Understanding STAR Reports & Best Practices for Building Level Data Review

1. UnderstandingSTAR Reports & Best Practices for Building Level Data Review Pam Sanders, RCS / Carla Koeshall, Renaissance October 5, 2011

2. Session MIP’s (Goals)…*Discuss the basics of STAR assessments*Access & generate school-level reports*Discuss how to interpret and respond to data*Discuss insightful ways data can be used to monitor student progress

3. STAR Early Literacy • General readiness • Graphophonemic awareness • Phonemic awareness • Phonics • Vocabulary • Comprehension • Structural analysis

4. STAR Reading • Vocabulary in context • Comprehension • Instructional reading level • Independent reading range

5. STAR Reading tests comprehension Background knowledge Vocabulary knowledge Background knowledge Construct meaning from text Comprehension

6. STAR Math tests competency ineight mathematical strands Computation Numeration Estimation Algebra Geometry Word Problems Measurement Data analysis & statistics

7. Scaled Score (SS) 0 SS 900 SS 1400 SS 615

8. Percentile Rank (PR) 1 PR 99 PR 52

9. Grade Level Equivalent Score (GE) 0.1 GE 12.9 GE 4.8

10. Two types of growth Scaled Score: Absolute Growth Percentile Rank: Relative Growth

11. Diagnostic Information

15. Reasons for score fluctuation Standard Error of Measurement (chance) Fluctuation in student performance (good day, bad day) Regression to the mean (statistical phenomenon)

16. Fidelity of Administration Pre-Test Instructions

17. Item Time Limits Grades K - 2 3 minutes per item 60 seconds per item Grades 3 + 45 seconds Short comprehension 90 seconds Extended comprehension 90 seconds per item

18. Using STAR in anRtI Setting

19. Progress shown Lack of progress Data Review Progress Monitoring with STAR Intervention B Intervention A (Tier 2) Data Review Screening with STAR Core Instructional Program (Tier 1)

20. Screening Report

21. A Math Report

23. Are you satisfied with the number/percent of students in your class/grade who are at or above proficiency?  Is core instruction effective? Some students are in the “red.”  Based on your opinion of the student(s) and other information you have, is this student in need of “urgent intervention?” Some students (blue) are “on watch” or “almost” at benchmark.  Which of these are you “worried about” and which do you think will progress with continued core instruction? What is being done or what do you think needs to be done for those students in need of “intervention” (Yellow)? George Batsche

24. Screening • “The testing needs to be brief, easy to administer, reliable, and valid” (Applebaum, 2009, p. 4) • “Screening is a type of assessment that is characterized by providing quick, low-cost, repeatable testing of age-appropriate critical skills or behaviors” (NRCLD, 2006, p. 1.2) • “For a screening measure to be useful, it should. . . be practical” (NRCLD, 2006, 1.2)

25. Progress Monitoring

26. Student Growth in PR and SS 23 PR 22 PR 486 SS 485 SS 484 SS 483 SS 482 SS 481 SS 480 SS 479 SS 478 SS 477 SS

27. Not responding to the intervention Check the fidelity of implementation Give the intervention more time to work Try a new intervention Increase the intensity of the intervention

28. STAR Early LiteracySTAR MathSTAR Reading Very Highly Rated for Both Screening and Progress Monitoring by the National Center for Response to Intervention www.rti4success.org

29. High rating from National Center on RTI Screening Tools Chart (partial) www.rti4success.org

30. High rating from National Center on RTI Progress Monitoring Tools Chart (partial) www.rti4success.org

31. Resources • Software: manuals, Live Chat • Phone: (800) 338-4204 • Email: answers@renlearn.com • Renaissance Training Center: www.renlearn.com/profdevel • Getting the Most out of STAR Guides