STAR Reading Reports and their Purpose

STAR Reading Reports and their Purpose
DPS SAL Training

This is intended to be an interactive guide to STAR reports and data reviews based on those reports.
Each slide has buttons to click to navigate to a different section. On Page 3, hovering over the blue buttons will give you an overview of that section. Clicking on the report will take you to that section.

Purposes for Assessment
Universal Screening Instructional Planning Progress Monitoring Measuring Growth Mastery of State Standards and Common Core State Standards Forecasting State Test Proficiency

Screening Report Overview
Universal Screening Use the Screening Report to help you plan for intervention and prioritize student needs across an entire grade level or within a single class. The Screening Report allows you to consider student performance in relation to school, district, or state benchmarks.

Back to Report Purposes
Screening Report Back to Report Purposes Screening Report - Provides a graph that shows the distribution of students above and below benchmark. Report Overview Go to Data Review Guide

Determine needs Allocate resources and aid Track performance Set goals
Universal Screening Determine needs Allocate resources and aid Track performance Set goals Back to Universal Screening This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Fall Screening Winter Screening Spring Screening

STAR Screening Report Click Path for Renaissance Place:
STAR Reading or STAR Early Literacy Reports Screening Screening Filters: Choose Grade, Students, Classes or Groups Choose your demographic (Reporting Parameter Group) Choose Screening Period to view Put a checkmark in all boxes (Show Student Details) Click View Report (Bottom or Top of Report)

Screening Report Are enough students reaching benchmark?
How many students need intervention? Is our core instruction working? Could some students be challenged more?

Click Path to Screening Report
Play Back to

Analyze Data – Fall Screening
Identify students below benchmark in need of intervention Identify students well above benchmark who may be in need of enrichment Make intervention decisions: How many students are in need of intervention and how many do you have the resource to help? Set goals for the year

Analyze Data – Winter Screening
Evaluate progress toward goals Evaluate effectiveness of core instruction Evaluate effectiveness of intervention to date Identify students in need of intervention

Analyze Data – Spring Screening
Check progress toward goals Evaluate the health of core instruction Check the effectiveness of intervention programs to move students toward benchmark Make resource decisions for next year

How Screening Relates to RTI
Progress shown Data Review Lack of progress Progress Monitoring with STAR Intervention B Intervention A (Tier 2) Data Review Screening with STAR Core Instructional Program (Tier 1)

Fall Screening Group Activity
Group Activity should be done with their own data. Have attendees come already prepared with Screening Report printed.

What is this picture telling you?
Review the Screening Reports Ask, “Is this an acceptable picture? Where could we focus or what does the data say for these areas?” Core instruction? Intervention? Other issues or students? Consider key questions at bottom Discuss strategies for allocating resources if there are more students in need of intervention than you have resources to help

Discuss Implications of Data
Do all students represented by your lowest level need urgent intervention? What changes to instruction and intervention need to take place in order to meet your goals? What support will you provide for students who are below benchmark but not receiving intervention? How will you address the needs of students scoring well above benchmark? Can resources be reallocated or schedules be adjusted to provide more support to grades with more students who are in trouble? What do you need to do to meet your goals? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Considering Alternatives
Were some students not tested who should have been? How would their performance factor into these results? How does the data look different when other benchmarks are applied? Was the assessment administered with fidelity? Are you surprised by the results of specific students? What other factors or data might explain their performance? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Develop a Plan of Action
Set goals for the school year and interim goals to meet along the way Determine immediate steps that need to be taken in terms of intervention and core instruction Anticipate long-range solutions that may be necessary to build and sustain change Develop and implement plans for intervention Meet with data teams to assign students to intervention Make plans for strengthening core instruction Many students below benchmark (78%). 61% are in the intervention categories: Significant changes need to occur. Consider needs for: (1) Professional development; (2) Additional resources; (3) School-wide intervention; (4) Structural or organizational changes. Setting interim/intermediate goals for improvement will help you monitor the changes being made. Also, check fidelity: make sure students took the test seriously. Do these results include students already receiving special education services? Too many students below benchmark to help: (1) May need to prioritize resources and determine who to help first. Do you have the resources to help all 142 students below benchmark? (2) May need to consider a school-wide intervention model in which most/all students receive intervention services. (3) Is there a way to” set aside one hour a day for a “walk-to” model? Under this model, high and low performing students would “walk to” another classroom for specialized attention, leaving students in the middle (on watch/yellow intervention) to be worked with by their primary teacher on a more individualized/small group level. 181 students took the fall screening. How many classrooms does that represent?: Are class sizes too large that student needs are not being met? Is this problem isolated to the sixth grade, or widespread in the school?: If it is just an issue with sixth grade, perhaps more resources could be devoted to 6th grade for this year.

Winter Screening Group Activity

Review the Fall and Winter Screening Reports What percentage of students are above benchmark? How does that compare to fall? What percentage of students are on-watch (just below benchmark)? How does that compare to fall? Are you on track to meet your goals? Did you meet your interim goals?

What does the change in the percent of students at/above benchmark or on-watch tell you about the effectiveness of core instruction? What does the change in the percent of students in intervention categories tell you about the interventions strategies you have in place? Do adjustments need to be made to core instruction and/or interventions to be on track to meet your goals? Are some grades now in more need than others? Do resources need to be shifted? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

How long have any changes to core instruction and interventions been in place? Was it enough time to expect to see results? What other reasons may account for the change in screening data? Were both screenings administered with fidelity and students properly motivated? What personnel, resources, or professional development could be utilized this year to boost achievement? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Make adjustments to intervention End intervention for students who are now successful Intervene with students who have slipped since fall screening Boost core instruction Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

Spring Screening Group Activity

Review the Fall, Winter and Spring Screening Reports What percentage of students are at/above benchmark? How does that compare to fall and winter? What percentage of students are on-watch (just below benchmark)? How does that compare to fall and winter? What percentage of students are in the intervention categories? How does this compare to the fall and winter results? What commonalities (if any) exist among students who did not demonstrate success? Who did demonstrate success? Are students who moved out of intervention maintaining their gains? Did you meet your goals? What goals will you set for next year?

What does the change in the percent of students at/above benchmark or on-watch tell you about the effectiveness of core instruction? What does the change in the percent of students in intervention categories tell you about the intervention strategies you have in place? What decisions did you make or changes did you try this year that seem to have worked? What didn’t work? What alternatives will you try next year? Did more students change categories from fall to winter or winter to spring? Why do you think that is? Do students need more support after moving out of intervention to maintain their gains? Are there students or groups whose needs should be addressed better next year? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

What other reasons may account for the change in screening data? Where all screenings administered with fidelity and students properly motivated? For how long have any changes to core instruction and interventions been in place? Was it enough time to see results? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Consider allocating resources next year to support areas of need Determine areas in which professional development is needed Plan for assessment and data review for next year Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

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Instructional Planning
Identify students below benchmark in need of intervention Identify students well above benchmark who may be in need of enrichment Make intervention decisions: How many students are in need of intervention and how many do you have the resource to help? Set goals for the year

Instructional Planning Overview
One of the most important aspects of STAR is that it provides data on students’ knowledge of specific skills. The Core Progress Learning Progressions is used to identify the continuum of concepts, strategies, behaviors and skills students develop as they progress. Access Performance Tasks, skill probes and teacher activities. STAR Record Book is an interactive tool where teachers can view suggested skills to locate a students entry point into Core Progress and form instructional groups.

Back to Report Purposes Instructional Planning – Student – Provides a list of skills that an individual may likely be ready to learn next. Instructional Planning – Class -Provides a list of skills that a group or class may likely be ready to learn next. Report Overview Data Review-Student/Class

Back to Reports Explore Core Progress Instructional Planning - Student Instructional Planning - Class

Core Progress Learning Progressions
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Enterprise Home Core Progress Items to Note: Grade level skill statements Foundational Skills to the left >> Denotes Focus Skill (has prerequisite skills) Skill Probes (not on all skills) Performance Tasks Print Button at bottom of page

Explore Core Progress STAR Reading/SEL Enterprise Home Core Progress
Content Vocabulary All Performance Tasks Skill Probes Linguistic Competencies Teacher Activities ELL support Standards >> Focus Skills Prerequisite Skills

Instructional Planning for Student
Identify skills students are ready to learn Plan for differentiated instruction Check that students are ready for the upcoming curriculum and instruction Compare student readiness with curriculum and instruction Back to Instructional Planning This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Instructional Planning Report Record Book - Student Data Review Guide

Instructional Planning Report - Student
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports Instructional Planning - Student Instructional Planning Filters: Choose Students or Class Show Projected Growth – May want to choose before state assessment Click View Report (Bottom or Top of Report)

Instructional Planning Report - Student
What is a student’s current and projected performance? How can I see how a skill fits into a learning progression? Which skills is a student ready to learn next?

Instructional Planning through the Record Book
Click Path for Renaissance Place: STAR Reading/Early Literacy Record Book Click on Student’s name Click View suggested skills Items to Note: Projected Growth (note end date) Notice all Test dates Foundational Skills to the left Items in blue are what a student may be ready to learn next.

Instructional Planning Record Book

Instructional Planning Record Book
Blue indicates the skills the student may be ready to learn next.

Instructional Planning For Class
Identify skills students are ready to learn Plan for differentiated instruction Check that students are ready for the upcoming curriculum and instruction Compare student readiness with curriculum and instruction This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Back to Instructional Planning Instructional Planning Report Data Review Guide

Instructional Planning through the Record Book
Click Path for Renaissance Place: STAR Reading/Early Literacy Record Book Sort by ascending or descending Click Edit Instructional Groups Group students according to close Scaled Score (not by color; skills will be for median score of group) Save Left hand side, click Reports

Instructional Planning Report - Class
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports Instructional Planning Instructional Planning Filters: Choose Grade, Students, Classes or Groups Choose your demographic (Reporting Parameter Group) Click View Report (Bottom or Top of Report) Note: Groups will not stay set if you do not set them in the Record Book.

Instructional Planning Report - Class
Lists median scaled score and range Lists names in order of scaled score What skills are appropriate for groups of students to work on? Targets skills for group

Instructional Planning Group Activity

Review Instructional Planning Report for students or class. Have skills to learn statements and Core Progress learning progressions. Do the skills listed seem appropriate for this student or group of students? How do the skills on the report align with your established curriculum, pacing guide, scope and sequence? Are some of the listed skills ones you are getting ready to teach? Which ones? Have some of the skills listed already been taught? Which ones? Are some of the skills listed on the report more advanced than those you plan to teach this school year? Which ones?

How will you balance teaching your core curriculum with teaching the skills identified as the ones students are ready to learn? How do you plan to remediate instruction for students with skills that have already been taught? How do you plan to enrich instruction for students who have already learned the skills you’re getting ready to teach? Do the flexible groups you created need to be adjusted? Is grouping appropriate for all students or are there some students you would want to consider individually? Are there related skills from different domains that could be combined for an integrated lesson? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Are there students with scores that are not representative of their abilities? Was the test administered with fidelity? Are there additional factors that may prevent students from learning the skills listed or working with the group in which they’ve been placed? (e.g. behavioral issues, students with disabilities. At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Compare skills listed on the report to your curriculum, pacing guide, or scope and sequence Provide time for differentiated instruction in which students have an opportunity to work on skills they are ready to learn Adjust flexible groups Use Core Progress learning progressions to view the continuum of skills Use Core Progress learning progressions to learn more about the skills identified on the report. Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

Progress Monitoring Overview
STAR Enterprise software enables teachers to set intermediate goals for students for a specified intervention period. To assist with this task, STAR software records the important information about an intervention and helps you calculate goals for individual students based on their current reading or math status. The software then plots a student’s progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report.

Back to Report Purposes
Progress Monitoring Back to Report Purposes Progress Monitoring Report - Individual student’s progress toward a goal and uses a trend line to show projected growth. Goals need to be set in order to see the goal end date. Report Overview Data Review Guide

Back to Progress Monitoring
Determine the effectiveness of an intervention with a particular student Evaluate the effectiveness of intervention programs Identify the type of student for which a particular intervention is successful Ensure interventions are effective for disaggregated groups Consider alternatives for interventions that are not working This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Back to Progress Monitoring Data Review - Student Data Review - Group

for Progress Monitoring
Adding a Student Goal for Progress Monitoring

STAR Progress Monitoring Report Adding a Goal
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Screening, Progress Monitoring & Intervention Choose a class from drop down menu Click Search Click on Student’s name Click Add Goal Items to Note: All Student test scores

Progress Monitoring Adding a Goal
See goal and calculated growth rate* (after 4 scores) Change goal duration or set new intervention and goal Name the intervention and set goal end date Click Calculate Goal Set up or define goal

Creating a Group for Progress Monitoring

Progress Monitoring – Create a Group
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Screening, Progress Monitoring & Intervention Manage Groups Create Group Enter Group Name Select all Personnel who work with this group Choose Products Save

Run Report for Progress Monitoring

Progress Monitoring Report
Click Path for Renaissance Place: Click Generate Progress Report (or Reports>Student Progress Monitoring) Instructional Planning Filters: Choose Students, Classes or Groups Save Selection View report

Progress Monitoring - Student
Where is the student now? What is the goal the student needs to reach? When did the intervention start? Is the student on target to reach the goal? How has the student been scoring over time or since the intervention? What is the actual rate of growth (trend)?

Progress Monitoring for a Student
Group Activity Group Activity should be done with their own data. Have attendees come already prepared with Screening Report printed.

Gather Data: Student Progress Monitoring Report; trend line, compared to goal line (if available); rate of growth. How is this student responding to the intervention? If this student’s rate of growth continues, where will the student likely end up by the end of the intervention? How close is the student to meeting benchmark?

Is the intervention you’re using being implemented as intended and with fidelity? Does the intervention need more time to work? Has the student been successful enough for the intervention to end and the student to return to core instruction? Or, what additional support or monitoring might be needed? Has the student made enough growth to try decreasing the intervention intensity to gauge if he/she is ready for the intervention to end? Do you think the student might benefit from increasing the intensity of the intervention to accelerate their progress? What factors went into the selection of the goal? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

What else do you know about this student that can help you make instructional decisions? Does the information on this report confirm or contradict other progress monitoring tools you’re using? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

End this intervention for the student Start a new intervention Give this intervention more time to work Edi the student’s intervention or goal Set up groups or characteristics in order to look at commonalities in data among students in the same intervention or with similar characteristics. Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

Progress Monitor for a Group, Group Activity

Gather Data: Student Progress Monitoring Report; trend line, compared to goal line (if available); Groups (set in STAR Screening, Progress Monitoring, and Intervention link, set up for students in the same intervention; Characteristics (set in RP i.e. ELL students etc…) With which student characteristics do you want to consider data? How many students with the same characteristic or in the same intervention have responded positively to the intervention? How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention? Do the students in the intervention have similar needs? Is there enough data available? Have students been in the intervention for long enough for a pattern to emerge?

Is the intervention you’re using being implemented as intended and with fidelity? Are you seeing similar results with other students in this intervention? For what type of student is this intervention successful? How could this information help as you assign new students to interventions? For which students are you still looking for a successful intervention? What common needs do those students have that can help shape your search? Is this intervention moving students toward benchmark at a fast enough rate? Can you apply what’s working with other students? Are there any students for whom you think it would be beneficial to end, change, or increase or decrease the intensity of interventions? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Did all students in the group you are considering experience the intervention in the same way? Was STAR administered with fidelity? Do other progress monitoring assessments confirm or contradict the data from STAR? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Research alternative options for intervention. Make adjustments to existing intervention and monitor changes in student performance. Expand successful interventions to include additional students. Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

Measuring Growth Overview
Measuring growth is essential to understanding the effects of instruction, assessing student needs and set goals for improvement. STAR offers Growth Report, Student Growth Percentiles, Growth Proficiency Chart, Annual Progress Report, and Longitudinal Report Measuring Growth

Measuring Growth Overview Back to Report Purposes
Annual Progress – Provides a graphic display of the reading or math progress of a student or class across a school year in comparison to a National Norm Reference. Growth Report – Provides scores for a pre-and posttest, along with student growth percentiles Longitudinal Report – Shows growth over multiple years Report Overview Go to Measuring Growth Back to Report Purposes

Measuring Growth Reports
Back to Measuring Growth Annual Progress Growth Report Growth Proficiency Longitudinal Report

Annual Progress Report
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports Annual Progress Select Class/Student/Classes/Groups Choose Reporting Period Items to Note: Green background lines represent 25, 50 and 75 percentile ranks for this grade Trend line is calculated after 3 or more tests

Annual Progress Report
Is this student or class growing at a rate that is average, above average, or below average compared to students nationwide? What is the trend in growth of my students or class? Is my curriculum and instruction leading to the gains I hoped for, or do I need to make adjustments?

Growth Report Click Path for Renaissance Place:
STAR Reading or STAR Early Literacy Reports Growth Select Class/Students/Classes/Groups Select Reporting Periods Items to Note: Must use Predefined date range if you want to get an SGP score

Growth Report Did students grow as much as can be expected?
What can student growth data tell me about the effectiveness of my curriculum and instruction? Which students do I need to be concerned about? Which have been successful?

Growth Proficiency Chart
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports Growth Proficiency Chart Items to Note: Colorado says average growth is between 35-65 If you want a copy of this report, you must use a snipping tool or a “print page”

Growth Proficiency Chart
How does a student’s achievement compare to his growth? How much are students at all proficiency levels learning and growing? Which students may need more challenge?

Longitudinal Report Click Path for Renaissance Place:
STAR Reading or STAR Early Literacy Reports Longitudinal Choose Cross Sectional (Same grade year to year) or Growth (Same students over multiple years Choose time frame Click Update Items to Note: May print this report but colors do not show up on PDF.

Longitudinal Report – Cross Sectional
Looking at the Spring timeframe, which grade levels have shown more growth from year to year? Looking at the Fall timeframe, are students coming in lower or higher than previous years? Are there any grade levels that need more resources or do teachers need professional development?

Longitudinal Report - Grade
How have students grown over time? Have enough resources been placed nto each grade level over the years to move students into Met Benchmark? Has school goals been reached with each grade level?

Measuring Growth Back to Reports Mid-Year Growth
Check individual/class/school growth Check growth for all achievement levels Evaluate effectiveness of instruction Look at a student’s projected growth Back to Reports This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Mid-Year Growth End of Year Growth Longitudinal Growth

Mid-year Growth Group Activity

Gather Data: Growth Report (fall to winter): SGP, SS, PR; Growth Proficiency Chart (fall to winter): students scoring in the “low growth” quadrants; Annual Progress Report trend line (if 3+ tests have been taken) What are the criteria for successful growth at your school? How many students meet the criteria? How many fall short? How many students fall into each quadrant on the Growth Proficiency Chart? How has it changed over time?

Are the results what you expected? What did you or didn’t surprise you? Looking at students who met criteria for success, to what instructional practices can you attribute their success? Do you see similarities in students who have made gains? What about those who haven’t? What are some strategies to accelerate learning for students showing less growth? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Were tests administered with fidelity? Is there other evidence that may confirm or contradict the findings above? Are your expectations for success reasonable, realistic, and fair? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Define criteria for success Identify effective instructional practices and determine if they can be replicated or expanded to include more students Evaluate ineffective instructional practices to determine why they were ineffective Institute practices that are designed to help low-growth students who growth Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

End of Year Group Activity

Gather Data: Growth Report (fall to spring): SGP, SS, PR; Growth Proficiency Chart (fall to spring): low growth quadrants; Annual Progress Report trend line (if 3+ tests have been taken) What are the criteria for successful growth at your school? How many students meet the criteria? How many fall short? How many students fall into each quadrant on the Growth Proficiency Chart? How does this compare to results from the winter testing?

Are the results what you expected? What did you or didn’t surprise you? Looking at students who met criteria for success, to what instructional practices can you attribute their success? How will you challenge students who are showing low growth but high achievement? Do you see similarities in students who have made gains? What about those who haven’t? How could you use this information to make placement and program decisions for next school year? How much will a summer break set back student performance? How could you help students keep the gains they’ve made over the summer? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Were tests administered with fidelity? Is there other evidence that may confirm or contradict the findings here? Are your expectation for success reasonable, realistic, and fair? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Make placement and programming decisions for next school year and adjust after next year’s fall screening as needed Identify effective instructional practices and determine if they can be replicated or expanded to include more students Evaluate ineffective instructional practices to determine why they were ineffective Institute practices that are designed to help low-growth students show growth Consider programs to help students maintain performance throughout the summer Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

Longitudinal Growth Growth Group Activity

Gather Data: Longitudinal Report (best viewed live so adjustments can be made) Method being used: growth or cross sectional How does the percent of students above benchmark change each year? How does the percentage of students in the intervention categories change each year?

What changes to curriculum, instruction, intervention, or staff development may account for the trends in data? What does the change in the percentage of students at/above benchmark (Intervention) tell you about the effectiveness off core instruction (interventions)? If the changes in data are not as significant as desired, how could programs be amplified, enhance or replicated to make gains more pronounced? Are there areas in need of improvement that should be the target of additional resources or further consideration? How does the data picture change when all student, not just those tested in all time frames are considered? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Has the district benchmark remained stable through the years in which this data was collected? Has the way STAR was administered changed significantly through the years you are reviewing? For example, have there been changes in faculty, fidelity, or training? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Further study or dedicate resources to areas not showing the change you expect. Set goals for longitudinal growth Replicate or expand successful programs Evaluate curriculum, instruction, and/or intervention in areas not showing growth Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

State Standards Overview
STAR has the ability to estimate the level of mastery of Common Core State Standards for a student, class, or district . Reports show current levels of mastery as well as projected levels by the end of the school year. They also graphically display the difficulty of each standard. All of this data helps teachers and administrators analyze the effectiveness of the curriculum, identify learning gaps, and make improvements. Mastery of State Standards and Common Core State Standards

State Standards Overview
State Standards Report – Class – Displays an estimate of your class’s current and projected mastery of each state standard or CCSS. State Standards Report – District – For each state standard or CCSS, shows the percentage of students in the district who are currently in or above the estimated mastery range and shows the percentage forecasted to be there by the end of the year. State Standards Report – Student – Displays an estimate of a student’s current and projected mastery of each state standard or CCSS. Back to Report Purposes Report Overview Go to State Standards

State Standards Reports
Back to State Standards State Standards Report – Student, Class or District

State Standards Report - Student
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports State Standards – Class/Student/District Instructional Planning Filters: Choose Students, Classes or Groups Choose Common Core State Standards Choose Projected Growth Click View Report (Bottom or Top of Report)

State Standards Report – Student Estimate mastery of Common Core standards
What is the current level of mastery for state and Common Core State Standards? How is the student projected to perform on standards by the end of the year? Which grade-level standards might be more difficult for students to master?

State Standards Report – Class shows students grouped by estimated mastery for each standard
Does this data mean… the teacher has not taught this standard? the students below estimated mastery range got STAR items related to this standard wrong when they took STAR?

State Standards Report – District shows a grade level grouped by estimated mastery for each standard
Does this data mean… The lower the percentage of students mastered, the more we need to teach to that standard? The projected percentage of students will pass that standard on the state test?

Mastery of Common Core State Standards
View the difficulty of state standards View the difficulty of Common Core State Standards See student scores and projected scores in relation to standards difficulty Back to Reports This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. State Standards - Students/Class

Mastery of Common Core Group Activity

Gather Data: State Standards Report – Student: Graph displays difficulty of the standards (state and/or CCSS) ; State Standards Report – Class: Students not projected to meet mastery. Which standards are easier for students to master? Which standards are more difficult for students to master? Which standards are students projected to achieve mastery?

Are there more students below state proficiency than you have the resources to help? How will you determine which students to help and what will you do for the others? How can student learning be accelerated before the state test? How much growth in student performance is realistic for students to make before the state test? Do you need to make immediate gain in the number of students meeting proficiency? If so, which students will you choose to focus on? How will you enhance instruction for other students so they won’t fall further behind? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Was the test administered with fidelity? Did students take TAR with as much seriousness as they take the state test? Is your state test changing? If few/no students are below the pathway to proficiency, what other benchmarks could be applied to help you categorize student performance? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Accelerate learning for students below or close to the pathway to proficiency Test students three times to see a trend line in time to adjust instruction before the state test Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

State Test Proficiency Overview
Will students perform well on the state test? To help you answer this question, STAR Reading was linked to the state test. The data was combined from the linking studies with the research-based growth model. This makes it possible to indicate whether students are on track to achieve proficiency on state tests. The State Performance Report – District/Class/Student serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect students’ state test results. Forecasting State Test Proficiency

State Test Proficiency Overview Go to State Test Proficiency
State Performance – Class – Provides a graphic display that shows how a class or group of students is progressing toward proficiency on your state test. State Performance – District – Shows the percentage and number of students projected to be at each performance level assessed by your state test when the test is administered. State Performance – Student – Provides a graphic display that shows how an individual student is progressing toward proficiency on your state test and indicates whether or not the student is on course to reach proficiency. Report Overview Go to State Test Proficiency Back to Report Purpose

State Test Proficiency Reports
Back to State Test Proficiency State Performance – Student and Class

State Performance Report – Student, Class and District
Click Path for Renaissance Place: STAR Reading or STAR Early Literacy Reports State Performance – Class/Student/District Instructional Planning Filters: Choose Students, Classes or Groups Choose Common Core State Standards Choose Projected Growth Click View Report (Bottom or Top of Report)

State Performance Report compares student performance to state proficiency levels
Are students currently above proficiency in danger of slipping below? If this rate of growth continues, is this student likely to be above the proficiency threshold by the time of the state test? Is state test proficiency a realistic goal for this student?

Forecasting State Test Proficiency
Determine which students are in danger of not meeting state proficiency Determine the effectiveness of instruction in moving students toward state test proficiency Determine if students are growing toward state test proficiency at a fast enough rate Set goals This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Back to Reports Student Planning State Performance - Class

State Performance Group Activity

Gather Data: Screening Report with State Benchmarks: note students below and just above state test proficiency; State Performance Report –Student: trend line, if available, and if not, the location of student scores in relation to the pathway to proficiency; State Performance Report – Class: useful if all students have tested in each date range displayed. Which students are below the pathway to proficiency? Since scoring above the pathway is not a definitive indicator of state test proficiency, which students above the pathway to proficiency do you want to consider? For how many students is state proficiency a realistic expectation for this school year?

Are there more students below state proficiency than you have the resources to help? How will you determine which students to help and what will you do for the others? How can student learning be accelerated before the state test? How much growth in student performance is realistic for students to make before the state test? Do you need to make immediate gain in the number of students meeting proficiency? If so, which students will you choose to focus on? How will you enhance instruction for other students so they won’t fall further behind? Many students just above or below benchmark: Is there a need to look at the core curriculum and/or need for differentiation within the core? Very few in intervention categories: Address the needs of that 8% of students, but there will likely be resources to address needs of the large on-watch category. No Intervention students, only Urgent Intervention: How many of those students are receiving special education services? At least one student with a very high score: (1) Is this an accurate score? Did the student get help? (2) How are this student’s needs being addressed? Benchmark was raised to 65 PR. How might the data picture look if the benchmark were still at 40 PR?: This school may have already addressed the needs of most students when the benchmark was set at 40 PR. They raised it in order to help more students.

Was the test administered with fidelity? Did students take TAR with as much seriousness as they take the state test? Is your state test changing? If few/no students are below the pathway to proficiency, what other benchmarks could be applied to help you categorize student performance? At first glance, the data picture might seem good (75% of all students are at or above benchmark), but many are barely above the threshold: The school may need to investigate a more rigorous core curriculum for 4th and 5th grades (at least). In the green and blue areas combined, roughly 80-90% of all students are within 50 SS of the benchmark: Maybe this is a turn-around school—for example, if this was a low-performing school that is fighting to turn things around, perhaps they set a goal the previous year to focus on on-watch/intervention students, and that worked, but now this year they need to work to improve and maintain that success. What are the risks of doing nothing and waiting until the winter screening? The risk is that without more attention to core curriculum, those students currently near the benchmark will drop below and behind this year.

Accelerate learning for students below or close to the pathway to proficiency Test students three times to see a trend line in time to adjust instruction before the state test Large percentage (42%) of students below benchmark: How many students do you have the resources to help? How will you help the others? (differentiation) Fairly uniform distribution of student scores—no obvious highs or low: Strengthen core curriculum issues, differentiate for students just below the benchmark, and provide intervention for students in the yellow and red categories.

STAR Reading Reports and their Purpose

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