FAST earlyReading
Sight Words

Summary

FAST™ earlyReading Sight Words is used to monitor student progress in early reading in the early primary grades and assesses whether students are able to recognize common high-frequency words. This is distinct from a decodable word task in that, though some sight words may be decodable, students recognize and read sight automatically rather than utilizing decoding skills. Scores are based on number of sight words read correctly per minute.

Where to Obtain:
Theodore J. Christ & Colleagues, LLC / FastBridge Learning, LLC
sales@fastbridge.org
520 Nicollet Mall, Suite 910, Minneapolis, MN 55402
612-254-2534
www.fastbridge.org
Initial Cost:
$7.00 per student
Replacement Cost:
$7.00 per student per year
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.
The FAST™ application is a fully cloud-based system, and therefore computer and Internet access are required for full use of the application. Teachers will require less than one hour of training on the administration of the assessment. A paraprofessional can administer the assessment as a Group Proctor in the FAST application. The application allows for the following accommodations to support accessibility for culturally and linguistically diverse populations: o Enlarged and printed paper materials are available upon request. o Extended time in untimed portions of earlyReading. o Extra breaks as needed. o Preferential seating and use of quiet space. o Proxy responses. o Use of scratch paper. As part of item development, all items were reviewed for bias and fairness.
Training Requirements:
Less than one hour of training.
Qualified Administrators:
Access to Technical Support:
Users have access to ongoing technical support.
Assessment Format:
  • Individual
  • Computer-administered
  • Other: There is also an option for paper and pencil forms.
Scoring Time:
  • Scoring is automatic OR
  • 0 minutes per student
Scores Generated:
  • Raw score
  • Percentile score
  • Developmental benchmarks
  • Other : Items correct per minute
Administration Time:
  • 2 minutes per student
Scoring Method:
  • Automatically (computer-scored)
Technology Requirements:
  • Computer or tablet
  • Internet connection

Tool Information

Descriptive Information

Please provide a description of your tool:
FAST™ earlyReading Sight Words is used to monitor student progress in early reading in the early primary grades and assesses whether students are able to recognize common high-frequency words. This is distinct from a decodable word task in that, though some sight words may be decodable, students recognize and read sight automatically rather than utilizing decoding skills. Scores are based on number of sight words read correctly per minute.
Is your tool designed to measure progress towards an end-of-year goal (e.g., oral reading fluency) or progress towards a short-term skill (e.g., letter naming fluency)?
not selected
selected
The tool is intended for use with the following grade(s).
not selected Preschool / Pre - kindergarten
selected Kindergarten
selected First grade
not selected Second grade
not selected Third grade
not selected Fourth grade
not selected Fifth grade
not selected Sixth grade
not selected Seventh grade
not selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelfth grade

The tool is intended for use with the following age(s).
not selected 0-4 years old
selected 5 years old
selected 6 years old
not selected 7 years old
not selected 8 years old
not selected 9 years old
not selected 10 years old
not selected 11 years old
not selected 12 years old
not selected 13 years old
not selected 14 years old
not selected 15 years old
not selected 16 years old
not selected 17 years old
not selected 18 years old

The tool is intended for use with the following student populations.
selected Students in general education
not selected Students with disabilities
not selected English language learners

ACADEMIC ONLY: What dimensions does the tool assess?

Reading
not selected Global Indicator of Reading Competence
not selected Listening Comprehension
not selected Vocabulary
not selected Phonemic Awareness
not selected Decoding
not selected Passage Reading
selected Word Identification
not selected Comprehension

Spelling & Written Expression
not selected Global Indicator of Spelling Competence
not selected Global Indicator of Writting Expression Competence

Mathematics
not selected Global Indicator of Mathematics Comprehension
not selected Early Numeracy
not selected Mathematics Concepts
not selected Mathematics Computation
not selected Mathematics Application
not selected Fractions
not selected Algebra

Other
Please describe specific domain, skills or subtests:
Sight Words

BEHAVIOR ONLY: Please identify which broad domain(s)/construct(s) are measured by your tool and define each sub-domain or sub-construct.
BEHAVIOR ONLY: Which category of behaviors does your tool target?

Acquisition and Cost Information

Where to obtain:
Email Address
sales@fastbridge.org
Address
520 Nicollet Mall, Suite 910, Minneapolis, MN 55402
Phone Number
612-254-2534
Website
www.fastbridge.org
Initial cost for implementing program:
Cost
$7.00
Unit of cost
student
Replacement cost per unit for subsequent use:
Cost
$7.00
Unit of cost
student
Duration of license
year
Additional cost information:
Describe basic pricing plan and structure of the tool. Provide information on what is included in the published tool, as well as what is not included but required for implementation.
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.
Provide information about special accommodations for students with disabilities.
The FAST™ application is a fully cloud-based system, and therefore computer and Internet access are required for full use of the application. Teachers will require less than one hour of training on the administration of the assessment. A paraprofessional can administer the assessment as a Group Proctor in the FAST application. The application allows for the following accommodations to support accessibility for culturally and linguistically diverse populations: o Enlarged and printed paper materials are available upon request. o Extended time in untimed portions of earlyReading. o Extra breaks as needed. o Preferential seating and use of quiet space. o Proxy responses. o Use of scratch paper. As part of item development, all items were reviewed for bias and fairness.

Administration

BEHAVIOR ONLY: What type of administrator is your tool designed for?
not selected
not selected
not selected
not selected
not selected
not selected
If other, please specify:

BEHAVIOR ONLY: What is the administration format?
not selected
not selected
not selected
not selected
not selected
If other, please specify:

BEHAVIOR ONLY: What is the administration setting?
not selected
not selected
not selected
not selected
not selected
not selected
not selected
If other, please specify:

Does the program require technology?

If yes, what technology is required to implement your program? (Select all that apply)
selected
selected
not selected

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:

What is the administration context?
selected
not selected    If small group, n=
not selected    If large group, n=
selected
selected
If other, please specify:
There is also an option for paper and pencil forms.

What is the administration time?
Time in minutes
2
per (student/group/other unit)
student

Additional scoring time:
Time in minutes
0
per (student/group/other unit)
student

How many alternate forms are available, if applicable?
Number of alternate forms
20
per (grade/level/unit)

ACADEMIC ONLY: What are the discontinue rules?
not selected
not selected
not selected
selected
If other, please specify:
If the student gets the first 10 words wrong, discontinue the task by stopping the timer and marking the last word. All are incorrect.

BEHAVIOR ONLY: Can multiple students be rated concurrently by one administrator?
If yes, how many students can be rated concurrently?

Training & Scoring

Training

Is training for the administrator required?
Yes
Describe the time required for administrator training, if applicable:
Less than one hour of training.
Please describe the minimum qualifications an administrator must possess.
not selected No minimum qualifications
Are training manuals and materials available?
Yes
Are training manuals/materials field-tested?
No
Are training manuals/materials included in cost of tools?
Yes
If No, please describe training costs:
Can users obtain ongoing professional and technical support?
Yes
If Yes, please describe how users can obtain support:
Users have access to ongoing technical support.

Scoring

BEHAVIOR ONLY: What types of scores result from the administration of the assessment?
Score
Observation Behavior Rating
not selected Frequency
not selected Duration
not selected Interval
not selected Latency
not selected Raw score
Conversion
Observation Behavior Rating
not selected Rate
not selected Percent
not selected Standard score
not selected Subscale/ Subtest
not selected Composite
not selected Stanine
not selected Percentile ranks
not selected Normal curve equivalents
not selected IRT based scores
Interpretation
Observation Behavior Rating
not selected Error analysis
not selected Peer comparison
not selected Rate of change
not selected Dev. benchmarks
not selected Age-Grade equivalent
How are scores calculated?
not selected Manually (by hand)
selected Automatically (computer-scored)
not selected Other
If other, please specify:

Do you provide basis for calculating performance level scores?
Yes

What is the basis for calculating performance level and percentile scores?
not selected Age norms
selected Grade norms
not selected Classwide norms
not selected Schoolwide norms
not selected Stanines
not selected Normal curve equivalents

What types of performance level scores are available?
selected Raw score
not selected Standard score
selected Percentile score
not selected Grade equivalents
not selected IRT-based score
not selected Age equivalents
not selected Stanines
not selected Normal curve equivalents
selected Developmental benchmarks
not selected Developmental cut points
not selected Equated
not selected Probability
not selected Lexile score
not selected Error analysis
not selected Composite scores
not selected Subscale/subtest scores
selected Other
If other, please specify:
Items correct per minute

Please describe the scoring structure. Provide relevant details such as the scoring format, the number of items overall, the number of items per subscale, what the cluster/composite score comprises, and how raw scores are calculated.
Two raw scores are calculated: 1) items correct per minute; and 2) accuracy – items correct divided by number of items taken.
Do you provide basis for calculating slope (e.g., amount of improvement per unit in time)?
Yes
ACADEMIC ONLY: Do you provide benchmarks for the slopes?
Yes
ACADEMIC ONLY: Do you provide percentile ranks for the slopes?
Yes
What is the basis for calculating slope and percentile scores?
not selected Age norms
selected Grade norms
not selected Classwide norms
not selected Schoolwide norms
not selected Stanines
not selected Normal curve equivalents

Describe the tool’s approach to progress monitoring, behavior samples, test format, and/or scoring practices, including steps taken to ensure that it is appropriate for use with culturally and linguistically diverse populations and students with disabilities.
FAST™ earlyReading is an evidence-based assessment used for universal screening in grades PreK-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 FAST™ earlyReading assessments are comprised of 14 sub-tests. Of those sub-tests, FastBridge Learning 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.

Rates of Improvement and End of Year Benchmarks

Is minimum acceptable growth (slope of improvement or average weekly increase in score by grade level) specified in your manual or published materials?
No
If yes, specify the growth standards:
Are benchmarks for minimum acceptable end-of-year performance specified in your manual or published materials?
Yes
If yes, specify the end-of-year performance standards:
Kindergarten: 39 sight words read correct per minute. Grade 1: 61 sight words read correct per minute.
What is the basis for specifying minimum acceptable growth and end of year benchmarks?
not selected
selected
not selected Other
If other, please specify:
False

If norm-referenced, describe the normative profile.

National representation (check all that apply):
Northeast:
not selected New England
not selected Middle Atlantic
Midwest:
not selected East North Central
not selected West North Central
South:
not selected South Atlantic
not selected East South Central
not selected West South Central
West:
not selected Mountain
not selected Pacific

Local representation (please describe, including number of states)
Date
Size
Gender (Percent)
Male
Female
Unknown
SES indicators (Percent)
Eligible for free or reduced-price lunch
Other SES Indicators
Race/Ethnicity (Percent)
White, Non-Hispanic
Black, Non-Hispanic
Hispanic
American Indian/Alaska Native
Asian/Pacific Islander
Other
Unknown
Disability classification (Please describe)


First language (Please describe)


Language proficiency status (Please describe)
Do you provide, in your user’s manual, norms which are disaggregated by race or ethnicity? If so, for which race/ethnicity?
not selected White, Non-Hispanic
not selected Black, Non-Hispanic
not selected Hispanic
not selected American Indian/Alaska Native
not selected Asian/Pacific Islander
not selected Other
not selected Unknown

If criterion-referenced, describe procedure for specifying criterion for adequate growth and benchmarks for end-of-year performance levels.
The primary score for interpretation is number of correct sight words read per minute. Psychometric evidence is provided for those values and they support the primary method of interpretation. Accuracy score are provided as a supplemental score, such that students who perform less than 95% accuracy are flagged for the user to consider. Our training materials caution the interpretation of rate-based scores until accuracy is approximately 95%. The goals in the system include number correct and number correct per minute as the primary index of growth, but also prompt monitoring of the accuracy of student responding. This is designed to help teachers and others consider multiple aspects of student performance, which includes number correct, errors, rate, and accuracy. Benchmarks were established for FAST earlyReading to help teachers accurately identify students who are at risk or not at risk for academic failure. These benchmarks were developed from a criterion study examining earlyReading assessment scores in relation to scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE). Measures of diagnostic accuracy were used to determine decision thresholds using criteria related to sensitivity, specificity, and area under the curve (AUC). Specifically, specificity and sensitivity was computed at different cut scores in relation to maximum AUC values. Decisions for final benchmark percentiles were generated based on maximizing each criterion at each cut score (i.e., when the cut score maximized specificity ≥ 0.70, and sensitivity was also ≥ 0.70; see Silberglitt & Hintze, 2005). Precedence was given to maximizing specificity. Based on these analyses, the values at the 40th and 15th percentiles were identified as the primary and secondary benchmarks for FAST earlyReading, respectively. These values thus correspond with a prediction of performance at the 40th and 15th percentiles on the GRADE, a nationally normed reading assessment of early reading skills. Performance above the primary benchmark indicates the student is at low risk for long term reading difficulties. Performance between the primary and secondary benchmarks indicates the student is at some risk for long term reading difficulties. Performance below the secondary benchmark indicates the student is at high risk for long term reading difficulties. These risk levels help teachers accurately monitor student progress using the FAST earlyReading measures.

Describe any other procedures for specifying adequate growth and minimum acceptable end of year performance.

Performance Level

Reliability

Grade Grade 1
Rating Partially convincing evidence d
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
*Offer a justification for each type of reliability reported, given the type and purpose of the tool.
For reliability evidence we present alternate-form reliability and test-retest reliability. Alternate-form reliability is an appropriate measure of reliability for FAST earlyReading Sight Words 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 Sight Words because students take the measure multiple times, so stability over time should be assessed.
*Describe the sample(s), including size and 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.

*In the table(s) below, report the results of the reliability analyses described above (e.g., model-based evidence, internal consistency or inter-rater reliability coefficients). Include detail about the type of reliability data, statistic generated, and sample size and demographic information.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.
Do you have reliability data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?
Yes

If yes, fill in data for each subgroup with disaggregated reliability data.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.

Validity

Grade Grade 1
Rating Partially convincing evidence
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
*Describe each criterion measure used and explain why each measure is appropriate, given the type and purpose of the tool.
The criterion measure for both validity analyses is the Group Reading Assessment and Diagnostic Evaluation (GRADE). The GRADE is an appropriate criterion because is measures a construct hypothesized to be related to FAST™ earlyReading Sight Words.
*Describe the sample(s), including size and characteristics, for each validity analysis conducted.
*Describe the analysis procedures for each reported type of validity.
Validity coefficients were calculated by computing Pearson product moment correlations between FAST earlyReading Sight Words and the criterion measure. Confidence intervals represent 95% confidence intervals.

*In the table below, report the results of the validity analyses described above (e.g., concurrent or predictive validity, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of validity analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.
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 Sight Words as a measure of early literacy skills.
Do you have validity data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?
No

If yes, fill in data for each subgroup with disaggregated validity data.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of validity analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.

Bias Analysis

Grade Grade 1
Rating No
Have you conducted additional analyses related to the extent to which your tool is or is not biased against subgroups (e.g., race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)? Examples might include Differential Item Functioning (DIF) or invariance testing in multiple-group confirmatory factor models.
No
If yes,
a. Describe the method used to determine the presence or absence of bias:
b. Describe the subgroups for which bias analyses were conducted:
c. Describe the results of the bias analyses conducted, including data and interpretative statements. Include magnitude of effect (if available) if bias has been identified.

Growth Standards

Sensitivity: Reliability of Slope

Grade Grade 1
Rating Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
Describe the sample, including size and characteristics. Please provide documentation showing that the sample was composed of students in need of intensive intervention. A sample of students with intensive needs should satisfy one of the following criteria: (1) all students scored below the 30th percentile on a local or national norm, or the sample mean on a local or national test fell below the 25th percentile; (2) students had an IEP with goals consistent with the construct measured by the tool; or (3) students were non-responsive to Tier 2 instruction. Evidence based on an unknown sample, or a sample that does not meet these specifications, may not be considered.
Describe the frequency of measurement (for each student in the sample, report how often data were collected and over what span of time).
Describe the analysis procedures.

In the table below, report reliability of the slope (e.g., ratio of true slope variance to total slope variance) by grade level (if relevant).

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.
Do you have reliability of the slope data that is disaggregated by subgroups (e.g., race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)?
No

If yes, fill in data for each subgroup with disaggregated reliability of the slope data.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.

Sensitivity: Validity of Slope

Grade Grade 1
Rating Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
Describe each criterion measure used and explain why each measure is appropriate, given the type and purpose of the tool.
Describe the sample(s), including size and characteristics. Please provide documentation showing that the sample was composed of students in need of intensive intervention. A sample of students with intensive needs should satisfy one of the following criteria: (1) all students scored below the 30th percentile on a local or national norm, or the sample mean on a local or national test fell below the 25th percentile; (2) students had an IEP with goals consistent with the construct measured by the tool; or (3) students were non-responsive to Tier 2 instruction. Evidence based on an unknown sample, or a sample that does not meet these specifications, may not be considered.
Describe the frequency of measurement (for each student in the sample, report how often data were collected and over what span of time).
Describe the analysis procedures for each reported type of validity.

In the table below, report predictive validity of the slope (correlation between the slope and achievement outcome) by grade level (if relevant).
NOTE: The TRC suggests controlling for initial level when the correlation for slope without such control is not adequate.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published validity studies:
No
Provide citations for additional published studies.
Describe the degree to which the provided data support the validity of the tool.
Do you have validity of the slope data that is disaggregated by subgroups (e.g., race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)?
No

If yes, fill in data for each subgroup with disaggregated validity of the slope data.

Type of Subscale Subgroup Informant Age / Grade Test or Criterion n
(sample/
examinees)
n
(raters)
Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published validity studies:
No
Provide citations for additional published studies.

Alternate Forms

Grade Grade 1
Rating Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
Describe the sample for these analyses, including size and characteristics:
What is the number of alternate forms of equal and controlled difficulty?
If IRT based, provide evidence of item or ability invariance
If computer administered, how many items are in the item bank for each grade level?
If your tool is computer administered, please note how the test forms are derived instead of providing alternate forms:

Decision Rules: Setting & Revising Goals

Grade Grade 1
Rating Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
In your manual or published materials, do you specify validated decision rules for how to set and revise goals?
No
If yes, specify the decision rules:
What is the evidentiary basis for these decision rules?
NOTE: The TRC expects evidence for this standard to include an empirical study that compares a treatment group to a control and evaluates whether student outcomes increase when decision rules are in place.

Decision Rules: Changing Instruction

Grade Grade 1
Rating Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
In your manual or published materials, do you specify validated decision rules for when changes to instruction need to be made?
No
If yes, specify the decision rules:
What is the evidentiary basis for these decision rules?
NOTE: The TRC expects evidence for this standard to include an empirical study that compares a treatment group to a control and evaluates whether student outcomes increase when decision rules are in place.

Disclaimer

Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.