Overview
The third unit of this learning module focuses on the use of screeners and assessment for learning. It also provides practical examples of Tier 2 reading supports for students with learning disabilities.
Learning goals:
- Review the use of screeners and assessment for learning
- Understand the evidence-based assessment reference page
- Explore examples of Tier 2 supports that may be used to help students with learning disabilities
Pre-learning Reflection:
Think back to the student you identified earlier in the module who was struggling with reading.
What knowledge or skills have you gained so far that could support this student?
Record your thoughts on how your understanding has changed, and what you might do differently now.
In Unit 1, we learned that Tier 1 reading interventions are delivered by the regular classroom teacher and follow the principles of DI and UDL. We also saw that the learning needs of the vast majority of students can be met through evidence-based, systematic, and explicit instruction.
All students are monitored closely for signs that additional support may be needed. Screening and assessment data help confirm whether the student’s needs can be met within Tier 1 alone, or whether additional layers of support are required. In most schools, roughly 80% of students reach grade-level expectations through strong, evidence-based Tier 1 instruction. Students identified for Tier 2 receive targeted small-group intervention while continuing to participate fully in Tier 1 learning. For the small percentage of students who require Tier 3, this most intensive level is added on top of the other tiers, ensuring that every student continues to benefit from high-quality classroom instruction.
This raises the following question:
How is screening and assessment for learning used to determine whether or not more intensive intervention is needed?