The role of curriculum-based data in educational decision making, particularly with regard to the assistive technology (AT) consideration process, has become increasingly important. The No Child Left Behind Act of 2001 (NCLB) and other demands for school accountability require teachers to be more thoughtful about all decisions regarding students with disabilities; progress and success in the general education curriculum has become an integral societal expectation. This article presents a series of data graphs that may assist teachers in making decisions about assistive technology (AT) both prior to acquisition and following implementation of solutions considered by teams. (Contains 8 figures, 1 table and 3 online resources.)