Considerations for Operating Data-Analysis Teams

Considerations for Operating Data-Analysis Teams

Joseph F. Kovaleski, D.Ed., NCSP Indiana University of Pennsylvania   In the last 10 years, much has been written about using a multi-tiered system of support (MTSS) to organize schools to promote academic proficiency, mental health, and appropriate behavior (e.g., Brown-Chidsey & Bickford, 2016; Burns & Gibbons, 2012). These systems were originally conceptualized as response[…]

Peer Tutoring as Part of an MTSS

Peer Tutoring as Part of an MTSS

By: Rachel Brown, Ph.D., NCSP One of the challenges to providing individualized instruction and feedback to all students is the reality that in every classroom there is usually only one teacher and many students. Although instructional practices such as rotating small groups among individual work stations, as well as carefully-planned large group activities, can support[…]

Allocating Time for Instruction

Allocating Time for Instruction

By: Rachel Brown, Ph.D., NCSP Most teachers will agree that the most valuable resource in schools is time for instruction. As public schools have evolved from one-room schoolhouses to large districts with thousands of children, the tasks expected of teachers each day have changed as well. Where once it was expected that teachers cover the “3[…]

How to Set-Up and Adjust Progress Monitoring Goals in FAST

How to Set-Up and Adjust Progress Monitoring Goals in FAST

By: Theodore J. Christ, Ph.D., and Rachel Brown, Ph.D., NCSP Progress monitoring (PM) is an important part of a multi-tier system of student support (MTSS).  Together with universal benchmark screening, progress data provide information about how well instruction is meeting each student’s needs. This blog will review different pathways for setting up PM in FAST™,[…]