earlyMath is an evidence-based assessment used for universal screening in Grades K and 1 with the option to do so up to five times per year, or for frequent progress monitoring at any grade. Each assessment is designed to be highly efficient and inform instruction.
The earlyMath assessments are comprised of 14 sub-tests. Of those sub-tests, FAST provides recommendations for specific combinations of up to four sub-tests to be given per benchmark period. This composite varies from fall, winter, or spring per grade level to best match math skill development and reliably assess performance. The composite is typically completed in 5-10 minutes per student.
The remaining assessments may be used as needed to further evaluate skill deficits. Results help identify student risk while informing instruction.
- Counting Objects
- Match Quantity
- Number Sequence
- Numeral Identification
- Equal Partitioning
- Verbal Addition and Subtraction
- Visual Story Problems
- Place Value
- Composing and Decomposing
- Quantity Discrimination (Most and Least)
The upward extension of earlyMath is CBMmath.
Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at-risk for academic failure, on-target for success, or may need enrichment instruction.
Reports provide profiles of students’ strengths and areas of difficulty relating to literacy and can provide useful information to plan instruction. Each individual and group report within FAST is available instantly, expediting the process for teachers.
earlyMath is uniquely designed to accommodate quick, easy, and flexible monitoring on a frequent basis. Progress monitoring data help teachers evaluate instructional effects and determine if differentiated instruction or interventions are effective.
earlyMath assessments are individually administered. The teacher (or other staff) mark student responses electronically as the student completes the brief assessment. Paper-and-pencil versions are also available. Performance data are reported instantly and stored in the database for longitudinal analysis.
Reports are available to evaluate student performance against local norms, national aggregate norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests. Reports also inform instruction by providing the accuracy rate, completion time, information about errors, and other essential data pertaining to the student’s performance for both screening and progress monitoring.