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How will we involve and/or notify parents?

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Can multiple teachers rate a students during the same time period (fall, winter, spring)?

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Question brought up during training, what if a student logs in at home during testing window?  This could be an issue with upper grade students.

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Scores are showing up for students who I haven't yet assessed. Do all teachers assess, or just one?

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Classes/grades listed per hour with various grade levels?

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Classes/grades listed per hour with various grade levels?

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It doesn't seem that if a student was surveyed already that I can also do a survey on them.

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Have you guys talked about how you might want to utilize the 'note' on the right hand side of the SABR survey? Type in when you did the survey??

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As you scroll down the page to click buttons... some of us will get the sides of the world mixed up and click NEVER when we think ALWAYS... unless they are labeled...

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Not to belabor the point, but is there any way to see previous data for the students? My first thought for these data were that it would be super helpful to see at the beginning of the year for new students, but if I can't see their data from the year previous, that's a huge amount of helpful information that I just don't have

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As the students are rating themselves, are we supposed to read to them what each one means to help define it for them? That way, students will be marking them more accurately. Can those come from FAST? Or will we need to create those definitions as a school/district?

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If everyone decides what something "means" when evaluating a student, how is there any consistency with this? Wouldn't we want consistent definitions/meanings when we take these?

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For us visual people, a photograph of the student we are thinking about wouldbe  extremely helpful. So I don't mix up all the Brendan's and Brandon's and Brayden's...

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The paragraph: It is common for teachers to request a definition of the behaviors represented within each SAEBRS item. For instance, many seek additional clarification regarding what should be considered a 'temper outburst'. However, as part of standard administration, SAEBRS users are not to be provided with such definitions. Rather, teachers are to use their best judgment in considering what actions are representative of each behavior. Shouldn't the teachers try to be on the same page in regards to classifying behavior so the teacher-to-teacher graphs are based on the same interpretations of behavior?

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Is this data going to be viewable and useable by the SIT? Is being marked as at risk in SAEBRS enough to alert the SIT?

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Is there a protocol for make-up tests when students are absent on the testing day, or is that the teacher's responsibility to organize? With regard to technology access, this could be an issue

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Is the district going to provide headphones for testing for students who don't have any? Or forget them?

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How long will data be available to go back and review?

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Is the FAST website whitelisted for the firewall?

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Does the FAST program analyze the data for us, and disaggregate
it by a specific area of need (comprehension, fluency, monosyllabic words, etc.)?

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The concern with regard to implementing reading tests in English classes is that it sets a precedent that reading is an English-only problem, when in reality, students must read in all contents. We have to be sure that all teachers recognize their stake in helping students who need interventions without only relying on the English department to "fix" it.

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It was mentioned students could access their SAEBR on their own device, so theoretically the students could take it on their own device outside of school?? We all have kids that might take it daily thinking it will show us how they feel or they could take it more than that. Is there a restriction in place to how many times they could fill it out so they don't go crazy with it?

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I think it is important for us to not overestimate our ability as teachers to intervene with students with special emotional needs.

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Are the councilors going to be putting in teacher viewable extra information about kids on their caseload? Some information about home situation (foster care, single parent household, low SES, etc.) would do a lot to put the SAEBR info in context. Nothing privileged or told in confidence, obviously.

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Seniors are hardly here NOW, will their input with 2 weeks left in school really be useful?

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Is there a plan or planning in progress for kids who score low on the social/emotional part of the survey? I know there's planning going on for the reading and math, but will there be a program or contacts or something?

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This process sounds really fascinating. Please do NOT schedule during advisory move time. That time must be protected as sacred.

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Are students allowed to opt out of the SAEBRs, or will it be mandatory?

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How will this info be shared with parents..

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Are we going to be expected to do our own version of the SAEBRs for each student we have in every class? That's a lot of questions thrice yearly! (~2000) Thanks, Andrew!

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As a health teacher can I have access to my male student rosters?