Implementation Training
December 10, 2010
Goal: Develop Math Fact Fluency
The FASTT Math intervention program:
• Helps all students achieve math fact fluency.
• Assesses all students to uncover fluency gaps and to
establish a baseline of fluency for each student.
• Differentiates instruction in customized, 10-minute
daily sessions.
• Helps all your students build the confidence in
mathematics they need to succeed.
• Covers basic 0-9 and 0-12 addition, subtraction,
multiplication, and division facts
Program Components
Student Materials
FASTT Math Software
Teacher Resources
Teachers’ Guide
Fact Fluency Foundation
Guide
Practice Sheets
SAM
The FASTT Math Model
1. Placement Assessment
– FASTT Math begins with a
computer-based assessment
that presents all the basic facts
in an operation.
– Determines the facts that are
being recalled from memory
and those that are solved
using a counting strategy.
– After the initial assessment, a
Fact Grid (shown) displays the
fluent (fast facts) and the
(study facts ).
The FASTT Math Model
2. Adaptive Instruction
– FASTT Math adapts daily
instruction sessions that
focus on the student’s
problem facts or study facts.
– Facts are presented in a
visual array to strengthen a
memory connection to the
facts.
The FASTT Math Model
3. Independent Practice
– Provided only after a
students is able to retrieve a
fact within the controlled
response time.
– Student practice their
learned and fluent facts with
engaging and motivating
games.
The FASTT Math Model
4. Operation Mastery
– Ensures all students build
long-lasting fluency they will
need to solve complex math
problems.
– Rewards students with a the
Tracker Style Gallery.
Using the Software
After completing the initial Placement Assessment
(first 1-2 days), the student will start his or her regular
FASTT Math Lessons.
Required Parts of FASTT Math Lesson
Part 1: Adaptive Instruction
An instructional activity such as:
Study New Facts
Practice Facts
OR
An assessment:
Challenge
Special Challenge
Mastery
Part 2: Independent Practice
A practice game.
Students can choose any one of
the nine games available in the
program.
Adaptive Instruction
Fact Instruction Overview
Activity Type
When Is It
Presented?
Purpose
What Is
Presented?
Study New Facts
Most common
activity; presented
every day unless
another challenge
has been triggered.
To build memory
relationship for up
to three Study Facts
from the student’s
Fact Grid.
The program selects
the next available
fact pair from the
student’s Fact Grid
for instruction.
Review Facts
Presented if the
student’s retention
level falls below
80%.
To repeat focused
instruction on
already-learned
facts that student is
not remembering.
The program selects
2 or 3 facts the
student had the
most trouble with.
Practice Facts
Presented
periodically.
Triggered after
mastery of 7s.
To provide periodic
rest from learning
new facts.
Does not present
any new facts. It
focuses on practice
of the most recently
learned facts.
Periodic Assessments
Fast Fact Challenges
Activity Type
When Is It
Presented?
Purpose
What Is
Presented?
Mastery
Assessment
After 60 minutes of
instructional lesson
time if there are
Study Facts.
To determine if the
student is able to
respond fluently.
Fact assessment on
all Focus Facts (up
to 40 facts).
When all the facts
To determine if the
in a level are Fast or student is able to
Focus Facts.
respond fluently.
Includes a short
Typing Assessment
part and a Fact
Assessment part.
After 30 minutes of
instructional lesson
time if no more
Study Facts.
Challenge
Assessment
Independent Practice
Activity Type
When Is It
Presented?
Purpose
Practice Games
During each lesson,
after the student
has completed the
instructional
activity.
Provide the student 70 problems,
with fun, motivating including Focus and
environment to
Fast Facts.
increase speed of
recall of learned
facts.
Students are
required to play 1
game per lessons.
What Is
Presented?
SAM (Scholastic Achievement Manager)
• SAM is the learning management system for FASTT Math
• SAM collects and organizes student performance data
generated while using FASTT Math
• Use SAM to:
– Manage student rosters
– Enroll students and assign them to operations
– Generate reports for student performance data
– Generate customized worksheets for each student
– Provide updates on students’ program usage
SAM (Scholastic Achievement Manager)
Break:
10 minutes
SAM Access:
http://fmsam
FASTT Math Reports
1. Student Reports
– Student Fact Fluency
– Student Lesson Status
– Student Response to Intervention Report
2. Class, Grade, and Teacher Reports
– Progress Report
– Intervention Grouping Report
3. School and District Reports
– Summary Progress Report
– FASTT Math Implementation Report
Student Access:
http://fasttmath
Who Should Use FASTT Math?
Students who:
• demonstrate poor computational
performance
• are receiving interventions in mathematics
• are not fluent with some math facts
Students in need of
foundation instruction
in number value and
quantity
Fact
Fluency
Guide
Placement
Assessment
1
3
Students who
demonstrate speed and
accuracy with all, or
almost all, math facts
2
Students who need to
improve both their accuracy
and speed with math facts
FASTT
Math
FASTT
Math
Fact Fluency Foundation Guide
Provides intervention material to help assess
and address students who lack:
1. Fact-linking strategies
2. Facility with number counting
3. Framework for number quantity
Addressing Prerequisite Skills
The placement assessment in the FASTT Math
Software will alert teachers to which students
need prerequisite work before they use FASTT
Math Software to develop automaticity with
their facts.
Fact Fluency Foundations Guide
Math Fact
Diagnostic
Assessment
Quantity
Concepts
Intervention
Counting System
Intervention
These two interventions are usually
completed as a precursor to using the
FASTT Math Software.
Number-Fact
Linking
Intervention
This intervention
can be done
while the student
continues with
the software.
Interventions
The interventions in the Fact Fluency Guide are
designed to be used with individual students or
small groups.
– 20 to 30 minute sessions, 3-5 days per week
Interventions
Quantity Concepts Intervention
– These students are not yet ready for the FASTT
Math Software and need concept development.
Counting Intervention
– These students are likely to need the full set of
intervention lessons.
Fact-linking Intervention
– These students can start this intervention, then
begin using the FASTT Math Software
Introducing FASTT Math to Students
Have teachers give students a short introduction
to the program:
• why they are using the program
• how it will help them
• when and where they will be expected to use the
software
• how to play the games
• what to do if they have trouble
Expectations
Instructional coaches will:
• Train grades 2-5 teachers
• Assist teachers in selection of students to take the
Placement Assessment
• Guide teachers on selecting those who need
prerequisite skills and those who are ready to use
the software (60 per campus in grades 2-5, and 6th
grade)
• Use SAM to enroll students, assign to classes and
assign operations
• Monitor use of FASTT Math program and work with
teacher to analyze data reports
Expectations
Implement in the Classroom:
– Create a rotational schedule for selected students
to access FASTT Math during independent work
time or as part of GUIDED MATH group rotations
– Begin math instruction with a 10-15 minute
fluency exercise for the whole group while
selected students use FASTT Math on classroom
computers
Reflection
• How do you see this software being used in
the classrooms?
• How will you monitor for effective use of the
software?