Frequently Asked Questions

Teachers use screening assessments, usually in reading or math, to check your child for warning signs that he or she might be at risk for later difficulties. Screening assessments could be compared to health screenings that doctors use to check for warning signs of a health condition.  

Teachers use screening results to inform next steps in teaching children. Even though all students are given screening assessments, only students with lower scores, showing greater risk for difficulties, may get additional help or interventions.

Kirkwood uses FastBridge assessments to screen all K-8 students three times a year, in both reading and math.  These typically occur in late-August/early-September, late-December//early January, and early May. 

The research-based assessments we use for universal screening and progress monitoring evaluate reading, math, and social-emotional behaviors.  A majority of our K-1 focus is on early reading and early math.  Adaptive assessments for 2nd-8th graders focus on reading and math. Results of our reading and math assessments indicate where a student is according to a national percentile in several areas, including those listed below.  

• Reading
• Vocabulary
• Reading comprehension
• Reading fluency
• Number sense fluency
• Mental computation

The district uses FastBridge assessments. For more specific information, you can visit their website.

Screening assessments help teachers identify students who are at risk for not meeting grade-level learning goals.  These measures, sometimes called benchmark assessments, allow schools to quickly evaluate students' skills in key reading and math concepts.  

KSD uses FastBridge screening assessments to gather universal data on all students.  These assessments are nationally-normed and thus allow schools and families to compare student results to grade level performance beyond the state and community.  Most classroom and district-based tests are directly aligned with local curriculum and Missouri Learning Standards, assessing students on learning related to classroom instruction that has or will occur.

The screening of all K-8 students is essential to the district’s MTSS process (Multi-Tiered Systems of Support) and meets the requirements of state law, which requires early screening to identify children with deficits in basic reading skills or dyslexia.  As outlined above, students who are identified as at risk will receive targeted Supplemental and/or Intense instruction to address their individual needs. If your child is identified as at risk, you will be contacted by a member of your child’s MTSS team, unless your child’s current IEP already addresses this need.

The FastBridge assessments are not directly tied to curriculum or pacing calendars, although they do measure a range of skills that may be associated with performance that is at or near “grade level.”  aReading and aMath, used by 2nd-8th graders, are computer adaptive assessments - meaning the test will individualize/adapt assessment questions to each students’ skill level to reveal what they know and what they still need to learn.  We encourage families to review KSD’s comprehensive assessment systems graphic for further information about assessments that are tied more directly with our curriculum.

When looking at individual student results, KSD typically focuses on the Percentile-at-Nation score.  Scores within the 25th-75th percentile represent the average range.  Scores in the green range (lime green, kelly green, and dark green) are average to above average.  Scores in the blue ranges are above average, and scores in the yellow and red ranges are below average.

Results of FastBridge assessments are used as one indicator of a student's strengths and areas of potential weakness, taken in context with other information gathered by the school.  While these assessments are research-based and nationally-normed, we are always cognizant that students can have an “off” day or may assess in a manner not typical of classroom performance.  

If a student does require additional intervention, supplemental and /or intensive supports will be provided in addition to what all students receive, not as a replacement for classroom instruction. The MTSS Team and the classroom teacher closely monitor the child’s progress using data.  Our MTSS decision-making process leads to increased collaboration and improved student outcomes for each individual learner.  Classroom teachers are essential to the success of all students, including those who may require additional instruction outside of the classroom.

Results of FastBridge assessments are used as one indicator of a student's strengths and areas of potential weakness, taken in context with other information gathered by the school.  We use multiple pieces of data to determine instructional needs, including screening assessments.  Scores in the green range (lime green, kelly green, and dark green) are average to above average.  Scores in the blue ranges are above average, and scores in the yellow and red ranges are below average.  Most students scoring below the 15th percentile in reading or math will receive supplemental and/or intensive instruction, from the classroom teacher and/or an instructional specialist.  

Our screening assessments are one piece of data used to consider giftedness, and there are multiple steps in determining eligibility.  Our teachers do take note of scores that are significantly and consistently above average - especially if paired with strong performance in the classroom.  Classroom teachers will identify specific goals to help students see continued growth and achievement outcomes.  

The Kirkwood School District is committed to ensuring that our families have a clear understanding of the work we do to monitor and collaboratively contribute to the academic achievement of our students. This is an added opportunity for transparency and ensures our parents and guardians  are aware of their child’s benchmark screening data.