FAST earlyReading Spanish

Area: Sentence Reading

Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

The Formative Assessment System for Teachers (FAST) is a cloud-based suite of assessment and reporting tools that includes earlyReading Spanish. As of 2013-14, there is a $5 per student per year charge for the system. As a cloud-based assessment suite, there are no hardware costs or fees for additional materials. 

Computer and internet access is required for full use.

Testers will require less than 1 hour of training.

Paraprofessionals can administer the test.

earlyReading
43 Main St. SE
Suite 509
Minneapolis, MN 55414
Phone: 612-424-3710

Field tested training manuals are included and should provide all implementation information.

Access to interactive online self-guided teacher training is included at no additional cost. In-person training is available at an additional cost of $300 per hour.

earlyReading is used to monitor student progress in early reading in the early primary grades. Most earlyReading assessments provide information on both the accuracy and rate or efficiency of performance.

The appropriate progress monitoring assessment(s) is/are chosen based on screening performance and are used to diagnose and evaluate skill deficits. Those results help guide instructional and intervention development. It is recommended that Sentence Reading be used for progress monitoring throughout Grade 1 depending on specific student needs.

The objective of the Sentence Reading measure is to assess automaticity while reading connected text. The sentence reading passages were pulled directly from a set of passages designed for FAST CBM-Reading. These passages are essentially a CBM-Reading passage but have been broken apart with basic pictures included. The first three pages contain only one sentence while the last three pages have progressively more sentences. The passages are of median difficulty.

This tool provides information on students in Spanish. Evidence was based on a sample of Native English-speakers in a Spanish-language immersion school. 

Each earlyReading test takes approximately 1-2 minutes to administer. earlyReading is computer administered and scoring is automated; it does not require any additional time to score.

The Sentence Reading assessment has 20 alternate forms.

The Sentence Reading task is scored very similarly to a typical CBM-Reading task. Students are instructed to read a passage, each word read correctly counts toward total words read correctly in the one minute time interval. Each word that is skipped, misread, omitted, or takes three-seconds for the student to read is marked as incorrect. Repetitions, dialect differences, insertion of words, or words that the student self-corrects are not counted as errors. The final score is the total words read in the minute minus errors. If the student finishes before one minute has elapsed, then the administrator stops the timer and records the number of seconds in which the student read to calculate a score. 

 

Reliability of the Performance Level Score: Convincing Evidence

Type of Reliability

Age or Grade

n (range)

Coefficient

SEM

Information (including normative data) / Subjects

range

median

Delayed Test-Retest Reliability (3 month lag)

1

222

-

0.85

-

Correlation between Sentence Reading in Fall and Winter.

Delayed Test-Retest Reliability (3 month lag)

1

87

-

0.88

-

Correlation between Sentence Reading in Winter and Spring. 

Delayed Test-Retest Reliability (6 month lag)

1

88

-

0.77

-

Correlation between Sentence Reading in Fall and Spring.

Delayed Test Retest

1

134

0.85-0.92

0.89

-

Participants were 134 first grade students at two suburban Spanish-language immersion schools in the Midwest. Students were primarily native English-speakers and spoke Spanish at levels of minimum-to-maximum levels of proficiency.

 

Reliability of the Slope: Data Unavailable

Validity of the Performance Level Score: Convincing Evidence

Validity coefficients with aReading were derived from a sample of approximately 6,114 First grade students and 4,996 Kindergarten students from the FAST database (Total N = 11,110). Approximately 48.5% of the sample of students were female and 51.5% were male. Approximately 56.4% of students were White, 12.7% reported as “Other,” 11.3% were African American, 7.9% were Hispanic, 5.5% were Asian, 4.5% were Multiracial, 1.6% were American Indian or Alaska Native, and 0.2% were Native Hawaiian or Other Pacific Islander. Approximately 86.4% of students were not eligible for special education services. Approximately 6.3% of students were eligible for special education services. Approximately 7.2% of students did not report their special education status.

Type of Validity

Age or Grade

Test or Criterion

n (range)

Coefficient

Information (including normative data) / Subjects

range

median

Concurrent

1

Aprenda-3

40

-

0.74

Correlation between Sentence Reading in Spring and the Aprenda-3.

Predictive

1

Aprenda-3

87

-

0.40

Correlation between Sentence Reading in Fall and Aprenda-3 in Spring.

Concurrent

1

aReading

176

-

0.69

Data collected during Fall

Predictive

1

aReading

266

-

0.58

Fall to Spring

Predictive

1

aReading

134

-

0.76

Winter to Spring

Concurrent

K

aReading

99

-

0.65

Data collected in the Spring

Predictive

1

Aprenda-3

39

0.49-0.83

0.70

Participants included 39 First grade students at a suburban Spanish-language immersion school in the Midwest. Students were primarily native English-speakers and spoke Spanish at levels of minimum-to-maximum levels of proficiency.

Concurrent

1

Aprenda-3

39

0.53-0.85

0.73

Participants included 39 First grade students at a suburban Spanish-language immersion school in the Midwest. Students were primarily native English-speakers and spoke Spanish at levels of minimum-to-maximum levels of proficiency.

 

Predictive Validity of the Slope of Improvement: Data Unavailable

Disaggregated Reliability and Validity Data: Unconvincing Evidence

Disaggregated Reliability of the Performance Level:

The following disaggregated delayed test retest reliability coefficients were derived from a sample of approximately 11,850 first grade students in the FAST system. Approximately 26.9% were female, and 28.2% were male, with approximately 44.8% of the sample not reporting their gender. Approximately 34.6% of the sample of students were White, 7.1% were African American, 5% were Hispanic, 3% were Asian, 2.4% were recorded as “Other”, 2.2% were Multiracial, 0.7% were American Indian or Alaska Native, and 0.2% were Native Hawaiian or Other Pacific Islander. Approximately 44.8% of the sample did not report ethnicity/race. Approximately 45% of students were reported as not eligible for special education services, while approximately 10% of students were receiving special education services. However, approximately 44.9% of the sample did not report special education status or receipt of services.

Type of Reliability

Age or Grade

Test or Criterion

n (range)

Coefficient

Information (including normative data) / Subjects

range

median

Delayed Test Retest

1

-

9

-

0.88

Winter to Spring; African American

Delayed Test Retest

1

-

5

-

0.79

Fall to Spring; African American

Delayed Test Retest

1

-

9

-

0.86

Fall to Winter; African American

Delayed Test Retest

1

-

13

-

0.67

Fall to Spring; Hispanic

Delayed Test Retest

1

-

35

-

0.87

Fall to Winter; Hispanic

Delayed Test Retest

1

-

13

-

0.78

Winter to Spring; Hispanic

Delayed Test Retest

1

-

24

-

0.68

Fall to Spring; Multiracial

Delayed Test Retest

1

-

15

-

0.95

Fall to Winter; Multiracial

Delayed Test Retest

1

-

66

-

0.79

Fall to Spring; White

Delayed Test Retest

1

-

158

-

0.85

Fall to Winter; White

Delayed Test Retest

1

-

66

-

0.91

Winter to Spring; White

 

Disaggregated Validity of the Performance Level:

Disaggregated validity coefficients were derived from a sample of approximately 6,114 Kindergarten students. Approximately 48.5% of the sample of students were female and 51.5% were male. Approximately 56.4% of students were White, 12.7% reported as “Other,” 11.3% were African American, 7.9% were Hispanic, 5.5% were Asian, 4.5% were Multiracial, 1.6% were American Indian or Alaska Native, and 0.2% were Native Hawaiian or Other Pacific Islander. Approximately 86.4% of students were not eligible for special education services. Approximately 6.3% of students were eligible for special education services. Approximately 7.2% of students did not report their special education status.

Type of Validity

Age or Grade

Test or Criterion

n (range)

Coefficient

Information (including normative data) / Subjects

range

median

Concurrent

1

aReading

114

-

0.64

Data collected in the Fall; White

Predictive

1

aReading

176

-

0.54

Fall to Spring; White

Predictive

1

aReading

91

-

0.74

Winter to Spring; White

Concurrent

1

aReading

14

-

0.85

Data collected in Fall; Multiracial

Predictive

1

aReading

24

-

0.63

Fall to Spring; Multiracial

Predictive

1

aReading

15

-

0.75

Winter to Spring; Multiracial

Predictive

1

aReading

45

-

0.57

Fall to Spring; Hispanic

Predictive

1

aReading

22

-

0.82

Winter to Spring; Hispanic

Concurrent

1

aReading

13

-

0.89

Data collected in Fall; African American

Predictive

1

aReading

16

-

0.74

Fall to Spring; African American

 

Alternate Forms: Data Unavailable

Sensitive to Student Improvement: Data Unavailable

End-of-Year Benchmarks: Data Unavailable

Rates of Improvement Specified: Unconvincing Evidence

Is minimum acceptable growth (slope of improvement or average weekly increase in score by grade level) specified in manual or published materials?

Yes

a. Specify the growth standards:

The table below provides average weekly growth by percentile for 1st grade students in Spring.

Metric: Words Read Correctly / Minute

Percentile

First Grade
(Spring)

90th

2.77

80th

2.51

70th

2.15

60th

1.86

50th

1.64

40th

1.40

30th

1.24

20th

0.97

10th

0.68

Average

1.70

SD

0.78

N

217

Range

0.25 - 3.37


b. Basis for specifying minimum acceptable growth:

Norm-referenced weekly growth is calculated.

Normative profile:

Representation: Local
Date: 2013-2014
Number of States: 1
Size: 1,372 total students are included in this sample
Gender: 52.9% male, 47.1% female
SES: Data indicating SES was not collected
Race/Ethnicity: 65.3% White, Non-Hispanic; 10.8% Other; 10.4% Hispanic; 7.6% Black, Non-Hispanic; 2.8% Asian/Pacific Islander; 1.8% Multiracial; 1.3% American Indian/Alaska Native
Disability classification: 77% of this sample did not receive special education services. 8.7% of this sample did receive special education services. The special education status of the remaining 14.3% of the sample is unknown.
Grade distribution: 61.1% first grade, 38.9% kindergarten

Decision Rules for Changing Instruction: Data Unavailable

Decision Rules for Increasing Goals: Data Unavailable

Improved Student Achievement: Data Unavailable

Improved Teacher Planning Unconvincing Evidence

Describe evidence that teachers’ use of the tool results in improved planning:

In a teacher-user survey, 82% of teachers indicated that FAST assessment results were helpful in making instructional grouping decisions (n = 401).  82% of teachers also indicated that assessment results helped them adjust interventions for students who were at-risk (n = 369).  Finally, a majority of teachers indicated that they look at assessment results at least once per month (66%), and nearly a quarter of teachers indicated that they look at assessment results weekly or even more often (n = 376).