Step 5: Evaluation

Step 5 focuses on ways to evaluate a particular practice.  Because formative assessment is a key component of tiered instruction, evaluation is built into this practice. Formative assessment is used within tiered instruction to inform decisions about which children need additional supports and to monitor children’s progress in learning. See Step 3: Formative Assessment for more information on how assessment is used this component of tiered instruction is used to make data-based instructional decisions and evaluate children’s progress in behavior and learning.

Below are examples of specific formative assessment tools that can be used within tiered instruction:

  • Early Screening Project (ESP)
    The ESP is a screening tool that assesses the frequency and intensity of behavior problems in young children. There are three stages of assessment, ranging from teacher rankings and ratings to direct observations of behavior.
    Walker, H.M., Severson, H.H., & Feil, E.G. (1995). Early Screening Project. Eugene, OR: Oregon Research Institute.
    (This tool is available from Applied Behavior Science Press, 261 East 12th Avenue, Suite 210, Eugene, OR 97401, Phone: 888.345.8744, Fax: 541.345.3854)

  • C-PALLS (Circle Phonological Awareness Language and Literacy System)
    C-PALLS is a pre-K assessment tool designed to measure young children’s literacy and language skills (vocabulary, letter identification, and phonological awareness). It also includes scales for mathematical skills (numbers, counting shapes, and operations) and social-emotional skills.
    (The C-PALLS is part of the mCLASS: CIRCLE Early Childhood Assessment and was developed by Wireless Generation in collaboration with Susan Landry, Ph.D., and the University of Texas Health Science Center’s Children’s Learning Institute (CLI). It is available

  • myIGDIs
      myIGDIs are a set of research-based measures that are used to assess children’s growth and development. They are also brief, formal assessments of child status and change over time in relation to important skill acquisition related to early literacy and early numeracy.
    (myIGDIs, originally referred to as “Get it, Got it, Go!”, were created in a collaborative effort under the Early Childhood Research Institute on Measuring Growth and Development (ECRI-MGD) at the University of Minnesota’s Center for Early Education Development (CEED). Research efforts were led by Dr. Scott McConnell and his team of early childhood research associates. The original project can still be found at myIGDIs is available at: