By Rachel Brown, Ph.D., NCSP The Individual Skills Report is an excellent resource for teachers to review the specific items that students answered correctly or incorrectly on FAST™ screening assessments. The information on this report varies according to the types…
By: Jessie Kember, Ph.D. End of the year school-wide data can provide educators with insights regarding trends, allowing for reflection while also informing future decisions that benefit the outcomes of all students. Within a problem-solving framework, the final step, plan…
By: Jessie Kember, Ph.D. Collecting screening data on three to four occasions throughout the school year, in addition to more frequent progress monitoring, allows educators to evaluate growth that those students involved in intervention have made throughout the school year…
By: Rachel Brown, Ph.D., NCSP Many, if not most, efforts to improve student learning outcomes will result in measurable improvements in student performance. Nonetheless, in some cases, a student will not make the growth desired or expected. When this happens, the…
By: Rachel Brown, Ph.D., NCSP Universal screening has become a common practice in many schools. This screening involves having all of the students in each grade complete the same assessment. Traditional approaches to universal screening have typically included conducting the assessments…
By:Rachel Brown, Ph.D., NCSP Recently Dr. Jose Castillo presented a webinar about the importance of reviewing school and district multi-tier system of supports (MTSS) practices using group data. Such data can provide indicators of whether student improvement goals have been…
By: Rachel Brown, Ph.D., NCSP Last week’s blog discussed the importance of core reading instruction. This one will do the same for math. Effective reading instruction has received a great deal of attention from educators in recent decades. More recently, effective…
By: Rachel Brown, Ph.D., NCSP When provided with evidence-based Tier 1 core instruction, most students will make effective school progress. Some will not, and these students benefit from intervention that is provided in addition to core instruction. In most tiered…
By: Rachel Brown, Ph.D., NCSP This week’s blog focuses on the Plan Development step in the problem-solving model. This step is the third one in the problem-solving model: Problem identification Problem analysis Plan development Plan implementation Plan evaluation Plan development…
By: Jessie Kember, Ph.D., NCSP This blog is a continuation of the previous topic explored: problem identification. While the first blog of this series examined the first step in the problem-solving process (problem identification), the purpose of this blog is…
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