As a school-wide framework, Multi-Tired Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure (Sugai & Horner, 2009). Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in grades seven (n = 197) and eight (n = 237). Data were analyzed through hierarchical logistic and linear regressions using outcomes on reading subtests of Michigan Education Achievement Program (MEAP) and ACT Explore® as the dependent variables. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.
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