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 35 states, including a statewide adoption in Iowa. In 2015–16, FAST users exceeded 8 million administrations.
We are transforming the way teachers assess the learning needs of their students by providing one simple solution for faster results that are proven effective. Read More…
We are driven by the belief that teachers deserve a better way to form strong connections with each child in order to bridge individual learning gaps. We tell the truth, respect the professional educator, and deliver high-value solutions. 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.
By: Rachel Brown, Ph.D., NCSP A unique feature of the FastBridge Learning system is that new tools are first published in “Lab” status before their final versions are made available for regular use. FastBridge Learning co-founders, Dr. Zoheb Borbora and Dr. Ted Christ, included the Lab phase as part of FastBridge Learning so that users[…]
By: Rachel Brown, Ph.D., NCSP During the 2016–17 school year, FastBridge Learning has updated a number of the reports available in FAST™. A new report, in Lab phase this year, is the Screening to Intervention (s2i) Report. This report is unique in that it provides teachers with detailed guidance about what interventions a student is[…]
By: Katie Eklund, Ph.D. and Stephen Kilgus, Ph.D. School Psychology Program, University of Missouri Although many schools commonly systematically screen students for academic concerns, social-emotional and behavioral screening measures are less frequently used. Yet, there are many benefits to implementing systematic social-emotional and behavioral screening. Measures such as the Social, Academic, and Emotional Behavior Risk Screener-Teacher[…]
By: Ed O’Connor, Ph.D. The Common Core State Standards (CCSS) were developed by the National Governor’s Council and offered for possible adoption by U.S. to address the lack of consistency in what is taught across schools in different states. Since the release of the CCSS in 2010, educators have been paying close attention to issues of[…]