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FAST Status: All Systems Go!

Plan Evaluation

  • March 1, 2018

By: Jessie Kember, Ph,D., NCSP This blog is a continuation of previous blogs exploring the problem-solving process. The purpose of this blog is to dive deeper into the fifth and final step of the problem-solving process: plan evaluation. In addition,…

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Intensive Intervention

  • February 23, 2018

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…

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Plan Implementation

  • February 16, 2018

By: Rachel Brown, Ph.D., NCSP Plan implementation is the fourth step in the problem-solving model: Problem identification Problem analysis Plan development Plan implementation Plan evaluation This step involves providing the selected intervention with integrity for the student(s) who need support.…

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Plan Development

  • February 12, 2018

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…

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Reviewing Problem Solving

  • January 12, 2018

By: Rachel Brown, Ph.D., NCSP Problem solving is a cornerstone of the FastBridge Learning® system and the FAST™ assessments. This model dates from work by Dr. Stan Deno of the University of Minnesota. Deno and colleagues pioneered efforts to develop…

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FastBridge Tools and Special Education

  • November 20, 2017

By: Rachel Brown, Ph.D., NCSP Special education is a unique and important feature of U.S. public education. Although some states implemented special education programs before 1975, it was the passage of PL 94-142, the Education of All Handicapped Children Act,…

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Releasing Students from Intervention

  • November 9, 2017

By: Rachel Brown, Ph.D., NCSP As the school year moves forward and we approach the middle of the academic year, there will be some students who have made enough progress from intervention that they are ready to be “released” and…

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Reorganizing Progress Monitoring Groups

  • November 6, 2017

By: Jessie Kember, Ph.D. Progress monitoring occurs after universal screening within a multi-tiered system of support (MTSS) framework (Tiers 2 and 3). Progress monitoring involves the frequent assessment (i.e., weekly or bi-weekly) of those students identified through universal screening as…

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Changing Interventions

  • October 26, 2017

By: Rachel Brown, Ph.D., NCSP After interventions have been in place for a few weeks, it is important to review student progress and determine whether the intervention is working. A prior blog provided information about how to interpret progress data. This…

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