Purposeful Use of Universal Screeners and Diagnostic Assessments
As schools and districts continue to strengthen the Multi-Tiered System of Supports (MTSS), questions frequently emerge regarding data-based decisions with a comprehensive screening and assessment system. A comprehensive screening and assessment system uses multiple tools that serve different purposes, such as identifying student needs, monitoring progress and evaluating learning outcomes. The system includes screeners, diagnostics, progress monitoring, and formative and summative assessments.
The KyMTSS Implementation Guide, 2nd Edition, emphasizes that an effective MTSS framework includes a comprehensive assessment system designed to inform decisions at multiple levels, from school-wide trends to individual student needs. In alignment with 704 KAR 3:095, which states that each local school district shall include universal screening and diagnostic assessments to determine individual student needs and establish baseline data, the MTSS team regularly reviews the universal screeners and diagnostic assessments in use across the district. This review helps to ensure the comprehensive assessment system is appropriately identifying student needs, supporting data-based decisions and informing instructional plans across the tiered delivery system.
This time of year offers a valuable opportunity to pause and reflect on the purpose of these assessments and how they fit within an MTSS framework.
Comprehensive Screening and Assessment Common Language and Understanding
To support a shared understanding, definitions of universal screening and diagnostic assessment within Kentucky’s MTSS framework are outlined in 704 KAR 3:095, Section 2. Along with these definitions, the regulation provides clarity on key terms, concepts and implementation timelines to support consistent MTSS practices across schools and districts.
The information below summarizes key components of universal screening and diagnostic assessments to guide local conversations and reflection.
Universal screeners are brief assessments administered to all students at least three times per year to identify those who may be at risk for poor outcomes in areas such as academics, behavior and social-emotional well-being. Universal screeners do not diagnose students but rather predict who may be at risk. Universal screeners serve many key purposes, but all of these efforts rest on a solid Tier 1 foundation. A strong Tier 1 foundation is essential for a successful MTSS and requires focused attention.
The information below summarizes key components of universal screening to guide local conversations and reflection.
- Serve as quick, efficient, reliable and predictive.
- Establish procedures to ensure all students are tested, scores are accurate, and cut points/decisions are reliable.
- Administer to all students typically three times during the school year (fall, winter and spring).
- Provides information on how all students are progressing on academic and/or social-emotional behavioral indicators. Identifies those who are on target to reach end-of-year benchmarks, those at risk who would benefit from additional support or intervention, and those exceeding benchmarks who would require enrichment opportunities.
- Identify students who may need additional support early.
- Provide schoolwide data to inform system-level decisions.
- Monitor overall effectiveness of Tier 1 instruction and support. Generally, this means that Tier 1 instruction is meeting the needs of 80% or more of the students. A solid, effective Tier 1 is fundamental to the success of MTSS and requires significant attention in the process.
Secondary School Considerations: Tips for Universal Screeners
In considering universal screening data for secondary schools, here are some points to keep in mind:
- Make use of transition data from previous year(s) — especially from grade 5 to grade 6 and grade 8 to grade 9 — to get the student(s) on track upon entering high school.
- Consider the historical data to see the trends and data points from previous years.
- Include state assessment data as part of the screening process.
- Utilize early warning indicators for the universal screening process (attendance, behavior, grades, etc.).
- Reference the National Center on Intensive Intervention (NCII) High School Tools Chart and Middle School Chart.
Diagnostic assessments offer more in-depth information about specific skills or areas of need for students flagged by the screener. They are used when educators need more detailed information to guide next steps for instruction, intervention and support.
The information below summarizes key components of diagnostic assessments to guide local conversations and reflection.
- Determine why a student is struggling by identifying specific skill gaps or misconceptions.
- Help match students with appropriate, evidence-based interventions tailored to student needs.
- Focus on individual students with more detailed information about the student’s strengths and weaknesses relative to foundational skills and/or standards.
- Guide instructional planning at Tier 2 and Tier 3 levels by providing detailed information to design targeted instruction, intervention and support.
- Inform adjustments to Tier 1 instruction when patterns of need emerge across multiple students, helping address potential gaps in Tier 1 instruction, intervention and support.
The Kentucky Department of Education (KDE) has adopted the following minimum criteria for the selection of valid and reliable universal screening tools for grades K-3 literacy and numeracy, guided by the National Center on Intensive Intervention at American Institutes for Research Screening Tools Chart Rating System and the Institute for Education Sciences: Technical Adequacy.
Team Discussion Questions for Consideration
- How are the current assessment tools helping us meet students' academic, behavior and social-emotional needs?
- What additional data or information might be needed to better support students?
- What might be some areas where assessment tools or practices are duplications or no longer aligned with the current needs?
- What gaps exist in the assessment system, and what new or revised tools might be needed to effectively meet the students’ needs?
For further guidance on selecting screeners, designing assessment plans and using data within an MTSS framework, refer to the KyMTSS Implementation Guide, 2nd Edition, pp. 22 to 26.
Newly Released Secondary School Resource
Implementing MTSS in Secondary Schools: Strategies from Research and the Field
The document offers resources, schedules, ideas and school scenarios to help secondary schools address challenges and provides strategies to support the implementation process.
Durrance, S. (2025). Implementing MTSS in secondary schools: Strategies from research and the field. Greensboro, NC: SERVE at UNC Greensboro.
KyMTSS Support: Virtual Sessions and Technical Assistance
KyMTSS Virtual Office Hours
June 17, 2025, from 10 to 11:00 a.m. ET
June 24, 2025, from 2 to 3:00 p.m. ET
Teams Meeting Link
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 the virtual office hours. To schedule a different time, please contact her at melissa.wainwright@education.ky.gov.
Repeat Session
Insights and Early Warning Tool for KyMTSS Virtual Session
Judi Vanderhaar and Christina Watford
Kentucky Department of Education (KDE) Division of Student Success
July 22, 2025, from 10 to 11:30 a.m. ET
Teams Meeting Link
Using the Early Warning Tool and Insights Dashboards to Facilitate System and Student Level Interventions
This repeat session will cover the Early Warning Tool and Insights Dashboards within Infinite Campus. The Early Warning Tool is a robust, highly predictive, interactive report that provides a visual display of students in need of support in the areas of attendance, behavior, course performance and stability. The new Insights dashboards contain data visualization reports on student assessments, attendance, classroom performance, stability and behavior. Attendees will learn how these tools, free to Kentucky schools, enable staff to make data-informed decisions that positively impact student achievement, teaching strategies, interventions and overall educational outcomes.
Kentucky Department of Education Technical Assistance
Would you like support with MTSS implementation? The KDE offers technical assistance to districts and schools throughout the state. Please contact KDE MTSS Coordinator Melissa Wainwright, Ed.D.
Kentucky Regional Educational Cooperatives
The eight regional educational cooperatives offer MTSS professional learning and technical assistance. For more information regarding cooperative technical assistance, please contact the MTSS Point of Contact for your region.
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.
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