into student attitudes and perceptions but does not directly measure academic progress. Classroom observations can contribute valuable qualitative information about student behavior and engagement but lack the quantitative focus needed for tracking specific progress in interventions comprehensively.