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Only one person can score.  Kathleen Lane’s research indicated that additional scoring did not make a significant difference.  SIT should have access to the SAEBRS data, if it is appropriate.  Do not add information on the SAEBRS because of student confidentiality issues.

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Cut scores / students in Tier 2 and 3 (CBM use):  

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Cut scores / students in Tier 2 and 3 (CBM use):  

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Teams will be learning how to do this starting 17-18 as part of implementation.

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mySAEBRS remain the same throughout a grade level over the year / a pool of questions the system pulls from:

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mySAEBRS remain the same throughout a grade level over the year / a pool of questions the system pulls from:

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The questions are all the same throughout for mySAEBRS, and there is a graphic that might help with some of the language difficulties as well.

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mySAEBRS  in print format for translation (for those students that might be able to read native language)  - or possibly have bilingual staff conduct screening:

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mySAEBRS  in print format for translation (for those students that might be able to read native language)  - or possibly have bilingual staff conduct screening:

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mySAEBRS is available in print format.  Translating it is an appropriate accommodation.  FAST shares read aloud and scribing are appropriate accommodations when making language translations.

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Behavior/Social Emotional Learning team will collect data on in the future.

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mySAEBRS normed /  Nationally or Universally?considering cultural differences:

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mySAEBRS normed /  Nationally or Universally?considering cultural differences:

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The questions or prompts stay consistent as they are intended to align with the same behavior(s) the adult/teacher rates which also do not change. When there is a transfer from the student information system, does it automatically collect the students’ demographic information too? If so, then FAST should be able to eventually provide demographic information like you are asking. If FAST doesn’t pull that information on students, then it probably won’t be able to give out information about how diverse the sample size was.

Please see this information from Jay Anderson at FAST: "I was able to connect with Dr. Kilgus.  We haven't yet released norms for mySAEBRS.  The desire is to do so, but I don't have an ETA on when.  If it is treated like most FAST academic measures, we would typically do analysis of the available data sets over the summer between school years and then make a determination on producing and/or updating norms/benchmarks for a given measure."

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 Higher level Kinders start the next level assessments (aReading, aMath):

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 Higher level Kinders start the next level assessments (aReading, aMath):

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It would be very appropriate to use aReading and aMath with advanced Kindergarten students in order to find their academic levels in reading and math.

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Growth / compared to  MAP assessments in charting growth:

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Growth / compared to  MAP assessments in charting growth:

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Growth on the trimesterly administered universal screeners can be tracked on the "Group Growth Report." This report will give you predicted goals for the end-of year after the fall testing (like MAP), and will track growth for several types of questions at the end of winter, and end of spring testing. This info is too deep to go over in this response. I highly recommended those interested in learning more go the Knowledge Base and search for the webinar named

*Ask the Experts: FAST™ Screening and Growth Reports—New Features and Uses (5/17/17)

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Generally, all of FAST's assessments can be used as a universal screener. Some assessments (aReading & aMath) cannot be used as a progress monitoring assessment

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FAST allows certain special accommodations, which may be helpful for students with disabilities or for students on Individual Education Plans (IEPs).

- CBM assessments, available via paper and pencil, can be taken as needed for any reason.

- Text Magnification

- Sound Amplification

- Extra Breaks

- Preferential Seating and Use of Quiet Space

- Proxy Responses

- Extended Time (for aReading, aMath, and the untimed portions of CBMMath, earlyReading and earlyMath only)

- Students with different needs or abilities may take the computer-based assessments on a tablet-type device to facilitate screen optimization.

Calculators are not allowed unless the student is on an IEP that allows calculators.

Pencil & Paper can be used to help work out the problems (This does not apply to CBMMath-Automaticity.)

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FAST Training: June 5 from 1-4 pm at EMS.  Sign up at mylearningplan

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FAST Training: June 5 from 1-4 pm at EMS.  Sign up at mylearningplan

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Go to Knowledge Base and look up Progress Monitoring and review the PM content. The question of pausing the test depends on the test being given, but generally PM tests are not "pausable."

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K-6 FAST SWAT Team for Class-wide Screening:

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K-6 FAST SWAT Team for Class-wide Screening:

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Subs will not be provided for K-6 teachers to assess their students as in the past when provided sub release time for DIBELS.  Instead, a FAST SWAT Team will offer a schedule to come in and help with this issue.  No teacher has been asked, or will be asked to give up plan time to assess students.  This is a violation of the Negotiated Agreement and will not occur.

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One general proctor account for each school can be created so any teacher knows the login, instead of managing individual proctor accounts.  An email address of an administrator (the account can be generic) at the school would need to be provided to Dr. Amy Conner.

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Review reports and if extra score seen, delete and tell student not acceptable.  Might have one or two trying to log-in, complete at home.

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Data compare the student’s weekly progress to / national benchmark or vs. their own classmates: 

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Data compare the student’s weekly progress to / national benchmark or vs. their own classmates: 

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In progress monitoring, neither. Kids who need "annual + catch-up" growth need rates of improvement that are higher than typical. Generally, setting "Weekly Growth" to "Realistic" will give you the "annual + catch-up" growth needed for off-level students. Realistic is defined as the typical growth a student who receives good intervention will make so it is a higher rate than a non-intervention based student would make.

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Maybe for PM, but not for the screener – it’ll be more important to do this with the placement tests for curriculum like Number Worlds.

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This is due to the district trying to make kindergarten testing more efficient. Teachers should follow the District's training checklist. Any questions should go to District admin.

For informational purposes FAST recommends this testing schedule:

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Not with aReading and aMath – but with a few others, yes.
FAST is on-line and takes less the hald the time to admin that MAP did. half the time to administer than MAP.
If this questions is asking about solving problems, students can use paper and pencil for math tests (except Automaticity). If this questions is asking about a testing format the Early Reading, Early Math, CBM Reading, and Math Process are available as paper pencil test. However, the District is recommending and expecting online testing to occur.

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Beneficial to know reason behind  errors on the student read-aloud of the passage such as leaving the end of a word wrong, etc.:

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Beneficial to know reason behind  errors on the student read-aloud of the passage such as leaving the end of a word wrong, etc.:

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On the weekly PM probes you can score using the "Show Error Tracking" button. It is on the menu where the timer is. Randy shares it difficult to do with students who have a moderate or high reading rate. In practice, he suggests to use the "Add Note" button and add comments about what observed during tests before  submit the scored probes. These notes will attach to the PM graph for review (along with all the words that were read incorrectly).

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Social, Academic, and Emotional Behavior Risk Screener:
Schools do not need parental notification and/or consent to conduct this tool for universal screening of student risk for social-emotional and behavioral problems for students in Grades K through 12.  Since all students will be screen, permission is needed only if assessment goes beyond screening (like when we do not request permission for academic screening).

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K will take earlyMath and earlyReading and higher level K can start on aMath and aReading if needed.

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A few, (much like MAP) but most are not provided to find base level.  Be careful of IEP as it states what drives required instruction.  As always, if kiddo on IEP and to provide certain accommodations, we know to do so following the law. Use your professional judgment adhering to the IEP.

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Type FAST acronyms in to the Knowlede Base and the definitions will come up.

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The assessment can be paused for students needing multiple sessions in both aReading and aMath.

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There are 3rd-party headphone that assist with audio. There is nothing built into FAST to help with this issue. At some point, like for all tests, the question of appropriateness of using a test with a specific disability should be addressed.

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CBM reading probes are sensitive to growth at the weekly level. Generally speaking, traditionally students in tier 3 are usually progress monitored weekly, while students in tier 2 are PM'ed twice a month.

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How do we accurately give web-based tests to ESOL, non-English speakers and readers? 

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How do we accurately give web-based tests to ESOL, non-English speakers and readers? 

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This is a good question that really requires thoughtful discussion at the local level. If the goal of your students to read in English and instruction is in English, I see no reason you would not screen in English to measure attainment to this goal (but note that does not mean the student is not literate in native language). If you are working with Spanish speaking students we do offer the Spanish CBM probes to measure progress in Spanish reading.

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*Set and measure goals based on projected growth:

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*Set and measure goals based on projected growth:

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The Growth Report in the report manager will show the projected grown for students.
aMath and aReading WILL provide this - AUGUST 14, we will dive into reports then.
FAST as a screener; the screening data does report growth over time based on 3 testing times per year.  Students who get PM'ed automatically have the growth reporting built into the PM system.

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If the kids score high, average, or low on MAP, they will generally score in the same functioning range on FAST. Use the Screening to Intervention report in the Report Manager if you are asking about specific score conversions. This report will allow you to use your aReading score to approximate a MAP RIT score. You use the pull down menu in the Screening to Intervention report and select RIT.

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Basic data is shown in one of about 10 graphs. They include student results compared to local or national norms (passing a common core alighted state test), student achievement growth, over time, skills analysis at the class or individual level. Also, the district or school manager can download the raw data into an Excel sheet. There are several other ways data can be explored. Check out all the reports in the "Report Manager" (in the Fast Tools section).

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Reading rate and comprehension in grades 8-12:

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Reading rate and comprehension in grades 8-12:

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Students must read a rate that allows for short-term memory to be freed up to apply comprehension strategies. The rate needs to be about 150 words per minute at 8th grade level. The reasoning for high school is that kids need to read at this fluency level or they probably will not comprehend text, now this is just talking about basic reading skills. Kids can still have good basic reading skills and not comprehend text in specific high school subjects, but this will be due to prior knowledge or vocabulary about the content.  FAST is trying to establish who has "real" reading deficit vs. someone who needs content support and skills training.