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 A recent radio news story on National Public Radio addressed the question “why aren’t kids being taught to read?” This story reviewed available research about effective reading instruction and then pointed out that such research is rarely covered in teacher education programs. There is a…
Poverty is widely recognized as one of the most significant barriers to educational success. The reasons for poverty’s effects on education are multi-faceted, but research has consistently shown that these effects are generally lasting and cut across racial and ethnic groups. If left unchecked, poverty can undermine access to education,…
Dr. Sarah Brown is the Senior Director of Learning & Development at FastBridge and the co-author of Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 . In anticipation of her book release, Dr. Brown compiled a list of frequently asked questions she hears when working with K12 educators. …
Over the last few decades, more research studies have examined the effects of school and district leadership practices on student achievement (DuFour & Eaker, 1998; Marzano, McNulty, & Waters, 2005; Sergiovani, 2001). These studies have shown that principals must support teacher teams in order to facilitate a collective focus on…
Educators do a great job of collecting student learning data. But how can they make sure the data is correctly interpreted and then translated into effective instruction? And how can they answer the “Now, what?” question in a way that is both efficient and accurate? FastBridge answers that question with…
Learning how to read is not an automatic process. Although the human brain is wired to easily learn how to talk, it is not wired for the automatic ability to read and write (Daniels and Bright, 1996), which makes phonics instruction especially important. Through decades of research studies, scientists have…
Let's talk for a moment about an unpopular topic: treatment fidelity. For those not familiar, treatment fidelity is the term used for the correct implementation of instruction and assessment that is specifically designed to help struggling students. For a number of reasons, some teachers have come to think of fidelity as…
A few weeks back we covered part 1 of how to select the right progress measures for reading. Just like with reading, effective math intervention requires using the right combination of intervention and progress monitoring. This article will review the role of progress monitoring within a multi-tiered system of support (MTSS)…
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…
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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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