ONE SIMPLE SOLUTION. IT’S ABOUT TIME.
If you could better assess and impact learning outcomes in half the time and half the cost…wouldn’t you? Welcome to the next-generation of evidence-based classroom assessments—created with and for teachers. We offer the only comprehensive assessment system with both Curriculum-Based Measures (CBM) and Computer-Adaptive Tests (CAT) to screen, diagnose, monitor and inform instruction faster—when you need actionable data—so you spend less time testing or guessing and more time teaching.
All IN ONE
We offer one, simple system with CBM and CAT tools, screening, progress monitoring, MTSS/RtI support, online scoring, and automated reporting. Our cloud-based system is easy to implement with online training and resources, automated rostering and SIS integration, nothing to install or maintain, and multi-platform and device support.
SUPPORT AND TRAINING
Our school support team is accessible and responsive for support via live chat, email, or phone. When combined with our knowledge base—full of quick tips, articles, videos, webinars, and flipped training for staff—and optional custom online or onsite training, your teachers are supported at every step.
Our evidence-based tools developed by expert researchers at the University of Minnesota offer teachers efficient, trusted results. We continually conduct cutting-edge R&D to create valid, reliable tests that provide better data, sensible reports, and actionable results.
PREVENTION AND INTERVENTION
Designed for Multiple Systems of Support (MTSS) and Response to Intervention (RtI) , we make program implementation easy and efficient with automated scoring, analysis, norming and reporting; customizable screening, benchmarking, instructional recommendations and progress monitoring.
Our Curriculum-Based Measures (CBM) are highly sensitive to growth over brief periods, ideal for progress monitoring. We offer Common Core-aligned CBM measures with online scoring and automated skills analysis in earlyReading (PreK-1), CBMreading and CBMcomprehension (1-8), AUTOreading (K-12), earlyMath (PreK-1) and CBMmath (1-6) .
Computer-Adaptive Tests (CAT) provide a reliable measure of broad achievement and predict high-stakes test outcomes with high accuracy. Automatically adapting to students’ skill levels to inform instruction and identify MTSS/RtI grouping, we offer aReading (K–12) , aMath (K–8), and Standards-Based Math (6–8) .
Over 15 years, Dr. Theodore J. Christ and colleagues received US Department of Education funding to build knowledge and improve educational assessments through research and development. A set of improved assessments and refined ideas emerged from their work. In 2010, Drs. Christ (Founder) and Borbora (Co-Founder) conceptualized and created the Formative Assessment System for Teachers (FAST™) as a cloud-based system at the University of Minnesota, to make it easier for teachers to collect and use data more effectively.
In early 2015, the University of Minnesota partnered with Theodore J. Christ and Colleagues (TJCC) and the FAST team to launch FastBridge Learning. Today, FastBridge Learning supports and delivers FAST to schools across the country. FAST™ has been adopted by schools in 30 states, including a statewide adoption in Iowa. In 2014–15, FAST users exceeded 5 million administrations.
We are committed to helping teachers foster greater learning outcomes and aspire to provide a seamless and fully integrated solution for PreK-12 teaching, learning and assessment. Read More…
We are values driven. We strive to tell the truth, respect the teacher, and deliver high value solutions. These values inform our work, and we measure our successes against them. Read More…
Time Savings. Learning Gains.
Teachers spend up to 50% less time testing than other systems. So you get more time for informed, targeted instruction.
Enable Data-Based Decisions.
Over 90% of elementary schools in Iowa use the FAST 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.
Improve Student Outcomes.
An independent survey of teachers indicates that 86% of educators believe FAST “may” or “will definitely" support increased student achievement.
Easy to Use.
88% of FAST teachers surveyed agreed or strongly agreed that the FAST assessments were easy to administer.
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By: Yvette Arañas In previous posts, I have indicated the importance of making educational decisions for all students from assessment data. This idea is especially important in special education, as it is meant to help students with special needs improve their self-sufficiency and academic success. Without the use of data, it would be difficult to[…]
By: Louise Vojtisek, M.A., NCSP There is good evidence to support that most children who are identified as learning disabled have difficulties in the area of reading, and that these difficulties are typically not identified until third grade. An ongoing challenge for educators is figuring out which students with reading difficulties have a true learning[…]
By: Yvette Arañas In previous blog posts, we have described how a Multi-Tier System of Supports, or MTSS, can be used to determine which students are in need of additional, more intensive, interventions. We also discussed the importance of using data to make decisions and implementing research-based interventions. When a school attempts to implement an[…]