Benchmark Goals for Student Success

By: Rachel Brown, Ph.D., NCSP In order to know if a student is making progress toward specific learning goals, comparison with some type of standard or benchmark of success is needed. The term benchmark is widely used in education to indicate grade-level learning goals for all students. These benchmarks are scores on certain assessments that[…]

Top 10 Help Desk Questions and Answers

By: Todd Sundboom: FastBridge Director of Customer Success The FastBridge Learning customer support team gets many calls, emails, and chat questions each day. We have organized the most frequent of these into a “top 10” list with answers from the Help Desk team. Question: “Which assessments should I use?”  The answer: “It depends.” There is not[…]

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[…]

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.[…]