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.
We've talked before about the benefits of implementing progress monitoring. The most notable of which, is that tiered supports are designed to be a way of meeting all students’ learning needs. In many cases, students with school difficulties are able to get back on track through such supports. In years past, such…
We're thrilled to share the news that yesterday FastBridge was ranked No. 2 out of 50 companies by the Minneapolis/St. Paul Business Journal at its Fast 50 Awards reception! The companies were ranked by growth rate, and since 2015, FastBridge has grown from 14 to 48 employees and achieved 341% revenue…
Progress monitoring is a widespread practice in K12 schools across the country. And for good reason! By collecting frequent data about a student’s progress toward a specific learning goal, teachers can keep tabs on how well an intervention is working and make changes as needed. However, despite the general use…
Progress monitoring is an important way that teachers can learn whether interventions provided to help students catch up are working. However, in order for progress data to be helpful, the progress assessment must measure the specific skill the student is learning (i.e., the assessment must be valid). Fastbridge has a…
One of the essential features of a multi-tiered system of support (MTSS) is monitoring the progress of students participating in interventions. Progress data serve an important role in documenting whether the intervention is working. Such data can also be part of the information used to determine if a student…
When students struggle in school teachers often provide additional instruction or intervention to help them. Such efforts are frequently part of a multi-tiered system of support (MTSS) that is designed to provide all students with timely assistance (Brown-Chidsey & Bickford 2016). Another term sometimes used for an MTSS is Response…
The number of English Learners (EL) in U.S. schools has grown in recent years. As of 2014-2015, approximately 9% of public school students did not speak English as their first language (U.S. Department of Education, 2017). While various forms of assessment have become very common in K-12 schools, students who…
by Lynn M. Edwards, PhD A common cause of student reading difficulties is inadequate mastery of foundational reading skills such as phonemic awareness (Kilpatrick, 2016). Phonemic awareness is an essential building block for helping students to understand the alphabetic principle which in turn sets the stage for learning to read…
Across the country, legislation related to dyslexia is being proposed at an extremely fast pace, which means the need for accurate dyslexia screening is top of mind for most educators. Between January and March of 2018, 33 laws related to dyslexia were introduced in the United States (Youman and Mather,…
Subscribe to FASTTM Insights
Enter your email address to subscribe to FASTTM Insights and receive notifications of new posts by email.
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
Want to see FASTTM in action?
Have any questions? Want a demo? Ready to sign up? Drop us a message. We will get back to you FAST!