A special education teacher is working with a student who has a reading disability. What should the teacher do next if recent assessments show minimal progress in reading fluency?

Choosing to analyze the assessment data and modify instructional strategies is crucial when a student shows minimal progress in reading fluency. This proactive step allows the teacher to delve into the specifics of the student's performance and identify which aspects of reading fluency are problematic. By examining the data, the teacher can assess factors such as decoding skills, comprehension, and engagement levels.

Adjusting instructional strategies based on this analysis ensures that the teaching approach is tailored to meet the individual needs of the student. For instance, if the data shows that the student struggles more with decoding than with comprehension, the teacher might incorporate phonics-based interventions or increase the use of guided reading strategies. This flexibility in teaching not only addresses the specific areas where the student is struggling but can also foster a more motivating and effective learning environment.

Meeting with the student's parents, continuing with the same strategies, or providing additional assignments may not address the root causes of the minimal progress and might perpetuate the issue without providing the necessary support that tailored methods can offer. Thus, modifying instructional strategies based on data leads to a more targeted and effective response to the student's needs.