Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress monitoring data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate instructional effectiveness (NCRTI, 2010). To make these instructional decisions, it is essential to use a trend line on a student's graph and have concrete decision rules. It is also important to show instructional changes on the student's graph to provide a full picture of the student's progress and the strategies used to improve outcomes. This brief focuses on the common omission of trend lines and instructional changes in progress monitoring graphs and provides information on two decision rules that can be used to inform instructional decisions based on progress monitoring data.