FAST™ Feature Focus: The Screening to Intervention (s2i) Report

By: Rachel Brown, Ph.D., NCSP During the 2016–17 school year, FastBridge Learning has updated a number of the reports available in FAST™. A new report, in Lab phase this year, is the Screening to Intervention (s2i) Report. This report is unique in that it provides teachers with detailed guidance about what interventions a student is[…]

Conducting Social-Emotional Behavior Screenings at School: An Ecological Systems Perspective

By: Katie Eklund, Ph.D. and Stephen Kilgus, Ph.D. School Psychology Program, University of Missouri Although many schools commonly systematically screen students for academic concerns, social-emotional and behavioral screening measures are less frequently used. Yet, there are many benefits to implementing systematic social-emotional and behavioral screening. Measures such as the Social, Academic, and Emotional Behavior Risk Screener-Teacher[…]

FAST™ and CCSS: Friends but not Relations

By: Ed O’Connor, Ph.D. The Common Core State Standards (CCSS) were developed by the National Governor’s Council and offered for possible adoption by U.S. to address the lack of consistency in what is taught across schools in different states. Since the release of the CCSS in 2010, educators have been paying close attention to issues of[…]

The Importance of Growth Data

By: Rachel Brown, Ph.D., NCSP In order for teachers to know how their students are doing, they must be able to review student performance data over time. Although there are many types of assessments used in schools, certain ones are better for evaluating student learning growth. In particular, universal screening scores and progress monitoring data[…]

Behavior Screening with FAST™

By: Rachel Brown, Ph.D., NCSP Student success is the result of many factors, including positive home and school environments, effective instruction, and regular feedback on performance. For many years, schools have focused on supporting students’ academic success and recent efforts include focused attention on the nature of instruction as well as assessments of student performance.[…]

Setting Realistic but Ambitious Goals When Progress Monitoring

By: Seth Aldrich, Ph.D. There are several ways of setting goals for students when progress monitoring, one of the essential components in a multi-tiered system of supports (MTSS). The ways in which goals are set should be aligned with the questions they address. For example, if our goal (question) is “Can we get the student[…]