Within an MTSS (Multi-Tiered System of Supports) framework, educators are asked to collect and understand different data to drive their decision-making process. A successful MTSS implementation will rely on a myriad of data, from screening and progress monitoring assessment data to tier movement and benchmark growth.
I can still hear my students groan every time I announce “pop quiz time!” My countless hours of learning about secondary education had taught me that a solid instructional strategy was rooted in tests, tests, tests. Test the kids before they learn, test the kids while they learn, and test them after they learn. And then again—test the kids the next day, too—just to make sure they remember what we did yesterday.
As a teacher, I always sought to have some form of assessment embedded throughout every lesson because that was the foundation of good teaching, right? However, I was never taught what to do with the results of all that testing. I had all this great data at my fingertips, but I was drowning in data points, multiple-choice scores, and whether or not spelling should count in a short answer. So how did that help me help my students?
A robust Multi-Tiered System of Supports (MTSS) relies on a systematic data collection process. We are told to ensure that we have a universal screener and progress monitors, but it’s just as vital that we know what to do with our assessment data after we go through the process of gathering it.
To make smart, data-driven decisions to support our MTSS process, we need to have a clear understanding of the role of each assessment in an MTSS model. That way, we aren’t all drowning in data, without any idea of where all this data is supposed to take us.
Cue—this handy, dandy assessment table and a breakdown of assessments.
A Brief History of Data-Based Decision-Making
In 2001, motivated by the desire to make US education rankings more competitive in the global climate, the G.W. Bush administration pushed through an initiative called "No Child Left Behind (NCLB)." This initiative held schools accountable for student success determined by state testing. Schools that did not make adequate yearly progress (AYP) on state exams could be penalized, placed under state supervision, and required to make significant improvements in their programming.
What Is the Purpose of Progress Monitoring in MTSS?
Effective progress monitoring is critical for a successful MTSS/RTI practice. In addition to universal screening assessments—which are given to all students three times a year—, students receiving Tier 2 or 3 levels of support should be given a progress monitoring assessment every other week or weekly, respectively. These data allow us to have better visibility into whether or not our support is working for a given student, and more importantly, when it's not so that we can adjust the intervention approach quickly to better meet the needs of that student.
Assessments used for progress monitoring should be quick, skill (not content) based, and valid and reliable (i.e., having demonstrated to accurately and consistently measure what they are supposed to be evaluating). The Center for Intensive Intervention has a helpful chart that evaluates and compares these qualities for common progress monitoring assessments.
Among many of the COVID-19 and remote learning struggles for educators, understanding students’ assessment data has been one of the most common challenges. Interpreting student scores from universal screeners and benchmarks, and using the data to inform instruction and support, is an essential component of any MTSS framework.
Without this information, educators must rely solely on their own observations of students to determine who is keeping up and who is falling behind. And of course, this becomes even more of a struggle when teachers aren’t able to observe and work with their students in person.
These types of issues will likely stick around for a while, but as long as we continue to have students learning remotely it is essential to figure out ways to work with the data and information that is available. Below are common concerns that educators have with assessment data from their remote learners and suggestions for how to address them.
A formative assessment is a planned process in which assessment-elicited evidence of a student’s status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics (Popham, 2008). To build an effective system, Tier 1 instruction may look different from school to school depending on the predominant needs of their population (e.g., LEP, FRL, Gifted). For example, one school may require intensive ESL support as a part of Tier 1 instruction to meet the 80 percent criterion and another school may require enrichment to ensure progress for high-achieving and/or gifted students as a part of Tier 1 instruction. For those schools that meet the 80 percent criterion, it is still essential to examine the effectiveness of the core and ensure growth of all students.