skip to Main Content
Schoolwide Reading Improvement

Expert Tips for Creating a Schoolwide Reading Improvement Model

Since earning her Ph.D. from the University of Massachusetts (UMass) Amherst in 2002, Judy Loughlin has made a career as a consultant to districts and schools seeking to improve students’ literacy outcomes. Her resume includes working with IDEAL Consulting, the Hill Institute, the Connecticut and Massachusetts Departments of Education, and countless schools and districts across New England. She also has served as an adjunct instructor in the UMass Amherst College of Education and worked as a teacher and school psychologist.

It was during her time practicing school psychology and visiting schools seeking to address their high rates of special education referrals that something became strikingly clear to her. The degree to which educators needed to focus on prevention and early intervention for students struggling with reading was critical to everything else that needed to take place to improve their schools. And so launched a career-long interest in schoolwide reading improvement.

Read More
Effective Universal Instruction

FAQ: How to Implement Successful Universal Instruction

  Dr. Sarah Brown is the Senior Director of Learning & Development at FastBridge and the co-author of Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 . In anticipation of her book release, Dr. Brown compiled a list of…
Read More

Reviewing Problem Solving

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…

Read More

Tiers 2 and 3: What is the Difference?

By: Rachel Brown, Ph.D., NCSP As the use of a multi-tiered system of support (MTSS) has become more widespread in schools, terms such as tiers, benchmarks, universal instruction, as well as strategic and intensive intervention have become familiar to many…

Read More

Is Catch-Up Growth Possible?

Consider this scenario: Molly is a fourth-grade student but reads at a first grade level. Her teacher knows that her reading skills are much weaker than her classmates because the school conducts tri-annual universal screenings of all students. Such screenings…

Read More

Using FAST as Part of an MTSS

By: Rachel Brown, Ph.D., NCSP Recent efforts to support all students have resulted in schools working to create systems that differentiate instruction in relation to each student’s unique need. These efforts have been referred to as Response to Intervention (RTI),…

Read More
Back To Top