Recognition: Screening, Assessment, and Progress Monitoring

Teachers should rely on screening and progress monitoring measures with the following characteristics: (1) designed to be used multiple times each year; (2) easy to administer and score; (3) sensitive to individual differences; (3) provide information on both the level and rate of growth in key domains of learning; and (4) related to long-term early learning goals and correlated with norm-referenced assessments. Ideally, a single measure should be used for both screening and progress monitoring purposes.

Universal screening should occur on a set schedule for all children (fall, winter, and spring is common in K-3rd grade). Screening is used to identify children who do not make adequate progress in meeting key early learning benchmarks (e.g., children who fall at or below the 25th percentile). These children will require additional supports and on-going progress monitoring. 

An observational assessment under development called the Recognition & Response Observation and Rating System (RRORS) can be used in conjunction with other screening and progress monitoring measures.

Early learning difficulties may be considered the precursors of learning disabilities in this population.

The RRORS is being developed to provide early educators and parents with a systematic way of documenting their observations of children’s learning characteristics and behaviors that may indicate early learning difficulties.

For more information, click on these links:

Why Do We Assess Young Children?

Developmentally Appropriate Practice: Assessment Standards

Curriculum Referenced Scales

Next: Response