FAST earlyMath

Grouping and Place Value

 

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.
  • Extended time in untimed portions of earlyMath.
  • 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™ earlyMath Place Value is used to monitor student progress in early mathematics in the early primary grades and assesses the student’s ability to correctly produce the numeral that corresponds with a set of base-10 blocks, and his/her ability to select the correct grouping of base-10 blocks when presented with a numeral. Understanding place value influences students’ development of number sense. Literature suggests that students with a poor understanding of place value concepts tend to have difficulties in understanding the algorithms underlying arithmetic (Van de Walle, et al., 2013; Cawley et al., 2007). This test is conducted on an individual or group basis, and the examiner scores the student’s work after the test is complete. The resulting score is the total number of items responded to correctly within two minutes.

 

Assessment Format:

  • Individual

 

Administration Time:

  • 1 - 4 minutes per student

 

Scoring Time:

  • Less than 1 minute per student

 

Scoring Method:

  • Calculated manually

 

Scores Generated:

  • Percentile Score
  • Raw Score
  • Developmental Benchmarks
  • Items Correct per Two Minutes

 

 

Reliability

Grade1
RatingHalf-filled bubble

Justify the appropriateness of each type of reliability reported:

For reliability evidence alternate-form reliability and inter-rater reliability are presented. Alternate-form reliability is an appropriate measure of reliability for FAST™ earlyMath Place Value 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.

Inter-rater reliability is an appropriate measure of reliability for FAST™ earlyMath Place Value because examiners score each assessment, so the variability they introduce into scores is important to evaluate.

 

Describe the sample characteristics for each reliability analysis conducted:

The alternate-form reliability sample included 1% Asian students, 15% Black students, 9% Hispanic students, 4% multi-racial students, 71% White students, and 3% of students eligible for an IEP. The inter-rater reliability sample included a random sample of students from the 2013-2014 academic year.

 

Describe the analysis procedures for each reported type of reliability:

Students were tested on multiple forms in two weeks or less. Alternate-form reliability coefficients were estimated by calculating the Pearson product moment correlations between scores for each combination of forms. Inter-rater reliability coefficients were estimated by calculating the percent of agreement between scorers. 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

Grade 1

43

0.82

0.69, 0.90

Inter-rater

Grade 1

62

1.00

0.98, 1.00

 

Validity

Grade1
RatingEmpty bubble

Describe and justify the criterion measures used to demonstrate validity:

The criterion measure for both validity analyses is the Measures of Academic Progress for Primary Grades - Math (MAP). The MAP is an appropriate criterion because it measures a construct hypothesized to be related to FAST™ earlyMath Place Value.

 

Describe the sample characteristics for each validity analysis conducted:

Data was collected in the fall of grade 1 and included 3% American Indian students, 7% Asian students, 3% Black students, 4% Hispanic students, and 84% White students. Thirty-five percent of students were eligible for free or reduced price lunch and 7% of students were eligible for an IEP.

 

Describe the analysis procedures for each reported type of validity:

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

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

Confidence Interval

Concurrent

Grade 1

Measures of Academic Progress (MAP)

194

0.62

0.52, 0.70

Predictive

Grade 1

MAP

188

0.63

0.53, 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™ earlyMath Place Value as a measure of early numeracy skills.

Bias Analysis Conducted

Grade1
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

Grade1
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

Grade1
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

Grade1
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:

No qualifying evidence provided.

Decision Rules: Setting and Revising Goals

Grade1
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

Grade1
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

Grade1
Data
  • Individual
  • Administration & Scoring Time

    Grade1
    Data
  • 1-4 minutes
  • Scoring Format

    Grade1
    Data
  • Manually-scored
  • ROI & EOY Benchmarks

    Grade1
    Data
  • Not Available
  • Specify the minimum acceptable rate of growth/improvement:

    No qualifying evidence provided.

     

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

    No qualifying evidence provided.