10.2 Progress Monitoring Tracking & Growth Strategies
Key Takeaways
- The FAST Individual Student Report carries an overall B.E.S.T. scale score, an achievement level from 1 to 5, a statewide percentile rank, and a performance band for each reporting category.
- Reporting category bands - Below Satisfactory, At/Near Satisfactory, Above Satisfactory - are diagnostic only; the achievement level comes from the overall scale score alone.
- Results post to the Florida Reporting System within 24 hours of testing and reach families through the Family Portal, which also shows performance across all three windows.
- Reporting categories differ by grade: grade 3 mathematics has four, grade 4 has three, grade 5 has four, grade 6 has three, and grades 7 and 8 have four each.
- Comparing PM1 to PM2 exposes learning velocity months before PM3, which is the only window used for school grades, grade 3 promotion, and the grade 10 graduation requirement.
10.2 Progress Monitoring Tracking & Growth Strategies
Quick Answer: The Florida Assessment of Student Thinking (FAST) produces an Individual Student Report (ISR). Results post to the Florida Reporting System within 24 hours of a student completing testing and reach families through the Family Portal. The report provides a vertical Scale Score, an Achievement Level (1 through 5), and diagnostic Category Performance Indicators ("Below Satisfactory", "At/Near Satisfactory", "Above Satisfactory"). By tracking scores across PM1 (fall baseline), PM2 (winter midpoint), and PM3 (spring summative), educators and parents can calculate learning velocity, backward-map to foundational prerequisite deficits, and execute an individualized study roadmap before high-stakes spring testing.
Deconstructing the FAST Individual Student Report (ISR)
Following each progress monitoring administration, the Cambium Assessment platform compiles an official Individual Student Report (ISR). Understanding the statistical and diagnostic components of this report is critical for designing effective academic intervention.
+-------------------------------------------------------------------------+
| FLORIDA ASSESSMENT OF STUDENT THINKING (FAST) - INDIVIDUAL STUDENT REPORT|
| Student: Jordan Taylor Grade: 6 Administration: PM2 |
| Subject: Mathematics Scale Score: 233 Achievement Level: 3 |
+-------------------------------------------------------------------------+
| OVERALL SCALE SCORE & ACHIEVEMENT LEVEL |
| Grade 6 Mathematics scale: 168 - 287 |
| [L1 168-212] [L2 213-228] [L3 229-238] [L4 239-253] [L5 254-287] |
| * (233) |
| Standard Error of Measurement: +/- 4 points | Percentile Rank: 54th |
+-------------------------------------------------------------------------+
| REPORTING CATEGORY BREAKDOWN (grade 6 has three) |
| 1. Number Sense and Operations: Above Satisfactory |
| 2. Algebraic Reasoning: At/Near Satisfactory |
| 3. Geometric Reasoning, Data Analysis, |
| and Probability: Below Satisfactory |
+-------------------------------------------------------------------------+
1. The B.E.S.T. Scale Score
The FAST scale score is not a percentage and not a raw count. It is derived from the student's response pattern through Item Response Theory calibrations and reported on the B.E.S.T. scale, which runs 140–308 for grades 3–10 ELA Reading and 140–291 for grades 3–8 Mathematics. Each grade has its own published band inside that overall range, and the bands rise from grade to grade, so a family can compare a child's standing year over year.
Because every grade has its own cut scores, a scale score is meaningless without its grade. A 233 is Level 3 in grade 6 Mathematics, Level 4 in grade 5 Mathematics, and Level 2 in grade 8 Mathematics.
2. Achievement Levels (1 through 5)
Rule 6A-1.09422, F.A.C., partitions each grade's scale into five achievement levels. FDOE's published FAST/B.E.S.T. labels are:
- Level 1 — Well Below Grade Level: highly likely to need substantial support for the next grade/course.
- Level 2 — Below Grade Level: likely to need substantial support for the next grade/course.
- Level 3 — On Grade Level: may need additional support for the next grade/course. This is the state passing standard.
- Level 4 — Proficient: likely to excel in the next grade/course.
- Level 5 — Exemplary: highly likely to excel in the next grade/course.
[!IMPORTANT] The Science and Social Studies assessments use a different set of words for the same numbered levels - Inadequate, Below Satisfactory, On Grade Level, Proficient, Mastery. A family holding a FAST report and a grade 5 Science report in the same envelope is looking at two vocabularies, not two standards.
3. Conditional Standard Error of Measurement (CSEM)
Every test score contains measurement uncertainty. The ISR displays a score band (e.g., $328 \pm 4$) representing the Standard Error of Measurement. This interval signifies that if the student were tested repeatedly under identical conditions without learning occurring, their score would fall within this band 68% of the time. When tracking growth across windows, true developmental gains occur when score increases exceed this standard error threshold.
4. Percentile Ranks vs. Criterion-Referenced Mastery
The ISR provides a statewide Percentile Rank (PR) comparing the student's scale score against Florida peers tested in the same grade and administration window. It is vital to distinguish between norm-referenced and criterion-referenced metrics:
- Criterion-Referenced (Achievement Level): Indicates whether the student has mastered specific Florida B.E.S.T. Standards regardless of how other students scored.
- Norm-Referenced (Percentile Rank): Indicates relative ranking. For example, a 65th percentile rank means the student scored higher than 65% of tested Florida students in that window.
Deciphering Category Performance Indicators
While the overall scale score indicates whether a student has attained Level 3 proficiency, the Reporting Category Performance Indicators provide the actionable diagnostic data necessary for targeted intervention. Florida divides both ELA Reading and Mathematics into three to four major reporting categories.
The Three Qualitative Mastery Bands
Rather than reporting misleading raw percentage correct scores—which vary psychometrically because items have different difficulty levels—FAST reports reporting categories in three qualitative bands:
- Below Satisfactory: Indicates that the student consistently struggled with items within this benchmark cluster. The student demonstrated a low probability of correctly answering grade-level questions in this domain.
- At/Near Satisfactory: Indicates that the student performed near the cut-line between Level 2 and Level 3. Performance is borderline; targeted reinforcement is needed to prevent regression.
- Above Satisfactory: Indicates robust mastery of the benchmark cluster. The student reliably answered complex, high-difficulty items within this domain correctly.
Reporting Categories by Subject Area
| Subject Area | Grade Band | Reporting Categories Evaluated |
|---|---|---|
| FAST ELA Reading | Grades 3–10 | 1. Reading Prose & Poetry<br/>2. Reading Informational Text<br/>3. Reading Across Genres & Vocabulary |
| FAST Mathematics | Grade 3 | 1. Number Sense and Additive Reasoning<br/>2. Number Sense and Multiplicative Reasoning<br/>3. Fractional Reasoning<br/>4. Geometric Reasoning, Measurement, and Data Analysis and Probability |
| FAST Mathematics | Grade 4 | 1. Number Sense and Operations with Whole Numbers<br/>2. Number Sense and Operations with Fractions and Decimals<br/>3. Geometric Reasoning, Measurement, and Data Analysis and Probability |
| FAST Mathematics | Grade 5 | 1. Number Sense and Operations with Whole Numbers<br/>2. Number Sense and Operations with Fractions and Decimals<br/>3. Algebraic Reasoning<br/>4. Geometric Reasoning, Measurement, and Data Analysis and Probability |
| FAST Mathematics | Grade 6 | 1. Number Sense and Operations<br/>2. Algebraic Reasoning<br/>3. Geometric Reasoning, Data Analysis, and Probability |
| FAST Mathematics | Grade 7 | 1. Number Sense and Operations and Algebraic Reasoning<br/>2. Proportional Reasoning and Relationships<br/>3. Geometric Reasoning<br/>4. Data Analysis and Probability |
| FAST Mathematics | Grade 8 | 1. Number Sense and Operations and Probability<br/>2. Algebraic Reasoning<br/>3. Linear Relationships, Data Analysis, and Functions<br/>4. Geometric Reasoning |
[!WARNING] The mathematics reporting categories change from grade to grade - not just in wording but in count. Grade 3 has four; grade 4 has three; grade 5 has four; grade 6 has three; grades 7 and 8 have four. A parent comparing a grade 5 report to a grade 6 report will not find the same rows, and that is by design, not an error.
The Florida Statewide Assessments Family Portal
Florida provides parents and educators direct access to longitudinal student assessment records through the Florida Statewide Assessments Family Portal (accessible via flfast.org or integrated district student information systems).
Portal Access
Families sign in with the access code supplied by the school or district together with the student identifying information the portal requests. Districts distribute access codes through their own parent portals or on printed reports; if a code is missing or does not work, the school assessment coordinator is the right first call rather than FDOE.
Actionable Features in the Family Portal
- Score Turnaround: FDOE reports FAST results in the Florida Reporting System within 24 hours of the student completing testing; district and Family Portal availability can take a little longer depending on local processing.
- Historical Longitudinal Graphs: Displays the student's scale score progression across multiple years, illustrating long-term developmental trajectories.
- Benchmark Item Breakdown: For released administrations, the portal provides narrative descriptions of the specific benchmarks tested and explanations of the concepts assessed in items where the student struggled.
Tracking Longitudinal Growth: PM1, PM2, and PM3 Trajectories
The fundamental innovation of FAST is its tri-annual progress monitoring cycle. Analyzing performance across all three windows reveals a student's learning velocity—the rate of academic growth per month of instruction.
Grade 6 Mathematics scale score trajectory (B.E.S.T. scale 168 - 287)
Scale Score
240 | * PM3 target (229+ = Level 3)
| . · '
230 | * PM2 (226)
| . · '
220 | * PM1 (214)
| . · '
210 |______·_____________________________________
Aug-Sep (PM1) Nov-Jan (PM2) May (PM3)
Interpreting Window Dynamics
- PM1 (Beginning of Year): Covers the entire year's grade-level B.E.S.T. Standards. Because students have completed only a few weeks of instruction, scores are naturally low. FDOE states directly that for PM1 and PM2 a student may not yet be at grade level, and that this does not necessarily mean the student is off track - these results are informational only and are not student achievement designations.
- PM2 (Winter Mid-Year Check): Administered after approximately 18 to 20 weeks of instruction. Students should exhibit a noticeable scale score increase, reflecting mastery of taught standards. PM2 is the prime diagnostic checkpoint for mid-course intervention recalibration.
- PM3 (Spring Summative Assessment): Administered in May, evaluating cumulative mastery. This is the sole administration utilized for school grades, Grade 3 retention decisions, and Grade 10 graduation benchmarks.
Analyzing Growth Trajectories
| Trajectory Pattern | PM1 Score | PM2 Score | Projected PM3 Outcome | Diagnostic Action Required |
|---|---|---|---|---|
| Accelerated Growth | Level 1 (Low) | Level 2 (High) / Level 3 | On track for solid Level 3 or 4 | Maintain current Tier 1 instruction and support pacing. |
| Steady Pacing | Level 2 | Level 3 (Low) | Projected Level 3 | Reinforce "At/Near Satisfactory" category domains. |
| Stagnant / Flatline | Level 2 | Level 2 (No Change) | At severe risk of failing PM3 | Recalibrate intervention; investigate prerequisite skill gaps. |
| Score Regression | Level 2 (High) | Level 2 (Low) / Level 1 | Immediate Tier 3 intervention required | Conduct diagnostic screener; assess testing fatigue or foundational breakdown. |
Formulating an Individualized Study Roadmap
Data without an operational plan is useless. Following the release of PM1 or PM2 ISRs, educators and families should formulate an individualized study roadmap utilizing a structured four-step methodology:
Step 1: Benchmark Category Triage
Identify all categories labeled "Below Satisfactory." Rank them by instructional priority. In mathematics, arithmetic fluency and number sense (NSO) must always be remediated before advanced geometry or data analysis, because multi-step geometric calculations depend entirely on accurate underlying arithmetic.
Step 2: Prerequisite Backward-Mapping
A common instructional failure is attempting to remediate a struggling grade-level standard by repeatedly drilling that exact standard. Under Florida's B.E.S.T. framework, benchmarks are sequentially linked across grade levels. For example:
- Struggling 6th Grade Benchmark:
MA.6.AR.2.2(Solve two-step linear equations). - Prerequisite Root Cause: The student has not mastered integer arithmetic (
MA.6.NSO.4.1) or fractional equivalence from 5th grade (MA.5.FR.2.1). - Action: Backward-map to the foundational prerequisite, dedicate two weeks to closing the arithmetic gap, and then return to solving two-step equations.
Step 3: Calibrating Learning Velocity
Calculate the required scale score gain needed to reach the Level 3 cut score by May. For instance, if a student scored 315 on PM2 and the Level 3 threshold on PM3 is 328, the student requires a 13-point scale score gain across approximately 16 instructional weeks (roughly 0.8 points per week). Establishing weekly micro-goals maintains focus and accountability.
Step 4: Structured Formative Progress Checks
Utilize free, state-vetted Florida educational platforms to execute the roadmap:
- CPALMS (
cpalms.org): Florida's official standards portal, featuring student tutorials, teacher lesson plans, and formative benchmark assessments. - FloridaStudents.org: Interactive, student-directed learning modules aligned directly to individual B.E.S.T. benchmark codes.
Summary of Progress Monitoring Administration Windows
| Assessment Window | Testing Calendar | Curricular Scope | Primary Objective | High-Stakes Consequences |
|---|---|---|---|---|
| Progress Monitoring 1 (PM1) | August – September (First 30 days) | Full Annual B.E.S.T. Blueprint | Baseline ability calibration and MTSS grouping | None (Strictly Diagnostic) |
| Progress Monitoring 2 (PM2) | December – January (Mid-year) | Full Annual B.E.S.T. Blueprint | Measure learning velocity and adjust Tier 2/3 interventions | None (Strictly Diagnostic) |
| Progress Monitoring 3 (PM3) | May (Late Spring) | Full Cumulative Blueprint | Summative achievement evaluation and longitudinal growth | High-Stakes (School grades, promotion, graduation) |
Common Exam Traps & Misconceptions
[!WARNING]
Exam Trap 1: Panic Over Low PM1 Achievement Levels
Parents and students often panic when receiving an Achievement Level 1 or Level 2 on the September PM1 report. Remember: PM1 tests the entire year's curriculum before it has been taught. A low baseline score is statistically expected and provides the baseline against which true growth is measured.
[!WARNING]
Exam Trap 2: The False Security of "At/Near Satisfactory"
A category rating of "At/Near Satisfactory" does not mean the student is completely safe. It means performance is right on the borderline. Without continued practice, natural forgetting and increasing test difficulty on PM3 can easily cause that category to drop to "Below Satisfactory."
[!WARNING]
Exam Trap 3: Surface-Level Remediation Without Prerequisite Diagnostics
When a student struggles with complex topics such as middle school ratios or high-school linear modeling, drilling those high-level problems repeatedly rarely works. True progress requires diagnosing and repairing unaddressed prerequisite deficits from prior grades that anchor the reporting category.
A parent reviews a student's FAST PM2 Individual Student Report and discovers that the student scored Achievement Level 3 overall, but received a 'Below Satisfactory' category indicator in Geometric Reasoning. What is the most appropriate instructional response?
When comparing a student's scale score between the Fall PM1 baseline and the Winter PM2 administration, what does a moderate scale score increase indicate?
How does an Achievement Level on the FAST Individual Student Report differ fundamentally from a Percentile Rank?
A middle school student consistently scores 'Below Satisfactory' in the Algebraic Reasoning category on FAST Mathematics. When formulating an individualized study roadmap, what should be the initial instructional priority?