|
Screening and Assessments
Multi-Tiered Systems of Support (MTSS) teams use screening data to identify students in need of additional support or extension. Adjustments to instruction, intervention and support occur as needed based on the data (Center on Multi-Tiered System of Supports, 2021).
When selecting appropriate screening tools, MTSS teams consider validity, reliability, cultural and linguistic needs, local context and desired outcomes of the school or district, as well as other technical adequacy of the measure. The following provides a brief explanation of universal screeners, diagnostic assessments and progress monitoring.
For additional information regarding screening and assessment resources, see the Data-Based Decision Making with a Comprehensive Screening and Assessment System webpage.
Universal Screeners
Universal screening uses a systematic process for identifying students who may be at risk for poor learning outcomes. They provide information on how all students are progressing on academic and/or social, emotional and behavioral indicators.
A universal screener identifies students on target to reach end-of-year benchmarks, those at risk who would benefit from additional support or intervention and those exceeding benchmarks who require enrichment opportunities. Additionally, screening data can be used to identify core instructional areas to address.
Generally, universal screeners are brief, efficient and administered to all students three times per year.
Diagnostic Assessments
Universal screening provides a quick and efficient way to identify students who are at risk, but may not give a full picture of the underlying root cause of the problem.
Diagnostic assessments are designed to provide more in-depth information on individual student strengths and areas for growth relative to foundational skills and/or standards. They are used when educators need more detailed information to guide next steps for instruction, intervention and supports. Diagnostic assessments are designed to help teachers more effectively support student learning by clarifying a student’s specific pattern of strengths and needs. With this data, teachers are better able to differentiate instruction and match intervention to the specific area(s) of need.
Diagnostic assessments are typically longer and more in-depth than universal screening assessments.
Progress Monitoring
Progress monitoring measures are brief and repeated in a standardized way to evaluate student progress toward a performance goal. These measures assess a student's progress or rate of improvement over time in response to instruction or intervention using valid and reliable assessments (Center on Multi-Tiered System of Supports, 2021).
Progress monitoring assessments are sensitive to change, are aligned to the skill or identified need and are targeted by the intervention. The frequency of progress monitoring is matched to the intensity of the instruction. Progress monitoring may require more frequent assessment when student needs are more intense.
Data are collected and graphed regularly so student progress can be compared to a goal set using the standardized decision-making process. This data assists school teams in determining the effectiveness of the intervention by providing information on whether the student is making adequate progress with the current level of support.
Senate Bill 9 (2022) the Read to Succeed Act
According to Senate Bill 9 (2022), the Read to Succeed Act, by Jan. 1, 2023, each superintendent shall:
-
Select at least one reliable and valid universal screener for reading administered to all students in grades K-3; and
-
Select at least one reliable and valid reading diagnostic assessment administered as part of a multi-tiered system of supports for students in grades K-3.
-
Ensure all teachers of students in K-3 shall be trained on any reading diagnostic assessment and universal screener selected by the superintendent prior to administration of the assessment in the 2023-2024 school year.
This requirement is in the law; it is not just a Kentucky Department of Education (KDE) policy.
KDE has developed a list of valid and reliable literacy universal screeners and diagnostic assessments. If a screener or diagnostic is not valid and reliable per the KDE criteria, it shall not be adopted as the formal literacy assessment per the law. Yet, districts may use other informal diagnostics for classroom use as needed.
Regional Support for KyMTSS
The Kentucky Department of Education (KDE) is partnering with the eight regional educational cooperatives to provide training, follow-up support and coaching on creating, building and sustaining an integrated multi-tiered system of supports (KyMTSS). For information about training dates, consultation support and networking opportunities, please contact the local cooperative team coordinator:
|
Cooperative
|
MTSS Point of Contact
|
CRRSA Coordinator
|
|
Central Kentucky Educational Cooperative
|
Mark Helton
|
Mark Helton
|
|
Green River Regional Educational Cooperative
|
Cassie Zenner
|
Cassie Zenner and Steven Moats
|
|
Kentucky Educational Development Corporation
|
Jordan Letcher-Williams
|
Abby Laber
|
|
Kentucky Valley Educational Cooperative
|
Bronna Francis
|
Johnny Belcher
|
|
Northern Kentucky Cooperative for Educational Services
|
Jessica Pass
|
Jessica Pass
|
|
Ohio Valley Educational Cooperative
|
Susan Robertson
|
Lisa Smith
|
|
Southeast South-Central Educational Cooperative
|
Renee Hibbard
|
Renee Hibbard
|
|
West Kentucky Educational Cooperative
|
Wendy Sullenger
|
Christy Phelps
|
KyMTSS Virtual Office Hours
If you have a question, scenario, process or practice you would like to discuss regarding MTSS, please join Melissa Wainwright, Ed. D., for one of her virtual office hours. To schedule a different time than what is shown below, please email Melissa Wainwright.
-
Dec. 1: 11 a.m. to noon ET
- Dec. 8: 11 a.m. to noon ET
- Dec. 12: 1-2 p.m. ET
- Jan. 12: 1-2 p.m. ET
- Jan. 19: 11 a.m. to noon ET
KyMTSS Newsletter Archive
Did you miss the last KyMTSS Newsletter? You can access all previous editions of the newsletter on the KyMTSS Newsletter Archive webpage.
|
