1. INTRODUCTION TO THE FAST SYSTEM The FAST Team University of Minnesota Theodore J. Christ, PhD tchrist@umn.edu

2. Why was FAST developed?

3. The FAST Team works with teachers who guide research, development and improvement.

4. Teachers told us… Assessments take too much time and organization So the FAST Team … Automated scoring Automated reports Adopted brief assessments Teachers told us… Assessments take too much time and organization So the FAST Team … Automated scoring Automated reports Adopted brief assessments

5. What is FAST?

6. General Features Browser-based User Interface Online database Online administration Online scoring Online reporting Suite of Assessments for Teachers

7. Administration Using FAST View of screen

8. Curriculum Based Measurement for Reading (CBM-R) is an evidence-based assessment for screening and monitoring student progress across the primary grades (1 st to 6 th ). Computer adaptive measures of broad Reading (K-12) and Math (K-5) that are individualized for each student. Assessments Evidence-based assessment for screening and monitoring student progress in the early primary grades (K & 1 st ).

9. Teachers score online during administration. Oral Passage Readings  Measure of oral reading accuracy & rate (1 st to 6 th ) Screening (Fall, Winter, Spring) 3 min per student Progress Monitor 1 min per student 20 alternate forms per grade Measure of oral reading accuracy & rate (1 st to 6 th ) Screening (Fall, Winter, Spring) 3 min per student Progress Monitor 1 min per student 20 alternate forms per grade Online Administration & Scoring

10. Teachers score online during administration. Online Administration & Scoring Sight Words  Letter Sounds  Word Rhyming  Measures of critical early reading skills via 11 subtests Screening (Fall, Winter, Spring) 1-2 minutes per test 8-10 min per student using composite - 4 subtests Progress Monitor (8 subtests) 1-2 min per student/test 20 alternate forms for most Measures of critical early reading skills via 11 subtests Screening (Fall, Winter, Spring) 1-2 minutes per test 8-10 min per student using composite - 4 subtests Progress Monitor (8 subtests) 1-2 min per student/test 20 alternate forms for most

11. Computer administered and scored. Measure of broad reading achievement (K to 12 th ) Screening (Fall, Winter, Spring) 6-15 min per student Progress Monitor & Skills Analysis Coming Soon Measure of broad reading achievement (K to 12 th ) Screening (Fall, Winter, Spring) 6-15 min per student Progress Monitor & Skills Analysis Coming Soon Online Administration & Scoring

12. Computer administered and scored. Measure of broad math achievement (K to 5 th ) Screening (Fall, Winter, Spring) 6 to 15 min per student Measure of broad math achievement (K to 5 th ) Screening (Fall, Winter, Spring) 6 to 15 min per student Online Administration & Scoring

13. Online Reports using SPS Automated reports Color coded Reports Tables Graphic Displays Research-based Standards: – Benchmarks – National Norms – Massachusetts Norms – Growth Rates

14. High Teacher Ratings

15. Purpose and Role for FAST Data

16. Response to Intervention

17. CBMReadingearlyReadingaReadingaMath CBMReadingearlyReading FAST and Response to Intervention

18. Grade Level Data Meetings Color coded data reports based on the National Norms and benchmarks Principal, Teachers, Support Staff Discussions, decisions, scheduling Parent notification

19. Tiered Instruction

20. Reading Block

21. Progress Monitoring Biweekly Data Meetings 6-8 weeks Possible changes in instruction Parent Notification Instruction Assessment

22. The Cycle Begins Again Winter Universal Screening Winter Data Meetings Progress Monitoring Spring Universal Screening Spring Data Meetings – linked to September instruction

23. Supporting Research Brief overview of research in support of CBM-R and aReading CBM-R – 30+ years of research supports its use as a screening tool to identify students at risk and monitor progress to evaluate instructional effects and response to instruction. – CBM-R is a robust indicator of overall reading health; especially for students in the primary grades.

24. Technical Adequacy Grade Number of Students Correlation DIBELS Correlation TOSREC Diagnostic Accuracy (AUC) K 1171.78.87.81 2206.94.89.93 3188.96.83.89 4181.95.76.87 5202.96.74.90 6205.95.76.90 National Center for RtI Criteria:Above.70 Above.85

25. Eleven (11) measures to analyze early Reading skills earlyReading Subtests # Items Accuracy measure with rate option Rate-based measure Inventory of all items is available Target domain Concepts of Print12 Open-Ended Measures Print Concepts Onset Sounds16 Phonemic Awareness Word Rhyming16 Phonemic Awareness Word Blending10 Phonemic Awareness Word Segmenting10 Phonemic Awareness Letter Names 52 Initial 48 repeats 1-Minute Measures X Phonics & Decoding Letter Sounds 40 Initial 40 repeats & 28 dual sounds X Phonics & Decoding Decodable Words50 X Phonics & Decoding Nonsense Words50 X Phonics & Decoding Sight Words 50 (KG) & 150 (1 st ) XWord ID Sentence Reading1 passage Rate with Connected Text

26. Target Domains addressed by earlyReading – Phonemic awareness the ability to identify and manipulate phonemes in spoken words – Phonics and decoding identify and manipulate printed letters (graphemes) and sounds (phonemes) – Word ID – Automaticity with connected text – Concepts of print Set of skills used in the manipulation of text-based materials

27. earlyReading Assessments Concepts of Print Onset Sounds Word Rhyming Word Blending Word Segmenting Phonemic Awareness Letter Names Letter Sounds Decodable Words Nonsense Words Phonics and Decoding Sight Words Word ID Sentence Reading Connected Text 1 Minute MeasuresOpen-ended Measures Essential Measures Elective Measures

28. Screening Composite Measures

29. (orthography & morphology)

30. Sample Questions

31. Technical Adequacy Grade Number of Students Correlation Gates- MacGinitie Correlation NWEA MAP Diagnostic Accuracy (AUC) K59-.67.88 1125.83.69.94 2215.75.83.88 3165.84.83.92 4175.78.77.94 5181.64.73.87 6--- National Center for RtI Criteria:Above.70 Above.85

32. NCRTI (2011)

35. Sample Questions