Recognition: Universal Screening and Progress Monitoring

The recognition component of the R&R model refers to systematic universal screening and progress monitoring. In the R&R model, it is recommended that universal screening be administered three times during the year (fall, winter, spring) in key domains of learning. In addition, progress monitoring should be administered throughout the year as needed.

Universal screening provides the teacher with the means to gauge the quality of her instruction and recognize individual children who would benefit from additional targeted interventions. If most children meet learning benchmarks, it can be assumed that the general education curriculum offered is of sufficient quality. Adjustments to the general education curriculum and instruction may be required in classrooms in which the majority of children do not meet learning benchmarks. For example, teachers might consider whether the curriculum matches the needs and characteristics of that group of learners. This is especially important as early childhood programs serve increasingly diverse groups of children. Children who are not making adequate progress through the general curriculum and activities (Tier 1) may need to have more targeted or intensive interventions at Tier 2 or Tier 3 added to the Tier 1 curriculum and instructional strategies.

Progress monitoring is a process whereby the teacher assesses the child’s response to the intervention at Tiers 2 and 3 as needed. Teachers use the results of progress monitoring over time to guide them in adjusting instruction and interventions to maximize their responsiveness to children’s needs.

Both screening and progress monitoring are conducted in everyday settings. Teachers select and use measures that are designed specifically for use in both screening and progress monitoring, which mean that the same tool might be used for both purposes. These tools are useful as they: (a) assess both level and rate of growth, (b) are not tied to a specific curriculum, (c) are designed to be used multiple times throughout the school year, and (d) are quick and easy for teachers to administer.

Once a child has been recognized as needing additional supports from universal screening and/or progress monitoring, the teacher considers various explicit interventions, embedded activities and scaffolding methods during the collaborative problem-solving process that can be applied across tiers. The problem-solving process guides the selection of explicit interventions and embedded strategies (e.g., in early math or language/literacy) and the level of intensity needed in scaffolding strategies.  Families also should be involved in the assessment process by contributing information about children’s strengths, needs, and progress on target skills; assisting in assessment and planning; and participating in discussions about assessment and next steps.