When using progress-monitoring data for first grade, what is a typical approach to grouping?

When using progress-monitoring data for first grade, what is a typical approach to grouping?

• A. Group students by age only.
• B. Group students by random assignment.
• C. Use frequent probes to track growth, form flexible groups by progress rate, and adjust instruction and goals accordingly.
• D. Ignore progress-monitoring data when forming groups.

Answer: (C)

The idea being tested is using progress-monitoring data to form flexible, data-driven groups that reflect each student’s rate of learning and to adjust instruction and goals as those rates change. Frequent probes give timely information about who is making expected growth and who needs more support, so grouping can be based on actual progress rather than just age. By grouping students with similar progress rates, instruction can be paced and tailored to their current needs, and as data shift, groups and goals can be reconfigured to stay aligned with what each learner can achieve. This approach keeps instruction responsive in first grade, where small changes in growth can make a big difference in reading and math skills.

The idea being tested is using progress-monitoring data to form flexible, data-driven groups that reflect each student’s rate of learning and to adjust instruction and goals as those rates change. Frequent probes give timely information about who is making expected growth and who needs more support, so grouping can be based on actual progress rather than just age. By grouping students with similar progress rates, instruction can be paced and tailored to their current needs, and as data shift, groups and goals can be reconfigured to stay aligned with what each learner can achieve. This approach keeps instruction responsive in first grade, where small changes in growth can make a big difference in reading and math skills.