FAST

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About Us Developed at the University of Minnesota and launched in early 2015, we are a learning company that bridges research-to-practice, assessment-to-intervention, and Research to Results™. FastBridge Learning offers the Formative Assessment System for Teachers. 3

What is FAST™? FAST™ is the only comprehensive, evidencebased, online assessment system with both CurriculumBased Measures (CBM) and Computer-Adaptive Tests (CAT). ü  High quality, evidence-based assessments ü  Designed for universal screening, progress monitoring, and informed intervention and instruction ü  Online administration and scoring tools ü  Web-based data management and reporting ü  Class, school, district, and national norms ü  Online, on-demand training resources and certification options

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About Us Today, FastBridge Learning supports & delivers FAST™ to schools across the country. FAST™ has been adopted by schools in 35 states, including a statewide adoption in Iowa. In 2014–15, FAST™ users exceeded 5 million administrations. 5

One Simple Solution. One Low Cost. $6/student per year (all inclusive)

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FAST brings together: Curriculum-Based Measurement (CBM) Computer Adaptive Tests (CAT) Social-Emotional Behavior Assessments Data Management and Reporting ü  Online Training ü  ü  ü  ü 

Designed for: ü  Universal Screening ü  Progress Monitoring ü  Program Evaluation Each as part of Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) models of service delivery.

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Reading, Math & Behavior Grade-Level Coverage

Computer-Adaptive Testing (CAT) ü  Designed for efficient Universal Screening ü  Computer administered (15-30 min / group) ü  Adaptive (individualized per student and self-leveling) ü  Strong predictor of performance on high-stakes assessments ü  Common Core State Standards aligned

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Computer-Adaptive Tests

K–12 computer-adaptive measures of broad reading, individualized for each student and aligned to Common Core State Standards.

K–8 computer-adaptive measures of broad math skills, individualized for each student and aligned to Common Core State Standards.

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Curriculum-Based Measurement (CBM) Ideal for RTI/MTSS Screening and Progress Monitoring ü  Brief and efficient ü  Reliable and valid ü  Research-based ü  Highly sensitive to change and growth

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CBM Assessments PreK–1 evidence-based reading assessment for universal screening and progress monitoring

(earlyReading Spanish also available)

Grades 1–8 evidence-based reading assessment for universal screening and progress monitoring (CBMreading Spanish also available)

Recently added! CBMcomprehension AUTOreading

PreK–1 evidence-based math assessment for universal screening and progress monitoring

Grades 1–6 evidence-based math assessment for universal screening and progress monitoring 12

Social-Emotional Behavior Assessment Tools SAEBRS and mySAEBRS A brief (1–3 minutes), efficient tool for teacher and student screening of risk for socialemotional and behavioral problems (K–12)

FAST DBR (Direct Behavior Rating) Online tool for frequent monitoring of social, academic, and emotional behavior for grades K–12

DevMilestones Brief rating scale to screen and track development in key areas of functioning across the PreK and Kindergarten years

REACT (Responsive Environmental Assessment for Classroom Teaching) A grades 6–12 student rating scale designed for use by teachers as a way to learn about students’ experiences in the class environment 13

The [Iowa] Department [of Education] selected FAST because it has superior qualities and evidence….The CBMreading materials are among the most well-developed and best available. – Dr. Michelle Hosp, Director, Iowa Reading Research Center and Author of ABCs of CBM

FAST™ Administration and Scoring

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FAST™ Data Collection ü  Computer-based administration –  On web-enabled devices –  Automatic scoring and score capture

ü  Browser-based scoring for verbal response assessments –  Administer and score assessments on-screen –  Scores calculated and saved automatically 16

Browser-based Scoring for CBM

Teacher provides student with materials to view/read. Teacher gives standardized directions.

Student responds

Teacher scores “in real time” on computer, laptop or tablet. (Paper-pencil scoring option also available.)

or

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FAST™ Data System

Data Management and Reporting

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FAST™ Data System ü  Access to all FAST™ assessments •  CBM + CAT •  Reading, Math and Social-Emotional Behavior ü  Administration and scoring tools for automated data capture ü  Immediate, on-demand reporting of universal screening and progress monitoring data

ü ….in one seamless system 19

Data System Specifications ü  Web-based ü  No software to install ü  No hardware to configure ü  Requires only a web-connected device and Internet access ü  Single-Sign-On from Illuminate DnA ü  Rosters populated directly from DnA 20

Access from Illuminate DnA

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A sneak peek of FAST™: Reporting

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FAST™ Reporting Role-based Reporting Access ü District User ü School User ü Teacher User ü Specialist User

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FAST™ Reporting Report Levels ü District ü School ü Grade ü Class/Group ü Student

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FAST™ Reporting ü  Norm Comparisons: Percentile rank relative to class, school, district and national norms ü  Risk status through Benchmark Comparisons: Benchmark targets (default or custom) identify and group students as low risk, some risk or high risk ü  Longitudinal data: Within and across years

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FAST™ Reporting ü  Growth via Rate of Improvement (ROI): Available for screening and monitoring ü  Growth percentile: Compare to school, district, and national growth norms ü  Banded (Comparative) Growth: Student’s growth compared to growth of other students with similar start point ü  Diagnostic information: Reports summarizing skills students have mastered, in development, and those to be learned in the future (adaptive measures)

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FAST™ Reporting ü  Error analysis: Information about errors/correct responses for select measures ü  Estimated Reading Levels: Lexile, F&P, ATOS, DRA, and more ü  Progress Monitoring: Displays trend lines relative to student goals and documents the effectiveness of intervention and instruction ü  Data Export: On-demand for screening and monitoring data 27

Individual Benchmark Report ü  Student benchmark scores over time

Low Risk

Some Risk High Risk

ü  Risk relative to benchmark targets reported

Grade, Year, Benchmark Period

Score

Previous Year

Benchmark Targets

Current Year

Comparison to Local and National Norms

RO I

Comparison to Local and National Growth Norms

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Diagnostic Reporting Skills (standards) grouped by reading area or math domain and categorized as mastered, in development or future skills

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Group Reports: Universal Screening Results Class Screening Report

High risk !! Some risk ! Student Name

Fall, Winter, Spring scores and associated risk level (!!, !)

Percentile rank relative to Class, School, District and National Norms

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Group Reports: Universal Screening Results

Benchmark Data Reported by: •  Low risk •  Some risk (!) •  High Risk (!!) •  Based on Benchmarks

Normative Data Reported by: •  Class •  Grade •  District •  National

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Group Report - Growth ROI

Compare to Class, School, District and National Growth Norms

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Screening to Intervention

Accuracy, Automaticity & Broad Reading Skills Determined

Correlation to Major Reading Program Levels

Intervention Need and Program Identified

Recommended Tier Group, PM Need, Duration, Measure and Growth Goal

Add Student(s) to New or Existing PM Group

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Progress Monitoring Results 1 1

2

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Class at-a-glance views of students’ progress across recent weeks Group at-aGlance: Detailed summary of group Student at-aGlance: Student’s graphed results.

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Progress Monitoring Graph

Goal

Intervention 1

Intervention 2

Goal Line

Scores and Intervention 1 Trend

Establish Schedule and Frequency

Scores and Intervention 2 Trend

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Progress Monitoring Documentation

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Progress Monitoring Progress Graph

Error/Accuracy Tracking

IntervenMon DocumentaMon

Score Table

Errors Notes

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District View

Change in risk levels by School over Mme

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School View

Change in risk levels by Grade over Mme

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Grade View

Change in risk levels by Class over Mme

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Classrooms

Change in risk levels by Student over Mme

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Class List

IdenMfy students with same performance changes

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Disaggregated Reporting ü  Filter Reports by Demographic Information –  –  –  –  –  –  –  –  –  – 

Meal Status English Proficiency Native Language Service Code IEP Status Gender Ethnicity Gifted & Talented Section 504 Mobility 43

In summary: FAST™ offers ASSESSMENTS Computer-Adaptive Measures •  Universal screening •  aReading & aMath •  Aligned to Common Core Curriculum-Based Measurement (CBM) •  Universal Screening & Progress Monitoring •  Brief (~1 minute) •  CBMreading (English & Spanish) •  CBMcomprehension •  AUTOreading •  earlyReading (English & Spanish) •  CBMmath •  earlyMath Social-Emotional Behavior •  SAEBRS, mySAEBRS & DBR •  DevMilestones •  REACT

REPORTS Simplified reports •  Quick to generate •  Easy to read •  Actionable Reports provide •  Benchmark Standards •  Normative data •  Assessment of risk •  Suggestions for tier placement •  Accuracy rates •  Skills and error data

$6

Per student annually

EFFICIENCY Quick to assess •  Computer administered adaptive measures take ~15-30 minutes/group •  CBM Measures take ~1 minute per measure/ student Flexible and simple to use: •  Browser-based administration •  On-the-fly reporting •  Built-in Online Training •  Budget-friendly •  Desktop, laptop, Chromebook and tablet compatible

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