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Tier 1 Core Writing Instruction

  • April 19, 2018

By: Rachel Brown, Ph.D., NCSP Of the three major basic academic subject areas (e.g., reading, math, and writing), writing is often neglected in discussions of core instruction. This is partly due to some overlap between reading and writing instruction when it…

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Interpreting Progress Monitoring Data

  • October 19, 2017

By: Holly Windram, Ph.D.., NCSP Introduction At this point in the school year, interventions have been happening for about 4-6 weeks and progress monitoring data have been collected per the intervention plan or per IEP goals. School staff are ready…

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Using Data to Group Students

  • September 26, 2017

By: Nicole M. McKevett, MA, NCSP Many teachers meet the wide range of learning needs of their students through flexible grouping. These groups may accommodate different skill levels, readiness, behavioral needs, and interests. The data from various FastBridge assessments can help…

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Key FastBridge Tools for School Leaders

  • June 20, 2017

By: Barbara Scierka, Ph.D., Math Service Coordinator and Wendy Stuttgen, Ed.S., Literacy Service Coordinator at St. Criox River Education District In this era of data-driven instruction, school leaders are called upon to integrate many types of information about student performance.…

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The Importance of Growth Data

  • January 30, 2017

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…

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Progress Monitoring Basics

  • December 16, 2015

By: Yvette Arañas As we mentioned in our recent blog post about benchmarking, all students in a school should be screened to identify struggling learners. Students in need of extra instructional support should be monitored regularly to see whether they are…

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