FAST™
earlyMath Composite

Summary

FAST™ earlyMath 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™ earlyMath 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.

Where to Obtain:
2013
info@fastbridge.org
520 Nicollet Mall, Suite 910, Minneapolis, MN 55402
6122542534
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 2017–18 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: $6,000.00; 3-day package: $9,000.00. 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 $200.00/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 earlyMath. o Extra breaks as needed. o Preferential seating and use of quiet space. o Proxy responses. o Use of scratch paper. o As part of item development, all items were reviewed for bias and fairness.
Training Requirements:
Less than 1 hour of training
Qualified Administrators:
No minimum qualifications specified.
Access to Technical Support:
Users have access to professional development technicians, as well as ongoing technical support.
Assessment Format:
  • One-to-one
Scoring Time:
  • Scoring is automatic
Scores Generated:
  • Raw score
  • Percentile score
  • Developmental benchmarks
  • Composite scores
  • Subscale/subtest scores
Administration Time:
  • 7 minutes per student
Scoring Method:
  • Automatically (computer-scored)
Technology Requirements:
  • Computer or tablet
  • Internet connection
Accommodations:
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 earlyMath. o Extra breaks as needed. o Preferential seating and use of quiet space. o Proxy responses. o Use of scratch paper. o As part of item development, all items were reviewed for bias and fairness.

Descriptive Information

Please provide a description of your tool:
FAST™ earlyMath 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™ earlyMath 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.
The tool is intended for use with the following grade(s).
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
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.
not selected Students in general education
not selected Students with disabilities
not selected English language learners

ACADEMIC ONLY: What skills does the tool screen?

Reading
Phonological processing:
not selected RAN
not selected Memory
not selected Awareness
not selected Letter sound correspondence
not selected Phonics
not selected Structural analysis

Word ID
not selected Accuracy
not selected Speed

Nonword
not selected Accuracy
not selected Speed

Spelling
not selected Accuracy
not selected Speed

Passage
not selected Accuracy
not selected Speed

Reading comprehension:
not selected Multiple choice questions
not selected Cloze
not selected Constructed Response
not selected Retell
not selected Maze
not selected Sentence verification
not selected Other (please describe):


Listening comprehension:
not selected Multiple choice questions
not selected Cloze
not selected Constructed Response
not selected Retell
not selected Maze
not selected Sentence verification
not selected Vocabulary
not selected Expressive
not selected Receptive

Mathematics
Global Indicator of Math Competence
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Early Numeracy
selected Accuracy
selected Speed
selected Multiple Choice
not selected Constructed Response

Mathematics Concepts
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Mathematics Computation
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Mathematic Application
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Fractions/Decimals
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Algebra
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Geometry
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

not selected Other (please describe):

Please describe specific domain, skills or subtests:
BEHAVIOR ONLY: Which category of behaviors does your tool target?


BEHAVIOR ONLY: Please identify which broad domain(s)/construct(s) are measured by your tool and define each sub-domain or sub-construct.

Acquisition and Cost Information

Where to obtain:
Email Address
info@fastbridge.org
Address
520 Nicollet Mall, Suite 910, Minneapolis, MN 55402
Phone Number
6122542534
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 2017–18 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: $6,000.00; 3-day package: $9,000.00. 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 $200.00/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 earlyMath. o Extra breaks as needed. o Preferential seating and use of quiet space. o Proxy responses. o Use of scratch paper. o 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 General education teacher
not selected Special education teacher
not selected Parent
not selected Child
not selected External observer
not selected Other
If other, please specify:

What is the administration setting?
not selected Direct observation
not selected Rating scale
not selected Checklist
not selected Performance measure
not selected Questionnaire
not selected Direct: Computerized
selected One-to-one
not selected Other
If other, please specify:

Does the tool require technology?
Yes

If yes, what technology is required to implement your tool? (Select all that apply)
selected Computer or tablet
selected Internet connection
not selected Other technology (please specify)

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 Individual
not selected Small group   If small group, n=
not selected Large group   If large group, n=
not selected Computer-administered
not selected Other
If other, please specify:

What is the administration time?
Time in minutes
7
per (student/group/other unit)
student

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

ACADEMIC ONLY: What are the discontinue rules?
not selected No discontinue rules provided
not selected Basals
not selected Ceilings
selected Other
If other, please specify:
Some subtests are timed.


Are norms available?
Yes
Are benchmarks available?
Yes
If yes, how many benchmarks per year?
3
If yes, for which months are benchmarks available?
September, December, and May
BEHAVIOR ONLY: Can 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 1 hour of training
Please describe the minimum qualifications an administrator must possess.
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 professional development technicians, as well as ongoing technical support.

Scoring

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
selected Composite scores
selected Subscale/subtest scores
not selected Other
If other, please specify:

Does your tool include decision rules?
If yes, please describe.
Can you provide evidence in support of multiple decision rules?
No
If yes, please describe.
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.
Each FAST™ earlyMath subtest produces a raw score. The primary score for each subtest is the number of items correct and/or the number of items correct per minute. These raw scores are used to generate percentile ranks. The best estimate of students’ early mathematics skills is the FAST™ earlyMath composite score. The composite score consists of multiple subtest scores administered during a universal screening period. The FAST™ earlyMath composite scores were developed as optimal predictors of spring broad math achievement in Kindergarten and First Grade. A select set of individual subtest scores were weighted to optimize the predictive relationship between FAST™ earlyMath and broad math achievement scores. Subtests were selected to assess skill in all three domains of early numeracy (i.e., Number, Relations, and Operations) in each screening period. Consistent with theory and evidence, the subtests were selected to emphasize the Number domain in Kindergarten and Operations in First Grade. The individual subtest scores were weighted to optimize the predictive relationship between FAST™ earlyMath and broad math achievement. The weighting is specific to each season. It is important to emphasize that the weighting is influenced by the possible score range, as well as the value of the skill. For example, Number Identification is an important skill with a score range of 0 to 60 (or more) numbers per minute. This represents a broad range of possible scores with benchmark scores that are fairly high (e.g., benchmarks for fall, winter, and spring might be 10, 23, and 35, respectively). In contrast, Match Quantity has a score range from 0 to 12 and benchmarks are relatively low in value (e.g., benchmarks might be 7, 10 and 12, respectively). As a result of both the score range and the relative value of Match Quantity to overall early math performance, the subtest score is more heavily weighted in the composite score.
Describe the tool’s approach to screening, samples (if applicable), and/or test format, including steps taken to ensure that it is appropriate for use with culturally and linguistically diverse populations and students with disabilities.
FAST™ earlyMath 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™ earlyMath 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.

Technical Standards

Classification Accuracy & Cross-Validation Summary

Grade Kindergarten
Grade 1
Classification Accuracy for Criterion 1 Fall Data unavailable Data unavailable
Classification Accuracy for Criterion 1 Winter Data unavailable Data unavailable
Classification Accuracy for Criterion 1 Spring Convincing evidence Partially convincing evidence
Classification Accuracy for Criterion 2 Fall Data unavailable Data unavailable
Classification Accuracy for Criterion 2 Winter Data unavailable Data unavailable
Classification Accuracy for Criterion 2 Spring Data unavailable Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available

Classification Accuracy - Criterion 1 Spring

Evidence Kindergarten Grade 1
Criterion measure GMADE (Group Mathematics Assessment and Diagnostic Evaluation) GMADE (Group Mathematics Assessment and Diagnostic Evaluation)
Cut Points - Percentile rank on criterion measure 15 15
Cut Points - Performance score on criterion measure 54.00 21.00
Cut Points - Corresponding performance score (numeric) on screener measure
Classification Data - True Positive (a)
Classification Data - False Positive (b)
Classification Data - False Negative (c)
Classification Data - True Negative (d)
Area Under the Curve (AUC) 0.89 0.93
AUC Estimate’s 95% Confidence Interval: Lower Bound 0.84 0.89
AUC Estimate’s 95% Confidence Interval: Upper Bound 0.94 0.97
Statistics Kindergarten Grade 1
Base Rate
Overall Classification Rate
Sensitivity
Specificity
False Positive Rate
False Negative Rate
Positive Predictive Power
Negative Predictive Power
Sample Kindergarten Grade 1
Date
Sample Size
Geographic Representation East North Central (IL, IN, WI)
Middle Atlantic (PA)
Mountain (CO, MT)
New England (MA, VT)
Pacific (OR)
West North Central (IA)
East North Central (IN)
Middle Atlantic (NY)
New England (MA, VT)
West North Central (IA, MN)
Male
Female
Other
Gender Unknown
White, Non-Hispanic
Black, Non-Hispanic
Hispanic
American Indian/Alaska Native
Other
Race / Ethnicity Unknown
Low SES
IEP or diagnosed disability
English Language Learner

Reliability

Grade Kindergarten
Grade 1
Rating Convincing evidence Convincing evidence
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.
The first type of reliability evidence we present is test-retest reliability. Test-retest reliability assesses the consistency in FAST™ earlyMath composite scores over a 2-3 week period of time. The second type of reliability evidence we present is internal consistency reliability.
*Describe the sample(s), including size and characteristics, for each reliability analysis conducted.
Approximately 80 students in first grade. Students came from Minnesota. Internal consistency reliability of the FASTTM earlyMath Composite was computed based on the 2017-2018 norming sample.
*Describe the analysis procedures for each reported type of reliability.
Test-retest reliability coefficients were estimated by calculating the median percent agreement between two teachers scores for each student. Confidence intervals represent 95% confidence intervals. Internal consistency reliability coefficients for the FASTTM earlyMath Composite were calculated following Feldt and Brennan (1989), where the reliability coefficient of a composite is a function of the subtest reliabilities, the subtest variances, and the correlations between the subtests. The coefficients below are the median coefficient within a grade level across screening periods.

*In the table(s) below, report the results of the reliability analyses described above (e.g., internal consistency or inter-rater reliability coefficients).

Type of Subgroup Informant Age / Grade Test or Criterion n 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)?

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

Type of Subgroup Informant Age / Grade Test or Criterion n 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:
Provide citations for additional published studies.

Validity

Grade Kindergarten
Grade 1
Rating Unconvincing evidence Unconvincing 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 GMADE (Group Mathematics Assessment and Diagnostic Evaluation) is a diagnostic math test that that determines what developmental skills PreK-12 students have mastered and where students need instruction or intervention. The GMADE is a paper and pencil test that can take 50-90 minutes to complete. The GMADE comprises two levels with 10 parallel forms per level. Grade-based norms are provided fall and spring.
*Describe the sample(s), including size and characteristics, for each validity analysis conducted.
Concurrent and predictive analyses with GMADE were conducted on a sample of students from Minnesota. There were 305 students in grades K-1.
*Describe the analysis procedures for each reported type of validity.
Validity coefficients were calculated by computing Pearson product moment correlations between FAST™ earlyMath Composite 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 Subgroup Informant Age / Grade Test or Criterion n 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.
Do you have validity data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?

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

Type of Subgroup Informant Age / Grade Test or Criterion n 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:
Provide citations for additional published studies.

Bias Analysis

Grade Kindergarten
Grade 1
Rating No 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.

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.