FAST earlyReading

Letter Names

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

$7.00 per student

 

Replacement Cost:

$7.00 per student (for 2018-19 school year; annual license renewal fee subject to change)

 

Included in Cost:

FAST™ assessments are accessed through an annual subscription offered by FastBridge Learning, priced on a “per student assessed” model. The subscription rate for school year 2018–19 is $7.00 per student. There are no additional fixed costs. FAST™ subscriptions are all inclusive providing access to: all FAST™ reading and math assessments for universal screening, progress monitoring and diagnostic purposes including Computer Adaptive Testing and Curriculum-Based Measurement; Behavior and Developmental Milestones assessment tools; the FAST™ data management and reporting system; embedded online system training for staff; and basic implementation and user support.

 

In addition to the online training modules embedded within the FAST™ application, FastBridge Learning offers onsite training options. One, two, and three-day packages are available. Packages are determined by implementation size and which FAST™ assessments (e.g., reading, math, and/or behavior) a district intends to use: 1-day package: $3,000.00; 2-day package: $5,750.00; 3-day package: $8,500.00. Any onsite training purchase also includes a complimentary online Admin/Manager training session (2 hours) for users who will be designated as District Managers and/or School Managers in FAST. Additionally, FastBridge offers web-based consultation and training delivered by certified FAST™ trainers. The web-based consultation and training rate is $175.00/hour.

Technology Requirements:

  • Computer or tablet
  • Internet connection

 

Training Requirements:

  • Less than 1 hour of training

 

Qualified Administrators:

  • No minimum qualifications specified

 

Accommodations:

The application allows for the following accommodations to support accessibility for culturally and linguistically diverse populations:

  • Enlarged and printed paper materials are available upon request.
  • Extra breaks as needed.
  • Preferential seating and use of quiet space.
  • Proxy responses.
  • Use of scratch paper.

 

Where to Obtain:

Website:

www.fastbridge.org

Address:

FastBridge Learning, LLC

520 Nicollet Mall, Suite 910, Minneapolis, MN 55402

Phone:
612-254-2534

Email:
sales@fastbridge.org


Access to Technical Support:

Users have access to ongoing technical support.

FAST™ earlyReading Letter Names is used to monitor student progress in early reading in the early primary grades and assesses the student’s ability and automaticity to name upper- and lower-case letters in isolation. The examiner and student each have the same page of letters available and that page is organized systematically. As the student names the letters aloud from a paper copy, the examiner marks errors on his/her paper or electronic copy. The resulting score is the number of letters named correctly in one minute.

 

Assessment Format:

  • Individual

 

Administration Time:

  • 1 - 2 minutes per student

 

Scoring Time:

  • Scoring is automatic

 

Scoring Method:

  • Calculated automatically

 

Scores Generated:

  • Percentile Score
  • Raw Score
  • Developmental Benchmarks
  • Items Correct per Minute

 

 

Reliability

GradeK
RatingHalf-filled bubbled

Justify the appropriateness of each type of reliability reported:

For reliability evidence alternate-form reliability and test-retest reliability are presented. Alternate-form reliability is an appropriate measure of reliability for FAST™ earlyReading Letter Names as a performance level score because students take alternate forms at each screening time point, so consistency in the rank order of scores over forms is important. The results presented below are median correlations between students’ scores on multiple forms. The maximum amount of time between administration of the forms was two weeks.

Test-retest reliability is an appropriate measure of reliability for FAST™ earlyReading Letter Names because students take the measure multiple times, so stability over time should be assessed.

 

Describe the sample characteristics for each reliability analysis conducted:

The sample included students in three districts, where the percent of Asian students ranged from 4-19%, the percent of Black students ranged from 4-14%, the percent of Hispanic students ranged from 3-10%, and the percent of White students ranged from 56-93%. The percent of students eligible for free or reduced price lunch ranged from 9-45%, the percent of English language learners ranged from 6-16%, and the percent of students receiving special education services ranged from 10-13%.

 

Describe the analysis procedures for each reported type of reliability:

Students were tested on the same and multiple forms in two weeks or less. Reliability coefficients were estimated by calculating the Pearson product moment correlations between scores for each combination of forms. The coefficients below represent the median of those correlations. Confidence intervals represent 95% confidence intervals.

Type of Reliability

Age or Grade

n

Coefficient

Confidence Interval

Alternate Form

Kindergarten

37

0.88

0.78, 0.94

Test-retest

Kindergarten

76

0.91

0.86, 0.94

 

Disaggregated Reliability Data:

Type of Reliability

Subgroup

Age or Grade

n

Coefficient

Confidence Interval

Test-retest

American Indian

Kindergarten

22

0.87

0.70, 0.95

Test-retest

Asian

Kindergarten

144

0.72

0.63, 0.79

Test-retest

Black

Kindergarten

347

0.81

0.77, 0.84

Test-retest

Hispanic

Kindergarten

180

0.71

0.63, 0.78

Test-retest

Multi-racial

Kindergarten

81

0.87

0.80, 0.92

Test-retest

White

Kindergarten

1,138

0.71

0.68, 0.74

 

Validity

GradeK
RatingEmpty bubble

Describe and justify the criterion measures used to demonstrate validity:

The criterion measure for both validity analyses is the Group Reading Assessment and Diagnostic Evaluation Level K (GRADE). The GRADE is an appropriate criterion because it measures a construct hypothesized to be related to FAST™ earlyReading Letter Names.

 

Describe the sample characteristics for each validity analysis conducted:

No qualifying evidence provided.

 

Describe the analysis procedures for each reported type of validity:

Validity coefficients were calculated by computing Pearson product moment correlations between FAST™ earlyReading Letter Names and the criterion measure. Confidence intervals represent 95% confidence intervals.

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

Confidence Interval

Concurrent

Kindergarten

Group Reading Assessment and Diagnostic Evaluation (GRADE)

85

0.41

0.21, 0.58

Predictive

Kindergarten

GRADE

210

0.63

0.54, 0.71

 

Describe the degree to which the provided data support the validity of the tool:

The validity coefficients provide moderate to strong evidence for the use of FAST™ earlyReading Letter Names as a measure of early literacy skills.

Bias Analysis Conducted

GradeK
RatingNo

Have additional analyses been conducted to establish whether the tool is or is not biased against demographic subgroups (e.g., students who vary by race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)?

Bias Analysis Method: No qualifying evidence provided.

Subgroups Included: No qualifying evidence provided.

Bias Analysis Results: No qualifying evidence provided.

Sensitivity: Reliability of the Slope

GradeK
Ratingdash

Describe the sample used for analyses, including size and characteristics:

No qualifying evidence provided.

 

Describe the frequency of measurement:

No qualifying evidence provided.

 

Describe reliability of the slope analyses conducted with a population of students in need of intensive intervention:

No qualifying evidence provided.

Sensitivity: Validity of the Slope

GradeK
Ratingdash

Describe and justify the criterion measures used to demonstrate validity:

No qualifying evidence provided.

 

Describe the sample used for analyses, including size and characteristics:

No qualifying evidence provided.

 

Describe predictive validity of the slope of improvement analyses conducted with a population of students in need of intensive intervention:

No qualifying evidence provided.

 

Describe the degree to which the provided data support the validity of the tool:

No qualifying evidence provided.

Alternate Forms

GradeK
Ratingdash

Describe the sample for these analyses, including size and characteristics:

No qualifying evidence provided.

 

Evidence that alternate forms are of equal and controlled difficulty or, if IRT based, evidence of item or ability invariance:

No qualifying evidence provided.

 

Number of alternate forms of equal and controlled difficulty:

There are 20 forms and 100 letters on each form.

Decision Rules: Setting and Revising Goals

GradeK
Ratingdash

Specification of validated decision rules for when goals should be set or revised:

No qualifying evidence provided.

 

Evidentiary basis for these rules:

No qualifying evidence provided.

Decision Rules: Changing Instruction

GradeK
Ratingdash

Specification of validated decision rules for when changes to instruction should be made:

No qualifying evidence provided.

 

Evidentiary basis for these rules:

No qualifying evidence provided.

Administration Format

GradeK
Data
  • Individual
  • Administration & Scoring Time

    GradeK
    Data
  • 1-2 minutes
  • Scoring Format

    GradeK
    Data
  • Computer-scored
  • ROI & EOY Benchmarks

    GradeK
    Data
  • EOY Benchmarks Available
  • Specify the minimum acceptable rate of growth/improvement:

    No qualifying evidence provided.

     

    Specify the benchmarks for minimum acceptable end-of-year performance:

    Kindergarten: 51 Letter names read correct per minute.