In terms of supports, what is the relationship between inconsistency and targeted supports?

• A. Inconsistency suggests no need for targeted supports.
• B. Inconsistency can indicate the need for targeted, data-driven supports.
• C. Targeted supports should be generic.
• D. Supports should be decided before data review.

Answer: (B)

When a learner’s performance is inconsistent—varying across tasks, settings, or times—it suggests that universal, one-size-fits-all supports aren’t addressing the specific needs. In that situation, the next step is to use targeted, data-driven supports. By reviewing ongoing assessment data and progress monitoring, you can identify the precise skill gaps or contextual factors contributing to the inconsistency and tailor interventions accordingly. This approach lets you stack supports that are explicit, evidence-based, and aligned to the student's actual pattern, then track how the student responds and adjust as needed.

This is different from assuming everyone benefits from the same help, or from selecting generic supports without looking at the data. Decisions should be grounded in what the data show about the student’s performance over time, across contexts, so you know you’re addressing the right areas with the right intensity.