1. TerraNova Score Interpretation
Hello and Welcome. My name is Christi Linton and I will be hosting your TerraNova Score Interpretation webinar today.
Christi Linton
Christine Kirk

2. Goals Part 1: Data Interpretation
Understanding the types of information provided by the TerraNova assessment
Navigating the CTB Online Reporting System
Part 2:
How to identify areas for improvement
Linking Data to Instruction
Resources available for TerraNova
Tips for Communicating TerraNova data to parents
I will be covering a variety of goals today with the major focus on data interpretation and understanding the types of scores provided on your TerraNova assessment. I will also briefly discuss how to identify areas for improvement, utilizing our existing resources, linking data to instruction and advice/tips on how to communicate TerraNova data to parents.

3. Let’s Talk What do we know? How do we use this score?
What questions do we have?
NRT Scores and CRT Scores
NP (National Percentile)
SS (Scale Score)
NCE (Normal Curve Equivalent)
GE (Grade Equivalent)
OPI (Objectives Performance Index)
AA (Anticipated Achievement)
NP of the Mean NCE
Lexiles

5. The Purpose of Standardized Achievement Tests
Reinforces educational decisions that have a positive impact on individual students and their parents, groups or classes of students, schools and communities
Aid teachers and administrators in improving instructional plans, to keep parents informed about the progress being made by their children, and to inform the community of general progress being made by a school or school system
Achievement tests are designed to measure the things that a student knows and can do. Although any one test should not be the only measure of student evaluation, TerraNova can positively impact individual students as well as parents or guardians, groups or classes of students, schools and communities.
Test data as well as other multiple measures such as previous test scores, class grades and teacher judgment, can be used to aid teachers and administrators in improving instructional plans, keep parents informed about their children’s progress and inform the community of the general progress being made by the school.

6. Understanding and Using Test Data The Purpose of Standardized Tests
Evaluation of Student Progress
Administrative Planning and Direction
Needs Assessment
Instructional Program Planning
A comprehensive assessment program built upon a quality test like the TerraNova assessment provides valuable information about students that can support teaching in many areas, including:
Evaluation of student progress
Needs Assessment
Instructional Program Planning
Curriculum Analysis
Program Evaluation
Class Grouping and
Administrative Planning and Direction
Assessment should promote learning, not simply measure it.
Curriculum Analysis
“Assessment should promote learning, not simply measure it.”
Jay McTighe

7. Types of Information Provided by Achievement Tests
TerraNova Scores:
Accurate Norm-Referenced Information
Relevant Criterion-Referenced Information
Standards-Based Performance Information
Inview Scores:
Cognitive Scores
There are three levels or types of information provided by your TerraNova assessment: You will receive:
Norm-Referenced information
Criterion-Referenced information and
Standards based Performance Information
If your school administered the Inview Cognitive Abilities test, you will also receive cognitive scores.
This section of the webinar discusses each kind of information and defines the scores that convey that information.

8. Norm-Referenced Test Scores
Test questions are primarily selected based on their ability to distinguish specific performance levels matching the “Bell Curve”
The test is given to a nationally representative group of students of all performance levels
“Norms” provide a way to understand how a student’s test performance ranks/compares to similar students nationwide
Common Score Types
Grade Equivalent (GE)
Scale Score (SS)
National Percentile (NP)
Normal Curve Equivalent (NCE)
National Stanine
The first category of information provided is the norm-referenced scores. Norm-referenced test information compares student achievement with their peers within a representative national sample group. They help us understand how a student’s test performance ranks and compares to similar students nationwide. If you have questions regarding the details of TerraNova’s norming procedures or our geographic and stratified national norm sample, please refer to the Norms Book for TerraNova.
Keep in mind that norm-referenced scores are valid only when the test is administered following the same directions and time limits under which the test was standardized (including administering the test with appropriate accommodations for students on IEP or ESP plans.) When students are unable to take the test under standard conditions, administering the test with modified directions and time limits may yield valuable information for diagnostic purposes but it may impact the norm-referenced scores. If you have questions regarding appropriate use of assessment accommodations, please refer to the “Guidelines for Inclusive Test Administrations” found on the CTB’s website---
The norm-referenced scores provided on your reports include:
Common Score Types
Grade Equivalent (GE)
Scale Score (SS)
National Percentile (NP)
Normal Curve Equivalent (NCE)
National Stanine
Let’s talk a closer look at each of these scores and the appropriate use for each score type.

9. Scale Scores (SS)
Designed to measure student achievement from elementary school through high school
Expected to increase with grade level
TerraNova content forms a developmental continuum through which students move as they develop new capabilities
Scale score shows where the students are on this continuum
The Scale Score is the basis and foundation for all of the norm-referenced scores. The scale score describes achievement on a continuum that spans the complete range of Kindergarten through Grade 12. These scores can range in value from approximately
The Scale score is the best score to use when showing growth at the individual student level. When tracking growth using longitudinal data, you should see growth/movement upwards across the scale score continuum. You may refer to your TerraNova technical manual to see additional information as to what is the average year’s growth expected from a student across each of the grade levels.
Advantages
Scores are comparable across levels
Can demonstrate grade to grade progression
Can show gain because it’s an equal interval scale
However, there are also limitations to consider when looking at the scale score data:
Not very intuitive---they have no inherent or readily apparent meaning for non-experts.
Difficult to assign concrete meaning in test scores
The scale score (although easy to show growth) may be a difficult score to explain or use when discussing test results to parents.
492
535
571
606
627
645 K 1 2 3 4 5
Math Scale Scores

10. National Percentile Scores (NP)
Represents the percentage of students in the national norm group whose score was at or below a student’s score
A student whose NP is 65 performed better than 65% of those students who took the test when it was normed
Important Reminders:
NP scores range from 1 to 99
The national norm of NP is 50; i.e., 50% of students scored at or below a given student’s score
NP scores are NOT percent correct scores
NP scores SHOULD NOT be added or subtracted because they are not an equal-interval scale score
The national percentile is the best score for describing achievement test results to persons outside the test and measurement community. The NP represents the percentage of students in the national norm group whose score was at or below a student’s score.
For example, a student whose NP is 65 performed better than 65% of those students who took the test when it was normed.
One caution to remember, parents may easily misinterpret the national percentile score. When parents see an NP on their home report, they may commonly associate the number 65 with a “D” or an “F” as related to homework or grading scales. It is important to remind parents that the score of 65 is above the average performing student who scored at the national norm of 50. A score of 65 shows that their child performed at or above 65% of the students in their grade level included in the national norming study---which is a positive, above average score.

11. National Percentile Scale – NP Scale
50th NP is where national middle is
Half the Nation is below 50
Half the Nation is above 50
This graphic shows how the National Percentile scores are depicted using a bell curve. As you can see, the 50th NP is where the national middle is; meaning that half the nation scored above the 50th National Percentile and half the nation is below 50.
When understanding NP scores, it is important to remember that the 25th NP, then, is the score below which 25% of the norm group scored. The 50th NP is the middle score (also called the Median) above and below which half of the students scored. The 75th NP is the score below which 75% of the students in the norming sample scored; conversely, only 25% had scores higher than that NP.
In summary, one advantage to using the National Percentile is:
Easier to explain and understand
A few cautions when using the NP include:
It is Frequently misinterpreted,
Often confused with percent correct scores
Cannot be used to make comparisons between scores (group comparisons or used to measure growth/gain)
Please also Keep in mind that NPs are SHOULD NOT be added or subtracted because they are not on an equal-interval scale. Nps are not appropriate to represent growth.

12. Normal Curve Equivalent (NCE) Scores
NCEs were developed to evaluate student growth
NCE scores indicate the relative ranking in comparison to the national group used to establish norm scores on a test
NCE scores:
denote relative ranking (1-99)
have an average or norm of 50
are NOT percent correct scores
can be confused with NP scores
are on an equal interval scale (equal distance between score points)
can be compared and averaged for group comparison or measure growth/gain
The Normal Curve Equivalent (or NCE score) is used to aggregate “gain scores” from different programs, even those using different standardized tests. The NCE score is best used when comparing and averaging scores for group comparison or to measure group growth or gain in summary reports.
The NCE scale denotes relative ranking from 1-99, has an average of 50 and are on an equal interval scale that can be added, or subtracted to show group gain.
As you look at the scale show, please note the below average, average and above average ranges.
Please note that NCEs are not percent correct scores and are often confused with National Percentile or NP scores.
As mentioned earlier, the scale score is the best tool to show individual student growth whereas the NCE scores are great to use for Principals showing grade level or school comparisons and growth across time.
When reviewing whether or not significant growth is achieved over time utilzing NCE scores,
For individual students, use a difference of 11 NCE points from year to year
For classrooms, use a difference of 7 NCE points
For schools, use a difference of 5 NCE points
For diocesan wide evaluation, use a difference of 4 NCE points.
The Rule of Thumb in using NCE scores is that Using NCE variances of +/- 7 you can see if students are significantly meeting or not meeting their ability

13. Normal Curve Equivalent (NCE) Scores
NCE scores are the best tool to use for:
Principals showing grade to grade level growth
School comparisons
Growth across time
NCE scores show aggregate gain scores from different programs (even those using different standardized tests)
Statistically Significant Growth scores:
Students (11 NCE points)
Class (7 NCE points)
School (5 NCE points)
System wide/Diocesan wide (4 NCE points)

14. NP of the Mean NCE This score allows us to compare groups-
(e.g., Mrs. Smith can see her students performance in relation to all schools within the Diocese or nationally.)
DRC|CTB uses the following two step process…
Calculates the average NCE score of the students in Mrs. Smith’s 5th grade class
NCE scores are ranked using the NP score to rank the average (NCE) scores with other 5th grades

15. National Stanines
Standard scores based on a scale of nine equal units that range from a high of 9 to a low of 1
Stanines 1-3: Below Average
Stanines 4-6: Average
Stanines 7-9: Above Average
The National Stanine stands for the “standard nine” and is a scale that divides the scores of the norming population into nine groups with 1-3 representing below average, 4-6 representing the average range and 7-9 representing above average performance.
The stanine (like the scale score and NCE score) has the advantage of being an equal-interval scale, meaning that it can be treated arithmetically to add, subtract or average group gains. The Stanines are single digit numbers are are less likely to be confused with the percentage of items answered correctly. The Stanine is usually a simple, easily understood score that shows whether or not a student, class or school is performing below, average or above average with their representative peers.

16. Comparing the Scales Q2 Q3 Q1 Q4 Focus on Q3 First NP = 50-75
Harder to grow
The following graphic example compares each of the scales and will illustrate the difference between interpreting NCEs and interpreting percentile ranks.
To use an example, consider a student who received an NCE of 53 on a Reading Test and an NCE of 45 of a Mathematics test. It would be correct to say that the reading NCE score was eight points higher than the Mathematics NCE score. If you were trying to line up would this would equate to in a national percentile, your report would show that the Reading NCE score converted to an NP of 58 and that the Mathematics NCE score converted to an NP of 41. However, expressing the comparison as a difference in percentile ranks would be inappropriate because the national percentile scale is not an equal interval scale.
NP:
Differences between percentile ranks are larger near the ends of the range than they are in the middle. For example, the difference between percentile ranks of 5 and 10 or between 90 and 95 is much greater than the difference between percentile ranks of fifty and fifty-five. Because the intervals between percentiles are unequal, percentiles are not suitable for statistical work such as computing averages.
Source: Page 292 of Teacher’s Guide

17. How are Data Related? Q1 = NP 1-25 Q2 = NP 26-50 National
Quartile
Distribution Q4 Q3
As Teachers or Principals map their data to target instruction, it is helpful to review what your four quartiles of data show. This can be obtained by ranking students high to low by their stanine or national percentile score. Typical schools show about half of their students fall in the average or slightly blow or above average range. Typically, about a quarter of your students fall into the Quartile 4 range and the Quartile 1 range depicting high level or very low level of achievement. By grouping categories of students in quartile ranges, it assists with targeting and planning for instruction at varied levels of need. It is also helpful in reporting high level data to your stakeholders. Q2 √ Q1

18. What Does Average Growth Look Like?
If a student is in the 50th National Percentile each year – he is still growing! K 3 4 5 1 2
One of the most common questions we receive at our post-test data analysis workshops is how do I know if a student is showing growth each year. What does average growth look like?
Please note that if a student maintains a 50th national percentile each year, they are demonstrating growth. However, because the NPs are a comparative score that is on a bell curve, not an equal interval scale, it would be inappropriate to add or subtract the NP number to calculate growth. The best method for showing how much growth a student or group is showing each year is to use the scale score.
For example, plotting the mean (or average) scale scores for each grade within your school, district or diocese for successive testing and the mean scale scores for the norm group allows academic growth to be tracked. You can obtain guidance on this topic or receive our white paper on adequate yearly growth by reaching out to your local evaluation consultant or our CTB website.
One note to remember is that the test content areas are scaled seperately and cannot be compared with the scale scores across content areas. A scale score of 468 on a language test would not have the same meaning as a scale score of 468 on a mathematics test.
492
535
571
606
627
645

19. Norm-Referenced Data Grade Equivalent Scores (GE)
Created to provide meaningful interpretation
First Number represents the grade
Second number represents the month
5.3=Fifth-grade, third month
Does not reflect student progression in grade
GE scores are rank-order scores only
Advantages
Easy to understand
Disadvantages
Easily misunderstood and frequently misinterpreted.
The last norm-referenced score we will discuss today is the Grade Equivalent score (or GE score).
A Grade equivalent score indicates the year and month of school for which a student’s level of performance is typical. For example, a GE score of 5.3 (Fifth grade, 3rd month) is interpreted to mean that the sutdent is achieving at a level that is typical of a student who has completed the third month of Grade 5 at the time the test was standardized.
If is extremely important to Exercise caution in interpreting grade equivalents as this is one of the most commonly misused and misinterpreted scores.
If we look at the example in red above and pose the question---how would you interpret a GE score of 4.8 obtained by a second grade student on a second grade reading test?
CORRECT same as the average performance of students in the norm group who had completed 8 months of the 4th grade on that level of the test
INCORRECT
the second-grade student has mastered all the math taught in the school district through the first 8 months of the 4th grade.
Parents may feel that their second grader should be promoted to a higher level or misinterpret this score to think that their second grader is performing at a fourth grade reading level. This is not the case as the student did not take a fourth grade reading test, they took a second grade reading test. The second grader is performing at an above average reading rate, typically showing that this second grader is performing like a 4th grade 8 month student would perform but the key is that it is ON A SECOND GRADE TEST.
How would you interpret a GE score of 4.8 obtained by a second grade student on a second grade reading test?

21. Where you will find Norm-Referenced Scores
Home Report

22. Criterion-Referenced Testing
Describes the student’s acquisition of specific skills and areas of knowledge.
TerraNova is organized in terms of commonly taught curriculum objectives
Scores based on content knowledge of specific “sub-skills”
Score Type: Objective Performance Index (OPI)
We are now transitioning to talk about criterion-refrenced scores which describe the student’s acquisition of specific skills and areas of knowledge. Teachers may find the criterion-referenced scores more helpful to impact instruction than the comparative norm-referenced scores. This is not a comparison to a national group, this is focused on performance to TerraNova objectives.

23. Mastery Scores – OPI
An Objective Performance Index (OPI) is an estimate of the number of items the student could be expected to answer correctly if he/she had taken 100 items measuring that objective.
Scores based on content knowledge of specific “sub-skills”
Diagnoses strengths/weaknesses
High Mastery (Above 75)
(Strong grasp of the concept)
An objective performance index (OR OPI SCORE) is an estimate of the number of items a student would be expected to answer correctly if there had been 100 similar items for that objective. For example, an OPI of 65 on a given objective mans that if the student were given 100 similar items, the student would be expected to answer 65 of them correctly.
The OPI scales runs from 0 to 100 and CTB used an empirical approach to determine mastery level cut points on an objective by objective basis. CTB conducted conferences of teachers and content experts across the country to develop the mastery cutscores as well as computed the expected OPI scores for students in the Proficient and Progressing performance levels. Although the OPI scale was defined for each objective on an objective by objective basis, a good guideline to keep in mind is that students :
High Mastery: At or above grade level for that mastery range
Students at Moderate Mastery: (good news/bad news)---students have some skills related to this objective but they are not yet performing at that grade-level expectation.
If Low Mastery: ---these students are quite low performing (weak grasp of this objective) based on this time period in the middle of the year.
Moderate Mastery (50-75)
(Moderate grasp of concept;
not yet at grade level expectations)
Low Mastery (Below 49)

24. Where you will find Criterion Referenced Scores?
Home Report (p. 3)
College and Career Ready
Individual Profile Report
Online Reporting System

25. Individual Profile Report - Mastery
Common Core
and TerraNova
Objectives and Skills

26. Understanding OPI Scores
Position on the Moderate Mastery Range
Farther to the right = approaching Mastery
Curriculum and instruction are supporting near grade level performance (on average)
Polish/refine curriculum and instruction
Left or middle = needs more work and support
Curriculum and/or instruction needs review and possibly revision
STRONGER
weaker
Teachers can use the OPI score to help identify those objectives within a content areas for which further instruction is indicated and those for which a satisfactory mastery level has already been attained. The Individual student report will identify individual strengths and needs as shown.
Many people ask us about the grey shaded bar shown with the mastery bubbles. This grey area shows the moderate mastery range for each objective which essentially is the cut point for low and high mastery. As the bubble moves further to the right, the student is approaching mastery. If the bubble falls in the left or middle, this indicates that a student needs more work and support.

27. Analysis Activity Strength = 75% or more of students at Mastery
The great majority of students grasp this objective
Last year’s instruction effective for most students
A good base for this year’s curriculum
Challenge = 50%-74% of students at Mastery
Good news: majority of students grasp this objective
Bad news: it may not be a strong base for new curriculum
Critical Need = < 50% of students at Mastery
Majority of students not at grade level in this area
Review last year’s curriculum-instruction in this area

28. Differentiated Instruction Online Reporting
Easily groups students by their
performance on objectives

29. Performance Level Information
Pathway to Proficiency
Level 1: “Starting Out” (Grades 1-2)
“Step 1” (Grades 3-12)
Level 2: “Progressing”
Level 3: “Nearing Proficiency”
Level 4: “Proficient”
Level 5: “Advanced”
Performance Level Groupings:
Grades 1-2 (Primary)
Grades 3-5 (Elementary)
Grades 6-8 (Middle School)
Grades 9-12 (High School)
Scores based on the demonstration of ability compared to a set of standards
(Standard Setting: Bookmarking Procedure)
In addition to norm-referenced and criterion referenced score reporting, TerraNova also provides performance level information.
Performance Level Scores provide a description of what students can do in terms of the content and skills that are assessed by TerraNova and typically found in curricula for the following grade groupings.
Levels 1-3 (partial proficiency)
Level 4 (Proficient)
Level 5 (Advanced)
Student progress is monitored within a grade span and across grade spans so that all students have an opportunity to demonstrate progress toward the desired goal of proficiency.
All students should work toward reaching proficency by the time they complete the grade span. For example, in the elementary grade span, students should work towards reaching level 4 or 5 by the end of grade 5.
Scores shown are based on the demonstration of the student’s ability compared to a set of standards. CTB used the bookmark standard setting procedure to establish cut points proficiency. If you need additional information on the standard setting or how the cutpoints were established, please reach out to your local CTB evaluation consultant or the ctb website:

30. OPI Mastery
As we compare the OPI mastery tables with the performance level categories, Level 4 and 5 represent a high degree of mastery, Levels 2-3 represent a moderate degree of mastery and Level 1 represents a low degree of mastery.

31. Performance Score: Performance Levels by Grade and Band
Scale Score’s five performance levels
Low Mastery
Starting Out
Moderate Mastery
Progressing
Nearing Proficiency
High Mastery
Proficient
Advanced

32. Lexile Scores: The Home Report
Found at the bottom of page 3
Lexile Range

33. Lexile Score
The Roster Report
Lexile.com

34. Inview Testing (Cognitive Abilities)
Based on students’ performance on InView
Age-dependent standardized score
Students’ grade levels are not considered
CSI considers overall cognitive ability
No subscores per se
Mean (average) score for the group
Range identifies high/low score in the group
CSI scale
Mean = 100
Standard Deviation = 16
“Average Range” = 84 to 116
Schools that administer our Inview Cognitive Abilities assessment will receive additional norm-referenced information on the five subtests in the Inview assessment. With Inview scores, you receive the national percentile by age and the national percentile by grade. All five tests are combined to create a total score. Sequences, Analogies and Quantitative Reasoning are combined to yield a total non-verbal score and Verbal Reasoning (Words and context are combined to create a total Verbal score.
You will also receive a cognitive skills index score or CSI score. The CSI is an age-dependent standardized score based on an individual’s performance on the Inview. This score indicates a student’s overall cognitive ability relative to other students of the same age without regard to grade.
The Mean score on the CSI scale is Because the standard deviation is 16, the average range on the CSI score is
Many educators also use the CSI score as one measure to determine a student’s entrance or placement into a Gifted and Talented program.
However, Inview scores can also be used to Plan effective programs for students and diagnose potential learning problems.

35. National Percentile by Age / National Percentile by Grade
Premiere
HOME REPORT

36. Online Summary Report Combination
Reading
Language
Math

37. Guide to Interpreting the Cognitive Skills Index (CSI)
Do not treat CSI as an IQ score
True full scale IQ scores are
based on individual tests with multiple subtests
administered by a highly qualified person
Relate to the Anticipated Achievement scores
Are students working within/above/below their CSI?
Can be useful in identifying students who need more support
One very important note of caution----The CSI score is commonly confused with an IQ score. Inview is not an IQ test.
It is also helpful to compare the student’s CSI score to their Anticipated Achievement scores. When Inview is administered in conjunction with the TerraNova achievement test, schools will receive an additional set of scores----the Anticipated Achievement Scale scores, Grade equivalents, national percentiles and normal curve equivalents. The Anticipated achievement scores are the indicators as to whether or not a student is working within, above or below their cognitive skills index.

38. Using Inview Anticipated Achievement Scores
Look for a difference between the Obtained Normal Curve and the Anticipated Normal Curve
If Positive, students overachieved
If Negative, students underachieved
Obtained = 75
Anticipated = 70
Difference = +5
Obtained = 75
Anticipated = 80
Difference = - 5
Schools typically use the combination of an achievement test and a cognitive abilities test to identify underachieving students or to demonstrate that they are helping students achieve at a higher level than expected.
The difference between the student’s actual score (also called the obtained score) and the Anticipated score is highly effective in determining whether or not a student is overachieving or under achieving. Schools typically use the combination scores to identify underachieving students or to demonstrate that they are helping students achieve at a higher level than expected.
In the example above, the student’s obtained score was 75 when their anticipated score shows they were expected to score a 70. This particular student is working over what their cognitive abilities demonstrated---this is a sign of an effective instructional strategy.
On the flip side, if a students obtained (or actual score) is lower than what their cognitive abilities anticipated them to score, we need to look a specific ways to reach this student instructionally. Looking at whether or not they are a non-verbal or a verbal learner will help teachers plan instructional strategies effectively to help this student reach their maximum potential.
Instructional Strategy is working for this type of learner
Look at what type of learner this student is: Verbal? Non-verbal?

39. Diff Scores Online Reporting

40. Summary Report Combination (InView) Chart

41. What data do we get from TerraNova 3 and InView?
Score Type
Measure Growth
Rank
Mastery
Anticipate Achievement
Student
Scale Score (SS)
Norm Curve Equivalent (NCE)
National Stanine (NS)
National Percentile Rank (NP)
National Percentile Grade/Age (NPG, NPA)
Grade Equivalent (GE)
Quartiles
Local Quartiles
Objective Performance Index (OPI)
Mastery Category
Anticipated Scale Score
Anticipated NCE
Anticipated NP
Anticipated GE
Anticipated NS
Summary
Grade, Class, School
Mean Scale Score (MSS)
Mean NCE (MNCE)
Median National Percentile (MDNP)
NP of the Mean Norm Curve Equivalent (NP of the Mean NCE)
Now that we have discussed each of the norm-referenced, criterion-referenced and performance level (or standards level) scores, let’s review what type of data we receive from our TerraNova achievement test and our Inview cognitive abilities assessment.
The chart shown here breaks down the individual student or summary scores with their score type----a growth score, a ranking score, a mastery score or an anticipated achievement score.

42. Measuring Growth SS Scale Score Measure Growth over time
Score Type
Definition
Purpose
Notes SS
Scale Score
Measure Growth over time
Used as basis for all Norm Referenced scores (NCE, NP, GE)
Equal Interval 0-999
All students have one
SS can be averaged
NCE
Norm Curve Equivalent
Compare performance between subtests on same test
Comparing growth between tests from different publishers
Equal Interval 1-99
NCE can be averaged and converted into stanines or percentiles
Stanine
National Stanine
Measures growth
Less precise as SS or NCE
Equal interval 1-9
Convert to NCE for more precise growth
Just to review, only the scale score, Normal Curve Equivalent and Stanine scores are appropriate to use to demonstrate growth as these scores are on an equal-interval scale. The National Percentile and GE scores are not appropriate to use as a measure of growth.

43. Ranking Students NP National Percentile Rank
Score Type
Definition
Purpose
Notes NP
National Percentile Rank
Ranks student performance against the national norm (nation).
Scale is bell curve – not equal interval
Cannot compare NP across subject areas
It is not % correct
NP of the MNCE
National Percentile of the Mean Norm Curve Equivalent
Shows where the average student is ranked
MDNP
Median National Percentile
Shows where my middle student is
Quartile
National Quartile
Shows where students are ranked vs. national distribution of 25% in each Quartile
Q1 = NP 1-25
Q2 = NP 26-50
Q3 = NP 51-75
Q4 = NP 76-99
And last but not least is the scores that can be used to rank students against the national norm group

44. CTB Online Reporting System
All school reports online
Access to every score possible
All scores and reports available 24/7
Point-and-click and drill-down capability
Secure, permissions-based teacher and administrator access
Data aggregation and disaggregation capability
Pre-Built Reports
Custom reporting capability
PDF any report with a click then save, print, or
Both simple and advanced capabilities; easy to use
Export data to excel

45. Workshop Goals/Agenda
Part 2:
How to identify areas for improvement
Linking Data to Instruction
TerraNova Resources
Tips for Communicating TerraNova data to parents

46. What will we do with this data?
Examine data to determine areas of strengths and weakness
Relate those areas to Standards
Determine what to do instructionally to address areas of student weakness in our daily/weekly/monthly instruction
May need to enhance or change your current instructional plan
May need to work with groups of students differently
Once this analysis is complete, you will want to create a plan which includes:
Prioritizing content areas
Identify Student weak areas and then
Identify targeted skills/objectives
A few helpful hints/suggestions include---
When looking at a single year, focus on the NP
When looking at performance over time, use the NCE or Scale Score

47. Action Steps:
Analyze strengths and needs by objectives (student, class, or by school)
High Mastery: (Enrichment activities)
Moderate Mastery: (Instruction needed—if majority of class is in moderate and low---need more whole group instruction)
Low Mastery: (Remediation and extra support)
Use data to open instructional conversations (parents, teachers, school dialogue)
Utilize Resources:
Worksheets/handouts
Teacher’s Guides to TerraNova (item analysis, content descriptions, sample test examples)
In creation of school learning goals….it is important to identify:
What does our “average student” look like?
What does our “above average” student look like?
What does our “below average” student look like? What does this mean for our Curriculum? Instruction? Intervention strategies? Enrichment strategies?
When creating action plans for your class or for individual students-----consider what enrichment activities can be used for our high mastery students. What instruction is needed for our moderate mastery students? If the majority of a class is scoring at moderate to low mastery, more whole group instruction is needed. For our low mastery students, what remediation and extra support measures are available?

48. How do I use this information in my classroom?
Read the full descriptions of the objectives so you understand the skill that was assessed
Use them in conjunction with other data you have about students to focus your classroom instruction on what students do not know and what they cannot do
If you teach in a subject area in which the skills are utilized, try to focus on developing the skill through your specialized content
When completing your classroom action plans, be sure to utilize all of the TerraNova resources that are available to you to truly understand the descriptions of the objectives in order to understand the skill that was assessed.
As with any assessment, one snapshot of a student’s performance at a given time is not the only measure that should be used in this evaluation. Use them in conjunction with other data you have collected from grades, homework assignments, classroom activities, or classroom based formative/benchmark assessments.

49. Student Assessment Turn Your Results Into Action
What are we looking at?
Where are we?
Where do we want to be?
How are we going to get there?

50. Relationships: Comparisons
Key Areas of
Evaluation
Norm-referenced Comparison Scores
National Percentile (NP)
National Stanine (NS)
Normal Curve Equivalent (NCE)
Growth Scores
Scale Score (SS)
Lexiles
Performance
Criterion Referenced
Performance Levels/Bands

51. Column 1

52. Column 2

53. Connecting-TerraNova 3: 5th Grade Math
Using the resources provided, we will explore…
How our students performed compared to students in the same grade?
What goals we would like to set?
The strategies, or resources I can use to meet that goal.

54. Keep it Simple! SMART Goals
What are we looking at?
Where are we?
Where do we want to be?
Keep it Simple!
SMART Goals S
Specific M
Measurable A
Attainable R
Realistic T
Timely

55. Where are we? Where do we want to be? Norm-referenced scores
Look at NP of the Mean NCE and NCE
Compare each Math score to the national average (50th percentile)
Compare each Math score with the achievement range
Where do you want to be (keep in mind NCEs; see chart) ?
National Stanine
Write down a score of 4 and make an observation
1-3 Below Average, 4-6 Average, 7-9 Above Average
Student score: How many stanines does the student need to get to the next level (if applicable)? How many stanines would the student need to get to Above Average (if applicable)?

56. Performance Levels/Bands: Grade 5 Math
Use the Scale Score from your chart to identify the Performance Level
How many points are needed to get to the next level?
Use the Performance Level and the chart on the next slide to find the…
Grade Level Expectation
Mastery Level

57. Performance Level Bands Mastery Performance Levels
High Mastery
Moderate Mastery
Low Mastery
Mastery/Objective Performance Index (OPI)
Scores derived from Scale Scores
Include # correct, difficulty level of the terms, and performance for the test objective
Follow Performance Levels
Identify Performance Levels from the chart (derived from Scale Scores for each Grade Level Subtest)

58. Where do we want to be? Examples
Specific M
Measurable A
Attainable R
Realistic T
Timely
Where do we want to be? Examples
Norm-referenced
Use the norm comparisons discussed earlier, set goals to move students toward average or high achievement
4th grade will maintain the same NCE in Science to show normal growth
K-12 Math scores will increase by 1-2 NCEs
Johnny will meet or exceed the 50th NP for Reading
Performance Level
Alex will maintain Proficiency based on his Scale Score from 3rd to 4th grade
Alice will advance X points to the next proficiency level
from 3rd to 4th grade

59. Where do we want to be? cont.
Criterion-referenced scores
Identify Areas
% of students at high mastery is less than 65%
Average for a specific objective score is less than 80% (use subskills & competencies)
Realistic goals
5th grade objectives for Math will increase by 10%
5th grade will increase from moderate to high mastery or 60% to 75%
All grade levels will exceed or meet high mastery
Alex will move from moderate mastery to high mastery in Oral Comprehension
My ELL students will increase their Math objective scores by 10% from last year (look at individual student scores)

60. Column 3

61. How are we going to get there? (Using Online Reporting System)
What are we looking at?
Where are we?
Where do we want to be?
How are we going to get there? (Using Online Reporting System)
Norm-referenced and Criterion referenced scores
Use the resource materials
Identify a subtest and/or objective to improve
Find the objective and subskills in the Teacher’s Edition
Use the Blue Prints to find the percentage the objective represents on the subtest
Refer to the competencies to see how the subskills break down (grades 1-8, ELA/Math)

62. Criterion Reference Scores (Grade 5 Math: Patterns, Functions, & Algebra)
Using Patterns, Functions, & Algebra…
Look at the % mastery
How many more % points would it take to advance to the next level?
If applicable, how many more % points would it take to reach High Mastery?
Consider your observations and the information on the next three slides provided to be more specific

63. Objective Focus-Grade 5 Math Patterns, Functions, & Algebra
2) Select NCE and record
As we take a look at the NRT Summary Dashboard, this page displays both bar graph and tabular data for the complete battery in each grade level. The page will default to the lowest grade level assessed. Here we see 1st grade. This bar graph provides a quick glimpse of all content areas for all students in this grade level and is not specific to a particular classroom. However, if there is only one class for that grade level, then it can be considered all inclusive.

64. Objective Focus-Grade 5 Math Patterns, Functions, & Algebra
As we take a look at the NRT Summary Dashboard, this page displays both bar graph and tabular data for the complete battery in each grade level. The page will default to the lowest grade level assessed. Here we see 1st grade. This bar graph provides a quick glimpse of all content areas for all students in this grade level and is not specific to a particular classroom. However, if there is only one class for that grade level, then it can be considered all inclusive.
Now let’s be the student…

66. Let’s be the teacher in our class…
Use the answer key to find the Objective: Patterns, Functions, & Algebra
Go back into the exercises to find the question(s)
Evaluate the question(s)
Should a student in your class know how to do this by the end of the year?
Where do you find this content?
Why might a student miss this question?
Look through the questions and identify the distractors.
Where do you think your students would struggle the most? What immediate changes can be made based on this observation?
Review the Teaching Activity table of contents to locate a prepared lesson for PFA (see sample lesson for PFA)
How can we use and extend from it?
QUIZ

67. How are we going to get there? (Using the Online Reporting System)
What are we looking at?
Where are we?
Where do we want to be?
How are we going to get there? (Using the Online Reporting System)
Norm-referenced and Criterion referenced scores
Use the resource materials
Locate this objective on the Classroom Connections answer key
Go back into the materials to view the questions/content that applies to that objective(s)
Use this to help connect what you see to what you have (textbooks, ancillaries, curriculum maps, pacing guides, etc.)
Take a look at the Teaching Activities and use the materials provided for the objective being reviewed (notice the Thinking Skills taught as well)

68. How are we going to get there?
Ask these questions as you work through the exercise…
Where is this content taught/found in the textbooks?
To what depth and duration is it taught?
Are there ancillaries…
Being used? Could be used? Need to get?
How can the instructional strategies be modified?
Modify, implement, pull in ancillary materials, pacing
Pair-Share, questioning techniques, Thinking Maps, GOs, DEAR
Small group, pull-out, tutoring, afterschool, online resources
Enrichment strategies are used to extend learning for above average students
Extension activities, outside projects, special activities with key pullout group
What are the instructional strategies that may have led to the successes? How can they be modified to improve other areas of need?

69. Teacher’s Guide
Explains how test was developed; explains how each content area test was developed
Describes in detail the objectives and skills that are measured in TN3
Shows sample items and explains how the item is measuring the TN3 objectives/subskills
Thinking Skills/Depth of Knowledge Skills Item Classification Tables

70. Teacher’s Guide Content Overview
Before Testing
After Testing

71. Teacher’s Guide to TerraNova, The Third Edition
One way to familiarize yourself with the types of objectives and skills assessed in the TerraNova Achievement series is to obtain a copy of the Teacher’s Guide to TerraNova which can be purchased through CTB. The Teacher’s Guide contains detailed descriptions and explanations of each content, objectives, and subskills are measured. The Teachers’ Guide includes item classifications, critical thinking frameworks, a depths of knowledge guide and sample questions for each objective.

72. Example Skills & Key Ideas Related Instructional Practices
TerraNova Objectives
Example Skills & Key Ideas
Related Instructional Practices
Basic Understanding
Literal comprehension
Stated information
Data, facts, ideas in a text
Sequence of information
Vocabulary
Look Back, retelling & paraphrasing activities
Right There questioning with text highlighting
Semantic map, concept map or flow map (for sequencing)
Analyze Text
Conclusions based on text
Supporting evidence
Main ideas or themes
Cause-effect
Compare-contrast
Characters, plot, setting, theme of a literary text
Literary techniques, such as flashback, irony, foreshadow
Ten Important Sentences
Text Gist-Essential Sentences-Key Words outline
Venn diagram
Compare-contrast feature analysis
Main ideas + supporting details map
Story maps; double story maps
Follow the character map
Character traits & evidence map
Anticipation/Reaction Guide(plot evolution)
Evaluate & Extend Meaning
Author’s purpose
Author’s perspective & point of view
Fact-opinion
Generalize text information
Critical assessment
Predict; hypothesize
Extend or apply meaning
Predict + verify with evidence chart
Anchored predictions using Look Back strategy
Reciprocal teaching strategy
Inference maps
Point-of-view maps using 2 main characters
Beck’s Questioning the Author technique
Socratic seminar
Reading Strategies
Summarize
Apply genre criteria & knowledge
Formulate questions
Make connections
Synthesize across texts
Utilize text structure and features
Double text maps
Graphic organizers focused on text structure
Question-Answer Relationships combined with Question Generation
Proposition-Support outline
Evaluative questioning
Double Entry Reflective Journal
Point out examples of possible instruction that can be connected to the discussion of what I will do in the classroom to help improve reading in this area.
Include a full-page copy of this slide in the handout.

73. Example for Math:
How can you help students develop these skills in the context of what you teach?
Computation
Computation in context
Estimation
Computation with money
Recognize when to estimate
Determine reasonableness
Estimation with money
“Computation and Numerical Estimation” means students demonstrate that they:
know and use correct computation procedures
solve real-world problems
e.g. dealing with money
apply estimation strategies
determine (evaluate) reasonableness of results
For example, in Math----you can read about each objective and learn specifically how you can help students develop these skills in the context of what you teach.

74. Sample Items-Computation and Numerical Estimation
You will also find sample illustrative items at each objective and grade level to truly grasp what and how each concept is measured.

75. Focus on “Best Practices” for a Standards-Based learning classroom
Clearly communicate standards to students and parents
Clearly align your assessments and instruction to the standards
Use assessment results to adjust/focus your instruction
Re-think your grading and other management structures
Plan for intervention, for different learning styles, and for transfer of learning
By focusing on best practices for a standards based learning system, we need to clearly communicate standards to students and parents and align our chosen assessments and instruction to our school, district or diocesan standards. It is our hope that the information we shared with you today will help you plan for intervention, for different learning styles and implement data-driven instructional techniques.

76. Handout/Resources
Many of our school partners create in-house action and implementation plans designed to support using TerraNova data to impact instruction. By creating a targeted plan by content area which includes the subject, objective, strategy for implementation and utilizing available resources as well as the schedule to monitor the ongoing action plan, schools will be set up for success.

77. Classroom Connections
11/17/2018
Classroom Connections
Series of binders (or CDs) for Grades 2-3, 4-5, 6-7, and 8-9
Extends the Teacher’s Guide by including ready-made lessons that are aligned and linked to the TN3 Objectives & Subskills
Worksheets included
All content areas
Also provides Practice Materials (Tests) for each content area that can be used instructionally
Copyright © 2013 CTB/McGraw-Hill LLC.

78. Example Classroom Connections Activity

79. 11/17/2018
White Papers
Written on topics of interest or as extended explanation is needed
Accessed online; many posted in ACSI Assessment Resources
Copyright © 2013 CTB/McGraw-Hill LLC.

80. 11/17/2018
Norms Books
Provides tables that convert raw scores into normative or standardized scores
Used predominantly to hand score TerraNova3
No reports are generated from hand scoring
Copyright © 2013 CTB/McGraw-Hill LLC.

81. 11/17/2018
Beyond the Numbers
Provides in-depth explanation of scores, best use, & interpretation Especially useful to administrators.
Copyright © 2013 CTB/McGraw-Hill LLC.

82. 11/17/2018
Technical Report
Copyright © 2013 CTB/McGraw-Hill LLC.

83. Final Thoughts/Reminders
Almost There………

84. Focus on “Best Practices” for a Standards-Based learning classroom
Clearly communicate standards to students and parents
Clearly align your assessments and instruction to the standards
Use assessment results to adjust/focus your instruction
Re-think your grading and other management structures
Plan for intervention, for different learning styles, and for transfer of learning
By focusing on best practices for a standards based learning system, we need to clearly communicate standards to students and parents and align our chosen assessments and instruction to our school, district or diocesan standards. It is our hope that the information we shared with you today will help you plan for intervention, for different learning styles and implement data-driven instructional techniques.

85. Handout/Resources
Many of our school partners create in-house action and implementation plans designed to support using TerraNova data to impact instruction. By creating a targeted plan by content area which includes the subject, objective, strategy for implementation and utilizing available resources as well as the schedule to monitor the ongoing action plan, schools will be set up for success.

86. Tips for Communicating Data with Parents
Our Attitude: Parents…..
Want what is best for their child
Are the child’s first and most important teachers
Are equal partners and collaborate with the school
Our Information at a Parent-Teacher Conference:
Clear and straight forward
Supported by samples of classroom work or tests
Steps:
(1) Share strengths—positive statements (student’s strengths as a learner)
(2) Share challenges---constructive information (where improvements can be made; why improvement is needed—share work samples and expectations for the grade level
(3) Create action plan---specific next steps:
What will the school and teacher do
How the parents can help at home
What the student can do
Last but not least, we have provided a few tips for communicating data with parents. By emphasizing what is in the best interest for their child and collaborating good communication and partnership, parents and teachers become equal partners in addressing where improvements can be made, why improvement is needed and creation of an action plan with specific next steps. Both parents and students can get involved in creating individual learning goals to accomplish during the school year.

87. Sample Template for a Home Report
The CTB home report presents a letter to parents and guardians on the back page so that parents/guardians receive detailed information about what was measured in the specific content area tested. However, many schools and dioceses like to send a letter home with their TerraNova report that can be personalized with teacher or school information. We have provided a sample template above that was used in one of our partner schools. We hope that this template as well as all of the suggestions and tips we have discussed today are helpful to you.

88. Follow-Up Activities Where are the gains? Where are the needs?
What priorities have been set?
What Action Plans have teachers developed?
How are these plans to be monitored?
What other input data will be collected?

89. Use Data to Open Instructional Conversations
Analyze areas of strength
How do we teach these skills?
How often do we emphasize these skills?
How do we engage students in using these skills?
Analyze areas of Moderate Need
How do we teach these skills?
How often do we emphasize these skills?
How do we engage students in using these skills?
Analyze areas for Remediation
How can we teach these skills?
How often can we emphasize these skills?
How can we engage students in using these skills?
Identify PD needs
What are effective teaching strategies for this area?
Professional reading
Colleague sharing
Workshops & consultants
We can’t ask teachers to change instruction without providing support for the teachers. What Professional Development is indicated?

90. Need Additional Help? Thank You! Norms Book Technical Manual
Utilize your TerraNova Resources:
Norms Book
Technical Manual
Beyond the Numbers booklet
Teacher’s Guide to TerraNova
Scoring Guides
Test Directions for Teachers
Test Coordinator’s Handbook
Classroom Connections to TerraNova
Guidelines for Inclusive Test Administrations
Your local assessment consultant
Thank You!
Christi Linton Christine Kirk
(301)
In closing, we want to make sure that you have a list of all of the resources available from CTB to support TerraNova testing in your school. The Norms Book, Technical Manual, Teacher’s Guide and Classroom Connections (which contain ready made lesson plans and worksheets for each objective measured on the TerraNova test) can be purchased from CTB by contacting our customer service representatives at or by our online ordering store located on our website at All of the additional resources listed are provided free of charge for being a TerraNova partner school. We encourage you to reach out to your local assessment consultant for assistance in obtaining and using the TerraNova resources or if you have any questions around using your TerraNova data effectively. I have provided my personal and phone number as well if you would like to contact me directly. We appreciate your time today and thank you for trusting CTB and the TerraNova as your assessment of choice.