Fast Bridge Assessments
FAST BRIDGE READING:
earlyReading, available in English and Spanish, is designed to screen and monitor our Kindergarten & 1st grade students during three benchmark periods—fall, winter, spring.
CBMreading (Curriculum-Based Measurement for Reading) is a simple, efficient, evidence-based assessment used for universal screening in grades 1-4th grade. A teacher listens and evaluates a student’s performance, including accuracy, and error types, while they read aloud from a grade-level passage for one minute.
CBMcomp (Curriculum-Based Measurement for Comprehension) is a CBMreading passages for grades 1-4th. CBMcomp measures a student’s comprehension of the passage that was just read by using story retell and a series of 10 questions about the passage.
aReading (Adaptive Reading) is a simple, efficient computer-adaptive measure of broad reading for grades K-4tth grade that is individualized for each student but may be delivered in a group format in about 15-30 minutes. Aligned to the Common Core State Standards in English Language Arts, aReading is more precise than paper-and-pencil assessments and based on over ten years of rigorous research that is built upon the recommendations of the National Reading Panel (2000).
In the Fall of 2018, the Fast Bridge Math Screener & SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) were added to the assessments that are administered to Humboldt Elementary Students. The Math Screener at grades 3 & 4th grade replaced the NWEA MAP Assessment.
FAST BRIDGE MATH:
earlyMath is designed to screen and monitor PreK-1 students. Of 14 sub-tests, select combinations of up to four sub-tests are recommended per benchmark period—fall, winter, spring.
CBMmath (Curriculum-Based Measurement for Math) is designed to universally screen students in grades 1-4. The data indicate students’ readiness or risk across key math skill areas, such as computation, math concepts, and math applications.
aMath (Adaptive Math) is a simple, efficient computer-adaptive measure of broad math that is individualized per student but maybe group administered in about 20-30 minutes. Students who progress at a typical pace through their math curriculum meet the standards for expected performance. Students with deficits in achievement are identified via aMath to receive further instruction.
FAST BRIDGE SAEBRS:
The SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief and efficient tool for universal screening of student risk for social-emotional and behavioral problems for students in Grades K through 4th grade.
SAEBRS may be used to evaluate students’ overall general behavior, as well as risk for problems within the following specific types of behavior:
Risk for Social Behavior Problems: Student displays behaviors that limit his/her ability to maintain age appropriate relationships with peers and adults.
Risk for Academic Behavior Problems: Student displays behaviors that limit his/her ability to be prepared for, participate in, and benefit from academic instruction.
Risk for Emotional Behavior Problems: Student displays actions that limit his/her ability to regulate internal states, adapt to change, and respond to stressful/challenging events.
FAST BRIDGE mySAEBRS:
The mySAEBRS is very similar to the SAEBRS but includes 20 items. It is organized into the same three subscales. Like the teacher version of the scale, the students complete the mySAEBRS online. Each mySAEBRS item is a statement with a four-level rating choice at the bottom of the screen and each item is read aloud to the student using headphones. The student clicks on the level that matches his or her agreement with the item. .
Students must click on a rating in order to advance to the next item. An important benefit of using the mySAEBRS with the SAEBRS is that the teacher can compare his or her ratings of the students’ social, academic, and emotional skills with each student’s ratings. Such information can be helpful whether the teacher and student scores are similar or different. If they are similar, the teacher will quickly know if there are any areas of concern for the student. If the teacher and student scores are different, then the teacher can consider why they are not alike and if additional assessment is needed to identify a student’s unique needs.