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Assessment

Assessment plays a critical role across all tiers of an MTSS. An MTSS is designed to integrate assessment data and intervention into a multi-level prevention system to maximize student achievement and support students’ academic and emotional/behavior/life skill needs from a strengths-based perspective. Research-based assessments provide data to inform decisions around instruction and intervention for all students. Teachers should use multiple data sources to develop a comprehensive understanding of a student’s strengths and needs and to continuously analyze, revise, and enhance instruction and interventions to improve the learning environment and promote student success. Multiple forms of assessment that have been vetted as valid and reliable provide insight into student academic and behavioral progress and allow for specific monitoring of student knowledge and skills. MTSS assessment data can also be used to monitor students’ progress upon receiving supports, evaluate the evidence of interventions and supports, and assess core programming effectiveness. 

Assessment Across the Tiers

Assessment functions differently within each tier of a MTSS, but all assessments are used together to make data-informed decisions about instruction, support, and intervention for the academic and behavioral needs of all students. A general description of the role of assessment within each MTSS tier is provided below:

Tier 1 Assessment: Universal Screening

An infographic of 3 different sized triangles stacked and overlapping vertically to demonstrate the 3 tiers of a Multi-Tiered system of Support. The first triangle on the bottom is labeled 1: Universal and is highlighted. The words Academics and behavior are written on the side edge of the triangle. Above the stacked triangles is a textbox titled Tier 1: Universal Assessment. It reads All students are screened early to identify those at risk for academic difficulties. Universal screening assessments should take place at least twice during the academic year. Students identified as not meeting academic or behavioral expectations can be more closely monitored, administered further assessments, and provided interventions within the MTSS tiers based on their specific needs.

Effective Tier 1 universal screening assessment requires three key features:

  • Validated screening procedures
    • Ensure all students are screened with fidelity 2+ times per year
    • Include the use of established cut scores or benchmarks within validated screening tools to support risk identification and screening decisions.
  • Risk verification
    • Use at least two data sources to confirm students’ risk status through triangulation of data to improve accuracy of identification
    • Data may include classroom performance measures, state assessment results, diagnostic data, or short-term progress monitoring data.
  • Valid and reliable screening tools
    •  Screening tools must be valid and reliable, strongly correlate with relevant outcomes, and accurately predict risk status
    •  Consider student and educator needs, context, and desired outcomes when selecting a screening tool

Tier 2 & 3 Assessment: Progress Monitoring

An infographic of 3 different sized triangles stacked and overlapping vertically to demonstrate the 3 tiers of a Multi-Tiered system of Support. The first triangle on the bottom is labeled 2: Targeted and is highlighted. The words Academics and behavior are written on the side edge of the triangle. Above the stacked triangles is a textbox titled Tier 2: Targeted Progress-Monitoring. It reads Progress-monitoring is essential to effective intervention because this data can (1) confirm risk status and identify students who need additional intervention or assessment; (2) estimate rates of improvement; and (3) compare the efficiency of different forms of instruction/intervention. Progress-monitoring is completed for the 15-20% of students who receives Tier 2 or Tier 3 intervention and uses standardized, valid, and reliable tools. Progress-monitoring requires repeated assessment over time and assessments should be administered a minimum of once per month for students receiving Tier 2 intervention.
An infographic of 3 different sized triangles stacked and overlapping vertically to demonstrate the 3 tiers of a Multi-Tiered system of Support. The third triangle on the top is labeled 3: Intensive and is highlighted. The words Academics and behavior are written on the side edge of the triangle. Above the stacked triangles is a textbox titled Tier 3: Progress-Monitoring to Intensify Individualized Intervention. It reads Screening data from Tier 1 and Progress-monitoring data from Tier 2 are used to identify students who require individual intensive intervention based on academic and/or behavioral needs. Tier 3 interventions are more intensive than those in Tier 2. The frequency and duration of the intervention is longer and thus, more data is required to assess the student's progress towards expectations and goals. Progress-monitoring assessments should be administered at least weekly for students receiving Tier 3 intervention.

Progress monitoring assessments should be short and frequent skill-based assessments that offer a snapshot of student learning related to the academic and/or behavioral objective. Effective progress monitoring tools:

  • Have a sufficient number of alternate forms
  • Specify minimum acceptable growth
  • Provide benchmarks
  • Possess validity and
    reliability for the performance score

Resources

Classroom Teachers 

 

School Administrators/District Leadership

FL PSRTI GTIPS resource – Guide and tools to assist districts and schools as they implement and support data-based decision making using a systematic planning and problem-solving process at multiple levels of operation. This guide aligns directly with Florida’s implementation of MTSS.