One simple solution.
Delivered in half the time, for half the cost.
The Formative Assessment System for Teachers (FAST™) is the only solution that combines Curriculum-Based Measurement (CBM) and Computer-Adaptive Testing (CAT) to transform the way teachers measure and monitor student progress in reading, math and social-emotional behavior — with faster, more effective results.
More effective teaching
With FASTTM, teachers spend up to 50% less time testing.
Faster assessments lead to faster interventions and a greater ability to help struggling students.
One simple solution
FASTTM is an industry first, combining CBM and CAT assessments in reading, math and behavior into one simplified, online system.
With costs up to 50% less, we bring formative assessment tools to school districts across the country, helping students everywhere achieve success.
For teachers, by teachers
FastBridge is the brainchild of leading educational researchers in the country, including those from the University of Minnesota — the birthplace of CBM and CAT methodologies. As part of our mission and values, we strive to transform the way teachers assess the learning needs of students with faster, proven results. Originally created as a cloud-based system to make it easier to collect and use data, FASTTM has now been adopted by schools in 35 states, with more than 14 million administrations. At FastBridge Learning, we believe teachers deserve the best tools to help students stay on track.
Teachers spend up to 50% less time testing than other systems. So you get more time for informed, targeted instruction.
Over 90% of elementary schools in Iowa use the FASTTM assessments for both universal screening and progress monitoring, allowing educators across Iowa to make data-based decisions focused on improving instructional practices to improved student outcomes.
An independent survey of teachers indicates that 86% of educators believe FastBridge “may” or “will definitely” support increased student achievement.
Easy to use
88% of teachers surveyed agreed or strongly agreed that the FASTTM assessments were easy to administer.
Check out our blog, which features informative articles written by our assessment and research experts.
By: Rachel Brown, Ph.D., NCSP As a follow up to the last blog about using aggregate data to understand school or district progress toward implementing an MTSS, this one will take a look at the FastBridge Learning® district- and school-level Group Growth Reports. These reports are available to school and district…
By:Rachel Brown, Ph.D., NCSP Recently Dr. Jose Castillo presented a webinar about the importance of reviewing school and district multi-tier system of supports (MTSS) practices using group data. Such data can provide indicators of whether student improvement goals have been met or if additional efforts to support certain groups of…
By: Jessie Kember, Ph.D., NCSP Screening is the administration of a reading, math, or behavioral assessment for the purpose of identifying students who may benefit from additional instructional support or intervention. Screening information can also help educators determine appropriate resource allocation at the building or district level. Screening is a universal…
By: Rachel Brown, Ph.D., NCSP Last week’s blog discussed the importance of core reading instruction. This one will do the same for math. Effective reading instruction has received a great deal of attention from educators in recent decades. More recently, effective math instruction has been addressed by researchers and policy makers.…
By: Rachel Brown, Ph.D., NCSP Public schools are responsible for providing effective education for all students. In order to do this, teachers must consider individual students’ learning needs while also providing daily whole class instruction. In order to balance the needs of all students, schools often implement increasingly more intensive instructional…
By: Jessie Kember, Ph,D., NCSP This blog is a continuation of previous blogs exploring the problem-solving process. The purpose of this blog is to dive deeper into the fifth and final step of the problem-solving process: plan evaluation. In addition, the differences between assessment and evaluation, how much data are…
By: Rachel Brown, Ph.D., NCSP When provided with evidence-based Tier 1 core instruction, most students will make effective school progress. Some will not, and these students benefit from intervention that is provided in addition to core instruction. In most tiered instruction models (e.g., MTSS or RTI), two distinct levels of…
By: Rachel Brown, Ph.D., NCSP Plan implementation is the fourth step in the problem-solving model: Problem identification Problem analysis Plan development Plan implementation Plan evaluation This step involves providing the selected intervention with integrity for the student(s) who need support. In order for plans to be implemented effectively teams need…
By: Rachel Brown, Ph.D., NCSP This week’s blog focuses on the Plan Development step in the problem-solving model. This step is the third one in the problem-solving model: Problem identification Problem analysis Plan development Plan implementation Plan evaluation Plan development requires looking both backward to prior data and forward to…
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What educators are saying
We’ve worked with thousands of school leaders and teachers in over 35 states. Check out what some happy teachers are saying about us.
“We are loving FAST. My teachers speak very highly of it, and I think we are using data much more effectively… Exciting! Music to a principal’s ears.”
– Colleen Mahoney
Telluride Elementary School, CO
“Your help continues to move our school forward in using and interpreting the individual students’ results as well as allowing us to look at each class or our school as a whole. The FAST program will be an excellent tool each year to improve and/or maintain learning instruction that is working.”
– Lori Amy
Nerstrand School, MN
“At the risk of being effusive, I want to express my admiration with the psychometric quality of reading assessments and the FAST system specifically…simply put, they are so high-quality. I can trust the results and use them to make decisions without worrying.”
– Stephanie Snidarich
Educator and PhD Student, University of Minnesota
“As a former field-based school psychologist…I clearly see the value in and potential for positive impact of the FAST suite and type of ongoing student assessment and monitoring it enables. At the [Iowa] Department [of Education], we believe the statewide implementation will have a positive impact on school practices and, ultimately, student outcomes.”
– Greg Feldman, Ph.D.
Educational Program Consultant, Iowa Department of Education
“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. The integration of the computer-adaptive test for broad reading with CBM has the potential to provide new and unique insights to teachers. I do believe FAST is part of the next generation of assessments.”
– Michelle Hosp, Ph.D.
Former Director, Iowa Reading Research Center and author of ABCs of CBM
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