![]() ![]() Something is working well for that student. For example, a student with a start score or initial screening score in the At Risk category, but whose ROI percentile rank is 70, is growing as well as or better than 70% of students in that group. With this report, educators can identify students who are “beating the odds” for their start score. In contrast to the Screening report, which displays student performance at one point in time, the Growth report is useful for understanding student growth over time. Growth norms are also accessible through the Benchmarks & Norms described above. The ROI ranking shows how much growth a student made as compared to other similar students. For example, a 3 rd grade student’s ROI from winter to spring would be compared to other 3 rd -graders’ ROIs from winter to spring. The ROI percentile ranks compare the student’s growth to the growth of other students in the same class, grade, district and across the U.S. Similar to the percentile rank on a Screening Report, a student’s ROI is compared to the ROIs of other students in the same class, school, and district as well as nationally. Similar to the percentile rank on a Screening Report, a student’s ROI is compared to the ROIs of other students in the same class, school, and district, as well as nationally. Therefore, the Growth Report also provides a ROI Percentile Rank. The ROI can be difficult to interpret on its own. ROI is also reported on some individual student reports. This is called the Rate of Improvement (ROI). ![]() ![]() On the FAST™ Group Screening Report, benchmark information is provided via exclamation points, and normative information is displayed via color-coded percentile ranks (Figure 1).įor example, if a student had a score for CBMreading in the fall and winter of the school year, the Growth Report would determine the average weekly growth between those two scores. A teacher can view how a student’s score compares to other same-grade students in the class, grade, district, or even nationally. A norm, on the other hand, is a peer comparison. Students who are not yet meeting this goal might be at risk for not meeting end-of-year goals in reading or on other assessments. For example, a 3 rd grade student should be reading greater than 90 words correctly per minute on the fall CBMreading assessment. To briefly review, a benchmark is a goal or target that students should meet to be successful. On the FAST™ Group Screening Report, teachers can view these screening scores along with benchmark and normative information. FastBridge Learning publishes a number of different screening measures for reading, math, and behavior. These screening scores can provide information about which students are on track, and which students might need extra support. Universal screening involves having all of the students in each grade complete assessments showing their current proficiency with grade-level skills. Many teachers are in the process of conducting fall universal screening with all students in their class. ![]()
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