Embed Size (px)
Citation preview
STAR READINGREPORTS 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
UniversalScreening
Progress Monitoring
Forecasting State Test Proficiency
Mastery of State Standards and Common Core State
Standards
Instructional Planning
Measuring Growth
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
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
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
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
UniversalScreening
Progress Monitoring
Forecasting State Test Proficiency
Mastery of State Standards and Common Core State
Standards
Instructional Planning
Measuring Growth
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
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
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
Purposes for Assessment
UniversalScreening
Progress Monitoring
Forecasting State Test Proficiency
Mastery of State Standards and Common Core State
Standards
Instructional Planning
Measuring Growth
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
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
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
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
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
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
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
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
STAR Screening Report
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Screening
Screening Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Choose Screening Period to viewbull Put a checkmark in all boxes (Show Student Details)
bull Click View Report (Bottom or Top of Report)
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
Are enough students reaching benchmark
How many students need intervention
Is our core instructionworking
Could some studentsbe challengedmore
Screening Report
Click Path to Screening Report
Play
Back to
Click Path to Screening Report
Play
Back to
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 ndash Fall Screening
Evaluate progress toward goals Evaluate effectiveness of core
instruction Evaluate effectiveness of
intervention to date Identify students in need of
intervention
Analyze Data ndash Winter 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
Analyze Data ndash Spring Screening
Core Instructional Program (Tier 1)
How Screening Relates to RTI
Screening with STAR
Intervention B
Data Review
Progressshown
Lack ofprogress
Intervention A (Tier 2)
ProgressMonitoringwith STAR
Data Review
Fall Screening Group Activity
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Evaluate progress toward goals Evaluate effectiveness of core
instruction Evaluate effectiveness of
intervention to date Identify students in need of
intervention
Analyze Data ndash Winter 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
Analyze Data ndash Spring Screening
Core Instructional Program (Tier 1)
How Screening Relates to RTI
Screening with STAR
Intervention B
Data Review
Progressshown
Lack ofprogress
Intervention A (Tier 2)
ProgressMonitoringwith STAR
Data Review
Fall Screening Group Activity
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
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
Analyze Data ndash Spring Screening
Core Instructional Program (Tier 1)
How Screening Relates to RTI
Screening with STAR
Intervention B
Data Review
Progressshown
Lack ofprogress
Intervention A (Tier 2)
ProgressMonitoringwith STAR
Data Review
Fall Screening Group Activity
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Core Instructional Program (Tier 1)
How Screening Relates to RTI
Screening with STAR
Intervention B
Data Review
Progressshown
Lack ofprogress
Intervention A (Tier 2)
ProgressMonitoringwith STAR
Data Review
Fall Screening Group Activity
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Fall Screening Group Activity
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you1 Review the Screening Reports2 Ask ldquoIs this an acceptable picture
Where could we focus or what does the data say for these areasrdquobull Core instructionbull Interventionbull Other issues or students
3 Consider key questions at bottom4 Discuss strategies for allocating
resources if there are more students in need of intervention than you have resources to help
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
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
Discuss Implications of Data
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering AlternativesWere 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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of ActionSet 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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Winter ScreeningGroup Activity
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
1 Review the Fall and Winter Screening Reports
2 What percentage of students are above benchmark How does that compare to fall
3 What percentage of students are on-watch (just below benchmark) How does that compare to fall
4 Are you on track to meet your goals Did you meet your interim goals
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data What does the change in the percent of students
atabove 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 andor interventions to be on track to meet your goals
Are some grades now in more need than others Do resources need to be shifted
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering AlternativesHow 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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of ActionMake adjustments to intervention
End intervention for students who are now successful
Intervene with students who have slipped since fall screening
Boost core instruction
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Spring ScreeningGroup Activity
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
1 Review the Fall Winter and Spring Screening Reports2 What percentage of students are atabove benchmark
How does that compare to fall and winter3 What percentage of students are on-watch (just below
benchmark) How does that compare to fall and winter
4 What percentage of students are in the intervention categories How does this compare to the fall and winter results
5 What commonalities (if any) exist among students who did not demonstrate success Who did demonstrate success
6 Are students who moved out of intervention maintaining their gains
7 Did you meet your goals What goals will you set for next year
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data What does the change in the percent of students
atabove 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 didnrsquot 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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of ActionConsider 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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
RESOURCESwwwrenlearncom
Hosted252renlearncom245193
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
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
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Overview
Instructional Planning
One of the most important aspects of STAR is that it provides data on studentsrsquo 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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning
Back to Report Purposes
Instructional Planning ndash Student ndash Provides a list of skills that an individual may likely be ready to learn next
Instructional Planning ndash Class -Provides a list of skills that a group or class may likely be ready to learn next
Report OverviewData Review-StudentClass
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning
Explore Core Progress
Instructional Planning - Student
Instructional Planning - Class
Back to Reports
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Core Progress Learning Progressions
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Enterprise Homebull Core Progress
Items to Notebull Grade level skill statementsbull Foundational Skills to the leftbull gtgt Denotes Focus Skill (has prerequisite skills)bull Skill Probes (not on all skills)bull Performance Tasksbull Print Button at bottom of page
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Explore Core Progress STAR ReadingSEL Enterprise Home Core Progress
Teacher Activities
Skill Probes
Content Vocabulary
ELL support
Standards
Prerequisite Skillsgtgt Focus Skills
All Performance Tasks
Linguistic Competencies
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
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
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Instructional Planning - Student
Instructional Planning Filtersbull Choose Students or Classbull Show Projected Growth ndash May
want to choose before state assessment
bull Click View Report (Bottom or Top of Report)
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Report - Student
What is a studentrsquos current and projected performance
How can I see how a skill fits into a learning progression
Which skills is a studentready to learnnext
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Click on Studentrsquos namebull Click View suggested skills
Items to Notebull Projected Growth (note end date)bull Notice all Test datesbull Foundational Skills to the leftbull 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 throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Record Book
Instructional Planning Record Book
Blue indicates the skills the student may be ready to
learn next
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Record Book
Blue indicates the skills the student may be ready to
learn next
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning throughthe Record Book
Click Path for Renaissance Placebull STAR ReadingEarly Literacybull Record Bookbull Sort by ascending or descendingbull Click Edit Instructional Groupsbull Group students according to close
Scaled Score (not by color skills will be for median score of group)
bull Savebull Left hand side click Reports
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional Planning Report - Class
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Instructional Planning
Instructional Planning Filtersbull Choose Grade Students Classes or Groupsbull Choose your demographic (Reporting Parameter Group)bull Click View Report (Bottom or Top of Report)
Note Groups will not stay set if you do not set them in the Record Book
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Lists median scaled score and range
Lists names in order of scaled score
Targets skills for group
What skills are appropriate for groups of students to work on
Instructional Planning Report - Class
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Instructional PlanningGroup Activity
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
1 Review Instructional Planning Report for students or class Have skills to learn statements and Core Progress learning progressions
2 Do the skills listed seem appropriate for this student or group of students
3 How do the skills on the report align with your established curriculum pacing guide scope and sequence
4 Are some of the listed skills ones you are getting ready to teach Which ones
5 Have some of the skills listed already been taught Which ones
6 Are some of the skills listed on the report more advanced than those you plan to teach this school year Which ones
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data 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 yoursquore 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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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 theyrsquove been placed (eg behavioral issues students with disabilities
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
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 groupsUse Core Progress learning progressions to view
the continuum of skillsUse Core Progress learning progressions to learn
more about the skills identified on the report
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring Overview
Progress Monitoring
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 studentrsquos progress and projects whether or not he or she will meet the goal on the Progress Monitoring Report
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring
Back to Report Purposes
Progress Monitoring Report - Individual studentrsquos 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
Data Review Guide
Report Overview
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
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
Back to Progress Monitoring
Data Review - Student
Data Review - Group
Ensure interventions are effective for disaggregated groups
Consider alternatives for interventions that are not working
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Adding a Student Goal for Progress Monitoring
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
STAR Progress Monitoring ReportAdding a Goal
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Screening Progress Monitoring amp Interventionbull Choose a class from drop down menubull Click Searchbull Click on Studentrsquos namebull Click Add Goal
Items to Notebull All Student test scores
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring Adding a Goal
Change goal duration or set new intervention and goal
Name the intervention and set goal end date
Set up ordefine goal
Click Calculate Goal
See goal and calculated growth rate(after 4 scores)
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Creating a Group for Progress Monitoring
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring ndash Create a Group
Click Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Screening Progress
Monitoring amp Interventionbull Manage Groupsbull Create Groupbull Enter Group Namebull Select all Personnel who
work with this groupbull Choose Productsbull Save
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Run Report for Progress Monitoring
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring Report
Click Path for Renaissance Placebull Click Generate Progress Report (or ReportsgtStudent Progress
Monitoring)Instructional Planning Filtersbull Choose Students Classes or Groups
bull Save Selectionbull View report
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring - Student
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitoring for a StudentGroup Activity
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
Gather DataStudent Progress Monitoring Report trend line compared to goal line (if available) rate of growth
1 How is this student responding to the intervention
2 If this studentrsquos rate of growth continues where will the student likely end up by the end of the intervention
3 How close is the student to meeting benchmark
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data Is the intervention yoursquore 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 heshe 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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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 yoursquore using
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
End this intervention for the studentStart a new interventionGive this intervention more time to workEdi the studentrsquos intervention or goalSet up groups or characteristics in order to look at
commonalities in data among students in the same intervention or with similar characteristics
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Progress Monitor for a GroupGroup Activity
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling youGather DataStudent 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 ie ELL students etchellip)1 With which student characteristics do you want to consider
data2 How many students with the same characteristic or in the
same intervention have responded positively to the intervention
3 How many students with the same characteristic or in the same intervention have NOT responded positively to the intervention
4 Do the students in the intervention have similar needs5 Is there enough data available Have students been in the
intervention for long enough for a pattern to emerge
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data Is the intervention yoursquore 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 whatrsquos 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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
Research alternative options for intervention
Make adjustments to existing intervention and monitor changes in student performance
Expand successful interventions to include additional students
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Measuring Growth Overview
Measuring Growth
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 Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Measuring Growth Overview
Annual Progress ndash 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 ndash Provides scores for a pre-and posttest along with student growth percentiles
Longitudinal Report ndash Shows growth over multiple years
Go to Measuring Growth
Report Overview
Back to Report Purposes
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Measuring Growth Reports
Annual Progress
Growth Proficiency
Longitudinal Report
Back to Measuring Growth
Growth Report
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Annual Progress ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Annual Progressbull Select ClassStudentClassesGroupsbull Choose Reporting Period
Items to Notebull Green background lines represent
25 50 and 75 percentile ranks for this grade
bull 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
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Annual Progress Report
Is this student or class growing at a rate that is average above average or below average compared to students nationwide
Is my curriculum and instruction leading to the gains I hoped for or do I need to make adjustments
What is the trend in growth of my students or class
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Growth ReportClick Path for Renaissance Placebull STAR Reading or STAR Early
Literacybull Reportsbull Growthbull Select
ClassStudentsClassesGroupsbull Select Reporting Periods
Items to Notebull Must use Predefined date range if
you want to get an SGP score
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Growth Report
Which students do I need to be concerned about Which have been successful
What can student growth data tell me about the effectiveness of my curriculum and instruction
Did students grow as much as can be expected
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Growth Proficiency ChartClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Growth Proficiency Chart
Items to Notebull Colorado says average growth is
between 35-65bull If you want a copy of this report you
must use a snipping tool or a ldquoprint pagerdquo
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Growth Proficiency Chart
How does a studentrsquos achievement compare to his growth
How much are students at all proficiency levels learning and growing
Which students may need more challenge
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Longitudinal ReportClick Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull Longitudinalbull Choose Cross Sectional (Same grade
year to year) or Growth (Same students over multiple years
bull Choose time framebull Click Update
Items to Notebull May print this report but colors do
not show up on PDF
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Longitudinal Report ndash Cross Sectional
Looking at the Spring timeframe which grade levels have shown more growth from year to year
Are there any grade levels that need more resources or do teachers need professional development
Looking at the Fall timeframe are students coming in lower or higher than previous years
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Longitudinal Report - Grade
How have students grown over time
Has school goals been reached with each grade level
Have enough resources been placed nto each grade level over the years to move students into Met Benchmark
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Mid-year GrowthGroup Activity
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
Gather DataGrowth Report (fall to winter) SGP SS PR Growth Proficiency Chart (fall to winter) students scoring in the ldquolow growthrdquo quadrants Annual Progress Report trend line (if 3+ tests have been taken)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How has it changed over time
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data
Are the results what you expected What did you or didnrsquot 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 havenrsquot
What are some strategies to accelerate learning for students showing less growth
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of ActionDefine 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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
End of YearGroup Activity
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
Gather DataGrowth 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)
1 What are the criteria for successful growth at your school
2 How many students meet the criteria3 How many fall short4 How many students fall into each quadrant on the
Growth Proficiency Chart How does this compare to results from the winter testing
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data Are the results what you expected What did you
or didnrsquot 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 havenrsquot
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 theyrsquove made over the summer
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
Make placement and programming decisions for next school year and adjust after next yearrsquos 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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Longitudinal Growth GrowthGroup Activity
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling you
Gather DataLongitudinal Report (best viewed live so adjustments can be made)Method being used growth or cross sectional
1 How does the percent of students above benchmark change each year
2 How does the percentage of students in the intervention categories change each year
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data 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 atabove 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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering Alternatives
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of ActionFurther 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 andor intervention in areas not showing growth
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Overview
Mastery of State Standards and Common Core State
Standards
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Overview
Back to Report Purposes
State Standards Report ndash Class ndash Displays an estimate of your classrsquos current and projected mastery of each state standard or CCSS
State Standards Report ndash District ndash 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 ndash Student ndash Displays an estimate of a studentrsquos current and projected mastery of each state standard or CCSS
Go to State Standards
Report Overview
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Reports
State Standards Report ndash Student
Class or District
Back to State Standards
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Report - Student
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Standards ndash ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is the current level of mastery for state and Common Core State Standards
Which grade-level standards might be more difficult for students to master
How is the student projected to perform on standards by the end of the year
State Standards Report ndash Student Estimate mastery of Common Core standards
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Report ndash Class shows students grouped by estimated mastery for each standard
Does this data meanhellip
bull the teacher has not taught this standard
bull the students below estimated mastery range got STAR items related to this standard wrong when they took STAR
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Standards Report ndash District shows a grade level grouped by estimated mastery for each standard
Does this data meanhellip
bull The lower the percentage of students mastered the more we need to teach to that standard
bull The projected percentage of students will pass that standard on the state test
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Mastery of Common CoreGroup Activity
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling youGather DataState Standards Report ndash Student Graph displays difficulty of the standards (state andor CCSS) State Standards Report ndash Class Students not projected to meet mastery
1 Which standards are easier for students to master2 Which standards are more difficult for students to master3 Which standards are students projected to achieve
mastery
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Overview
Forecasting State Test Proficiency
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 ndash DistrictClassStudent serve as an early warning system so teachers and administrators can make instructional adjustments soon enough to affect studentsrsquo state test results
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency OverviewState Performance ndash Class ndash Provides a
graphic display that shows how a class or group of students is progressing toward proficiency on your state test
State Performance ndash District ndash 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 ndash Student ndash 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
Back to Report Purpose
Go to State Test Proficiency
Report Overview
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Test Proficiency Reports
State Performance ndash Student and Class
Back to State Test Proficiency
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Performance Report ndash Student Class and District
Click Path for Renaissance Placebull STAR Reading or STAR Early Literacybull Reportsbull State Performance ndash
ClassStudentDistrict
Instructional Planning Filtersbull Choose Students Classes or Groupsbull Choose Common Core State Standardsbull Choose Projected Growth
bull Click View Report (Bottom or Top of Report)
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State Performance Report compares student performance to state proficiency levels
If this rate of growth continues is this student likely to be above the proficiency threshold by the time of the state test
Are students currently above proficiency in danger of slipping below
Is state test proficiency a realistic goal for this student
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
State PerformanceGroup Activity
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
What is this picture telling youGather DataScreening Report with State Benchmarks note students below and just above state test proficiency State Performance Report ndashStudent trend line if available and if not the location of student scores in relation to the pathway to proficiency State Performance Report ndash Class useful if all students have tested in each date range displayed
1 Which students are below the pathway to proficiency
2 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
3 For how many students is state proficiency a realistic expectation for this school year
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Discuss Implications of Data 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 wonrsquot fall further behind
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Considering AlternativesWas 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 fewno students are below the pathway to proficiency what other benchmarks could be applied to help you categorize student performance
Develop a Plan of Action
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
Develop a Plan of Action
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
![V]eeting i eports M. Deansdownloads.hindawi.com/journals/jamc/1980/469012.pdfV]eetingi eports Microcomputersandchemistry The inaugural meeting of the Microcomputer and Micro- processor](https://img.pdfslide.net/doc/110x75/6119e725cedc0f06833bec21/veeting-i-eports-m-veetingi-eports-microcomputersandchemistry-the-inaugural-meeting.jpg)
