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Overall Training Objectives for TODAY
• Explain how appropriate STAR Reports assist with the Student Learning Objectives (SLOs) process
• Explain how to use various STAR Reports to guide instruction for General Education Teachers, Push-In/Pull-Out Providers (ie. AIS, Reading, Resource Room Teachers, and RTI Coordinators (ie. Grade level meetings, building-wide progress)
Agenda
• Oath of Confidentiality for any individual student data viewed today
• View Sample Elementary APPR Chart
• Review Sample SLOs
• Which STAR Reports are referenced to collect info for:
• “Baseline” Section of the SLO
• Setting K(or PreK) – gr. 2 Individual Student Targets
• Setting Targets for gr. 3+ students taking NYS Assessments
• How exactly does STAR calculate Moderate Growth Targets? (Amy)
• What if I want to change the them? Can the system help me re-calculate? (Amy)
Oath of Confidentiality
To maximize today’s training I may see data and scores for a school, teacher, or student other than my home district. I promise to be professional and only discuss this information for training purposes today. I will not discuss any of other district’s information with anyone after today’s training.
Creating Student Learning Objectives (SLOs) Using STAR Reports
View Sample District Chart
Review Sample SLOsWhich STAR Reports are referenced to collect info for: 1). “Baseline” Section of the SLO 2). Setting K(or PreK) – 2 Individual Student Targets 3). Setting Targets for gr. 3+ students taking NYS
Assessments 4). How exactly does STAR calculate Moderate Growth
Targets? (Amy) 5). What if I want to change the them? Can the system
help me re-calculate? (Amy)
EXAMPLE District Decision Chart
GROWTH MEASURE LOCALLY-SELECTED MEASUREK 1 SLO with 3rdparty assessment from NYSED’s State-approved list (e.g., Terra Nova):ELA1SLO with 3rdparty assessment (e.g., Terra Nova):Math SLO with District-developed writing assessment1st
Module 6 7
Growth Measure Locally-Selected Measure
Gr. 1 1 SLO ELA and Math based on STAR Early Literacy results
STAR SGP for all students on roster
Gr. 2 1 SLO ELA based on STAR Reading Projected Moderate Growth Targets1 SLO Math based on STAR Math Projected Moderate Growth Targets
STAR SGP for all students on roster
STAR SGP Testing Window Options
Default SGP Windows
Fall: Aug. 1 to Sept 30
Winter: Dec. 1 to Jan. 31
Spring: April to May 30
Option 2 SGP Windows
Fall: Sept. 1 to Oct. 31
Winter: Jan. 1 to Feb. 28
Spring: May 1 to June 30
• Both options use the same methodology and are equally valid.
• Adhere to testing windows for SGP calculation to be derived
• To request Option 2 have the Renaissance Place Administrator at your district email
[email protected] to change their SGP reporting window
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.
Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
ING
RE
DIE
NTS
ING
RE
DIE
NTS
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?
See ranges as specified.
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
99-100%
97-98%
95-96%
92-94%
88-91%
85-87%
82-84%
79-81%
76-78%
73-75%
71-72%
68-70%
64-67%
60-63%
57-59%
53-56%
49-52%
45-48%
40-44%
30-39%
<30%
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
Baseline
Describe how students performed on the identified pre-assessment(s) for the learning
content. Baseline scores for students should be reviewed by teacher and Lead Evaluator
when setting the SLO at the beginning of the course.
STAR Report to obtain this summary – Screening Report
Baseline
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.
Baseline: A district-generated running record assessment will be conducted during September, employing running records to assess instructional reading level (should be @ Level J for beginning 2nd grade); a word assessment (students should know 220 ‘service words’ by the end of 1st grade); and a phonics inventory (students should have mastered CVC, CVCE, blends, & digraphs by the end of 1st grade). Summative Assessment: A district-generated running record assessment will be conducted in June, employing running records to assess instructional reading level (will be scored for words per minute and accuracy %) and a phonics inventory (including long/ short vowels, vowel teams, 2 syllable words w/ long vowels, words w/ prefixes and suffixes). IEP testing accommodations will be used (extended time, alternate location)
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
1. The students (5) with IEP’s are reading on an early 1st grade instructional level. They identify all letters and consonant sounds. They are inconsistent in reading blends and digraphs. They can identify short vowel sounds in isolation, but are inconsistent in applying that knowledge when reading. They are reading less than 5 words per minute on beginning 2nd grade selections (Level J).
2. The students (6) receiving AIS instruction are reading on a mid-1st grade level. They identify all letters and consonant sounds, read cvc, ccvc, and cvcc words. They are inconsistent when reading v-c-e words in isolation. They are reading between 9 and 15 words per minute on beginning 2nd grade selections (Level J).
3. The remaining students are reading an average of 20 words per minute with an accuracy rate of 87% (Level J). They can identify vowel teams in isolation but are inconsistent in applying this to unfamiliar words in context.
4. Knowledge of sight words is highly variable.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Target(s)
This is the level of knowledge and skill that students are expected to achieve at
the end point of the interval of instructional time.
Define numerical growth goals for student performance on identified summative
assessment(s) which measure student knowledge and skill in the learning
content. These data will be reviewed by the teacher and Lead Evaluator at the
conclusion of the course.
Target(s)
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
All students will have individual goals based on the pre-assessment; the target for the teacher is based on the aggregation of the individual growth.
Students will increase sight words by at least 1 word per week. (30 words)
Fluency will increase at least 20 words per minute at an accuracy rate of 90% Instructional Reading Level will increase by 3 levels
85% of students will reach their individual goals.
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
What is Acceptable Growth?
What Student Progress Meets Expectations?
Performance Level
END: 1 END: 2 END: 3 END: 4
START: 1 NO YES YES YES
START: 2 NO YES YES YES
START: 3 NO NO YES YES
START: 4 NO NO YES YES
Obtaining Individual Student Target(s)
STAR Report to obtain Projected Moderate Growth Targets
•Instructional Planning Report by Student
•K/1 – Early Literacy – starting date of last testing window
•Gr. 2 – Reading and Math – starting date of last testing window
•Gr. 3 Reading – NYSTP and April 16 NYS ELA
•Gr. 3 Math – NYSTP April 24 NYS Math
•How exactly does STAR calculate Moderate Growth Targets? (Amy)
•What if I want to change them? Can the system help with re-
calculating?
Using STAR Reports for Instructional Purposes
• Growth Wizard• Progress Monitoring Report• Diagnostic Report• Instructional Planning• Growth Report & Growth Proficiency
Report – •Student Growth Percentile
• Embedded Instructional Tools
110812© 2010 Renaissance Learning, Inc. All rights reserved. PO Box 8036, Wisconsin Rapids, WI 54495 Phone: (800) 338-4204 | Fax: (715) 424-4242
Setting Goals with STAR
Growth Models Building the Model
Typical rates of growth for similarly-scoring students
Access to 34,000,000+ STAR assessments in 2010 - 2011.
Statistics Behind the Goal-Setting Wizard1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
K
1
2
3
4
5
6
7
8
9
10
11
12
20
The Goal-Setting Wizard
Change goal duration
or set new intervention
and goal
Name the intervention
and set goal
end date
Set up or
define goal
Click Calculate Goal
See goal and calculated
growth rate*
(after 4 scores)
Goal Setting Wizard
The Student Progress Monitoring Report
21
What is the goal the
student needs to reach?
Where is the student
now?
What is the
actual rate of growth (trend)?
When did the
intervention start?
How has the student been
scoring over
time or since
the intervention?
Is the student
on target to
reach the goal?
What is a student’s current and
projected performance?
Instructional Planning Report—Student
24
How can I see how a skill
fits into a learning
progression?Which skills
is a student
ready to learn
next?
Flexible Grouping
25
• How many groups can you manage?
• When and how will you provide
differentiated instruction?
• Who will you include in which group?
In the spring, Kellie scored equal to or higher than
42% of her academic peers.
1 9950 35 65
702
792
755
733
42 SGP
Typical
Growth
Kianna Grade 6Intervention
Examining Growth Data
Tyler Grade 6
Above Benchmark
Kianna Grade 6
Intervention
28
29
Teacher View
Instructional Tools
30
