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Fastbridge Jobs in Minnesota (NOW HIRING)

Hope Community Academy

Elementary Teacher

Saint Paul, MN · On-site

$41K - $58K/yr

Use a variety of formative and summative assessment tools - including FASTBridge, classroom-based assessments, and EDUClimber - to monitor scholar progress, identify areas of need, and adjust ...

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Fastbridge information

How does a FastBridge Implementation Specialist typically collaborate with educators and administrators to support student assessment processes?

FastBridge Implementation Specialists work closely with teachers, school administrators, and support staff to ensure smooth adoption and effective use of FastBridge assessment tools. They often provide training sessions, answer technical and instructional questions, and help customize the assessment system to fit the unique needs of individual schools or districts. Regular collaboration includes troubleshooting issues, interpreting data reports, and supporting educators in using assessment insights to inform instruction. This role requires strong communication skills and adaptability, as specialists must work with a variety of stakeholders with differing levels of technical expertise.

What is Fastbridge and what does a Fastbridge specialist do?

Fastbridge is a comprehensive assessment system used in schools to measure student academic progress and support data-driven instruction. A Fastbridge specialist typically manages the administration of Fastbridge assessments, interprets the data, and supports teachers in using results to inform instruction. They may also provide training for staff, troubleshoot technical issues, and help integrate Fastbridge with other school data systems. The goal is to ensure accurate assessment and maximize the effectiveness of educational interventions.

What is the difference between Fastbridge vs Educational Diagnostician?

AspectFastbridgeEducational Diagnostician
CredentialsTypically requires a bachelor's or master's degree in education or psychology; certifications vary by stateRequires a master's degree in school psychology or a related field; state certification/license needed
Work EnvironmentPrimarily in schools, conducting assessments and supporting student progressIn schools, focusing on evaluating student learning, disabilities, and eligibility for services
Employer & Industry UsageUsed by school districts for assessment tools and data collectionEmployed by school districts or educational agencies for special education evaluations

Fastbridge and Educational Diagnostician roles both operate within educational settings, focusing on student assessment. Fastbridge offers assessment tools used by educators, while Educational Diagnosticians conduct comprehensive evaluations for special education eligibility. Understanding these differences helps schools select the right assessment approach for student support.

What job makes $10,000 a month without a degree?

High-paying sales roles such as real estate agents, insurance brokers, or financial advisors can earn $10,000 or more per month without requiring a college degree, especially with experience and strong client networks. Additionally, skilled trades like commercial plumbing or electrical work may reach similar income levels, often through apprenticeships and certifications rather than degrees.

What is the 3 month rule for jobs?

The 3 month rule in the context of jobs, including roles like Fastbridge, often refers to a probationary period during which an employee's performance is evaluated before becoming a permanent staff member. During this time, employers may assess skills, reliability, and fit for the position, and some companies have policies related to employment status or benefits after this period.

What's a good job for overthinkers?

Fastbridge is an educational assessment company, not a job role. For overthinkers seeking employment, roles that involve data analysis, research, or quality assurance often suit their detail-oriented nature. These jobs typically require strong problem-solving skills and attention to detail, and may involve working with tools like spreadsheets or specialized software.

What are the key skills and qualifications needed to thrive as a FastBridge Assessment Coordinator, and why are they important?

To thrive as a FastBridge Assessment Coordinator, you need a solid background in educational assessment, data analysis, and experience in K-12 settings, often supported by a degree in education or a related field. Familiarity with the FastBridge assessment platform, student information systems, and data reporting tools is typically required. Strong organizational skills, attention to detail, and effective communication are crucial soft skills for collaborating with educators and managing assessment logistics. These competencies ensure accurate data collection, effective implementation, and meaningful insights to improve student learning outcomes.

Which 3 jobs will survive AI?

Fastbridge is an assessment and data management platform, not a job role. Generally, jobs that require complex human interaction, creativity, and emotional intelligence—such as healthcare professionals, skilled tradespeople, and creative roles—are more likely to survive AI automation. These roles often involve nuanced decision-making, empathy, and adaptability that AI cannot easily replicate.
What are popular job titles related to Fastbridge jobs in Minnesota? For Fastbridge jobs in Minnesota, the most frequently searched job titles are:
What job categories do people searching Fastbridge jobs in Minnesota look for? The top searched job categories for Fastbridge jobs in Minnesota are:
What cities in Minnesota are hiring for Fastbridge jobs? Cities in Minnesota with the most Fastbridge job openings:
Fastbridge jobs near you
Infographic showing various Fastbridge job openings in Minnesota as of June 2026, with employment types broken down into 100% Full Time. Highlights an 100% In-person job distribution.

Academic and Behavior Intervention Coordinator (TOSA)

White Bear Lake Area Schools #624

Saint Paul, MN

Other

Posted 5 days ago

Job description

Academic and Behavior Intervention Coordinator (TOSA)
Salary Range: Per Educator Agreement Salary Schedule
Start Date:  August, 2026
Work Week: 1.00 FTE 
Student Level:  White Bear Lake Area High School - Grades 9-12
 








General Definition of Work

Performs challenging, professional tasks supporting academic, reading, attendance, and behavior interventions; coordinates building-wide intervention programming; supports student attendance and response protocols; oversees assigned before- and after-school and hallway supervision duties; and performs related work as apparent or assigned. Work is performed under the general direction of the High School Principal.

Qualification Requirements

To perform this job successfully, an individual must be able to perform each essential function listed below satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. This is not an exhaustive list of any or all the functions a position could perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions

  • Identifies students at high risk of not reading at grade level using multiple measures, including FastBridge, MCA, grading data, classroom performance, and other available academic data.
  • Implements ReadBasix and provides reading intervention using the REWARDS curriculum through 1:1, small-group, and targeted intervention structures.
  • Provides direct academic literacy support to students and monitors progress toward reading and academic goals.
  • Provides instructional support and communication to staff regarding scaffolding, ability grouping, intervention structures, and other strategies to support learning and improve academic literacy.
  • Coordinates and supports building-wide academic intervention programming, including Multi-Tiered Systems of Support (MTSS), BARR, AVID, testing coordination, data practices, and attendance response protocols.
  • Monitors academic trends, student performance, reading intervention data, attendance data, and behavior data to inform student support decisions.
  • Leads team meetings around academic, reading, attendance, and behavior interventions.
  • Leads attendance intervention team meetings and submits proper truancy petitions.
  • Investigates school/student-related disciplinary incidents.
  • Conducts behavioral interventions and discipline when needed.
  • Supports the creation of a positive school climate.
  • Conducts verbal and written communications with students, families, staff, administrators, and other stakeholders.
  • Facilitates student activities, intervention meetings, and staff meetings as assigned by the building Principal.
  • Serves as a member of various building teams and acts as a liaison among administration, teaching staff, student support staff, families, and outside agencies as appropriate.
  • Assists in establishing a positive environment for achieving educational outcomes.
  • Maintains building and occupant safety, including supervision of assigned spaces before, during, and after school.
  • Assists in selection, assignment, mentoring, supervision, and performance evaluation of non-certified/non-licensed staff as assigned.
  • Oversees District-assigned duties and responsibilities.
  • Performs all other duties as assigned, including coordination around building-wide programming.

Knowledge, Skills, and Abilities

Comprehensive knowledge of the principles, practices and procedures of school administration; comprehensive knowledge of student service principles and practices and administrative hearing techniques; general knowledge of federal, state and local laws applicable to school administration; knowledge of Multi-Tiered Systems of Support, reading intervention practices, progress monitoring, and evidence-based literacy intervention; knowledge of FastBridge, MCA, grading data, and other student performance measures; knowledge of ReadBasix, REWARDS, BARR, AVID, testing coordination, data practices, and attendance response protocols preferred; comprehensive decision-making skills; thorough conflict-resolution skills; thorough skill communicating with a variety of populations, including students receiving academic, reading, attendance, and behavior support; ability to support district and building goals; ability to work collaboratively and respectfully with diverse populations; ability to develop and present ideas effectively, orally and in written form, to a variety of staff, student and parent populations; ability to compile accurate and thorough reports and records for parents, school officials and other agencies; ability to work independently; ability to respect confidential matters; ability to encourage a safe and secure environment throughout the District; ability to be dependable and accountable in the performance of assigned work; ability to model and promote a welcoming working and learning environment; ability to support and adapt to change and demonstrate commitment to continuous performance improvement; ability to establish and maintain effective communication with students, teachers, support staff, colleagues, parents, school officials, school administrators, and the general public.

Education and Experience

  • Bachelor's degree required.
  • Valid teaching license required.
  • Considerable experience working in academic settings and knowledge of Multi-Tiered Systems of Support preferred.
  • Experience with reading intervention, academic literacy support, progress monitoring, data analysis, and/or intervention programming preferred.
  • K-12 Principal license and/or K-12 Reading licensure preferred.

Physical Requirements

This work requires the occasional exertion of up to 10 pounds of force; work regularly requires speaking or hearing, frequently requires standing and occasionally requires walking, sitting, using hands to finger, handle or feel, reaching with hands and arms, tasting or smelling, pushing or pulling and lifting; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, operating machines and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a moderately noisy location, such as a business office, school office, hallway, or light traffic area.

Special Requirements

  • Licensed Teacher in the State of Minnesota required.
  • Bachelor's degree and valid teaching license required.
  • K-12 Principal license and/or K-12 Reading licensure preferred.
  • Experience with and knowledge of Multi-Tiered Systems of Support preferred.
  • Experience with FastBridge, MCA data, grading data analysis, ReadBasix, REWARDS, BARR, AVID, testing coordination, data practices, and attendance response protocols preferred.

Last Revised: 6/3/2026


Essential Functions: See Job Description attached. If viewing from a third-party website, you will need to visit our website at the below URL to view the job description and essential functions. 
Application Procedure:
Apply Online
Email: jobs@isd624.org
Website URL: http://www.isd624.org




AN EQUAL OPPORTUNITY EMPLOYER   
The White Bear Lake Area School District leading. . .
 minds to learning,
 hearts to compassion,
 lives to community service.
 






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