Universal screeners are used to identify individual students at risk for reading difficulties, as well as potential gaps in tier one instruction for a larger group of students. Administering a set of screening measures in the primary grades helps identify students who may require further testing or intervention, and assists in identifying, in whole or in part, students at risk for dyslexia or other reading-related learning disabilities. Universal screeners are administered to all students, three times per school year, and assess students’ early literacy skills. Per Section 10-14t(a) of the Connecticut General Statutes, all local and regional boards of education, including Charter Schools, serving students in kindergarten to Grade 3, inclusive, must select and administer an assessment from the Approved Menu of Research-based Grades K-3 Universal Screening Reading Assessments. 

Diagnostic assessments offer a clearer picture of students’ understanding which can inform next steps in literacy instruction. For example, a nonsense word assessment in grade one might be used to group students homogeneously for targeted instruction based on their knowledge of syllable patterns. Diagnostic assessments might also be given when a student is identified as needing additional support after a universal screener is administered. For example, a kindergarten student might be administered an untimed letter-sound assessment to determine exactly which letter-sounds she knows, and which ones should be focused on during instruction. Or perhaps she knows them all but needs support to build automaticity. Diagnostic assessments provide more detailed information on individual students’ specific strengths and weaknesses in the areas of phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. Diagnostic assessments provide data on where further instruction or more intensive intervention is warranted.

Progress monitoring assessments track the progress of students over time and evaluate the effectiveness of interventions. These assessments enable educators to make informed decisions about instruction. Progress monitoring assessments are administered on a regular basis (e.g., weekly, bi-weekly, monthly) depending on the intensity of the intervention and the needs of the student. They are used to adjust teaching strategies or interventions based on student progress.

Interim assessments measure student performance related to specific standards or goals. They offer valuable information for classroom teachers to inform their instruction, yet they may also offer insight into student performance at the grade, school, or district level. Examples of interim assessments include mid-unit assessments and Interim Assessment Blocks (IABs) such as “Read Informational Text.”

While universal screeners, diagnostic assessments, and progress monitoring assessments are formative assessments, it is of equal importance that educators monitor student progress on a daily basis. Formative assessment practices are used to monitor student learning progress during instruction. They provide timely feedback, allowing teachers to adjust their teaching methods or materials to better meet students' needs, and guide instruction as it is occurring. Examples of formative assessment practices include the use of exit tickets, classroom discussions, quizzes, teacher observations, and student self-assessments.

Summative assessments are used to evaluate overall student performance at the end of an instructional period or school year. These assessments may include a broad range of content and skills learned over a period of time. Summative assessments are typically administered after instruction to evaluate cumulative knowledge and skills, as well as to assess whether students meet predefined learning standards.