Less time testing = more time teaching
With one simple solution, we’re transforming the way teachers identify and track student progress to deliver faster results. The Formative Assessment System for Teachers (FASTTM) combines Curriculum-Based Measurement (CBM) and Computer-Adaptive Testing (CAT) to help teachers screen and monitor progress in reading, math and social-emotional behavior — in half the time and for half the cost.
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: Holly Windram, Ph.D.., NCSP Introduction At this point in the school year, interventions have been happening for about 4-6 weeks and progress monitoring data have been collected per the intervention plan or per IEP goals. School staff are ready to look at progress monitoring graphs and reports, and put…
By: Nicole M. McKevett, MA, NCSP Progress monitoring is defined as the frequent assessment of students who are participating in supplemental intervention. It can inform whether the addition of the intervention is helping the student to achieve the intervention goal. Progress monitoring is available with multiple FastBridge Learning measures in…
By: Jessie Kember, Ph.D. You have finally finished universal screening with all students. So… now what? What do you do with the scores? What next steps do you need to take? Goal setting is an important step within a multi-tiered system of support (MTSS) framework, whether applied to universal screening,…
By: Nicole M. McKevett, MA, NCSP Many teachers meet the wide range of learning needs of their students through flexible grouping. These groups may accommodate different skill levels, readiness, behavioral needs, and interests. The data from various FastBridge assessments can help in determining which students should be included in each group.…
By: Holly Windram, Ph.D. There’s no question of the value of engaging families in their child’s learning at school (Henderson & Mapp, 2002). Sharing data is an effective strategy that schools and districts can use to engage families and communities for school improvement (The Education Trust, 2004). It follows that…
By: Jessie Kember, Ph.D. Screening involves the assessment of important student skills or abilities in reading, math, or behavior for the purpose of identifying those students who might benefit from additional instructional or behavioral support as well as predicting which students will meet grade level expectations by the end of…
By: Nicole M. McKevett, MA, NCSP As you gear up for the new school year, (or have already started!), remember that FastBridge has online training and certification modules included in the FastBridge website. These modules are designed to help you become certified in the assessments that your district is administering…
By: Nicole M. McKevett, MA, NCSP After a screening period, do you find yourself wondering “Now what?” Because of this common burning question of many educators, we have developed a report that can help you answer this in an accurate and timely manner. Developed in the 2016-17 school year, the…
By: Jessie Kember, Ph.D. FastBridge Learning offers two assessment tools designed to help teachers select and use the most appropriate reading and math screening assessments for their individual students within a Multi-Tiered System of Support (MTSS) framework. With the goal of increasing efficiency, FASTreading and FASTmath are menu options that display grade-appropriate…
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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
Want to see FASTTM in action?
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