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STAR Basics 1

STAR Basics 1. 2 I’m thinking of a number between 1 and 100. Guess what it is

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Page 1: STAR Basics 1. 2 I’m thinking of a number between 1 and 100. Guess what it is

STAR BasicsSTAR Basics

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Page 2: STAR Basics 1. 2 I’m thinking of a number between 1 and 100. Guess what it is

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I’m thinking of a number between 1 and 100.

Guess what it is.

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Correct Response Incorrect Response

Items answered by student

Easy

Difficult

10 min. 15 min.

The Science of STARComputer Adaptive

Standard Error of Measurement

Reliability of Student Score

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STAR Reading tests comprehension

Backgroundknowledge

Vocabulary knowledge

Backgroundknowledge

Constructmeaning from text

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STAR Early Literacy Measures proficiency in early literacy skills

PhonemicAwareness

Comprehension

Phonics

Vocabulary

GeneralReadiness

StructuralAnalysis

GraphophonemicAwareness

Teacher’s Guide pages 19-20and pages 48-50

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Measures reading comprehension

Measures proficiency in early

literacy skills

Choosing an assessment

Administer STAR Reading when a student: • Has a 100-word sight vocabulary• Has been classified as Probable Reader

on STAR Early Literacy

Administer STAR Early Literacy when a student:• Does not yet read Independently• Needs early literacy skills assessed

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STAR Math Measures Math Competency

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FIVE DOMAINS(Standards Based)

FOUR DOMAINS(Standards Based)

Enhanced Item Bank Extended Item BankNew Skills Items

SEVEN DOMAINS(Standards Based)

1. Word Knowledge & Skills Development2. Comprehension Strategies and Constructing Meaning3. Literary Analysis4. Understanding Author’s Craft5. Analyzing Argument and Evaluating Text

36 General Skills

1. Numbers and Operations

2. Algebra3. Geometry and

Measurement4. Data Analysis,

Statistics and Probability

54 Skill Sets

1. Graphophonemic Knowledge2. General Readiness3. Phonemic

Awareness4. Phonics5. Comprehension6. Structural Analysis7. Vocabulary

41 Skill Sets

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Item Time Limits

60 secondsper item

45 secondsShort comprehension

90 secondsExtended comprehension

Grades K - 2

Grades 3 +

3 minutesper item

90 secondsper item

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Scaled Score (SS)

0 SS 1400 SS

What is the student’s actual

score?

This student obtained an actual

score of 656.

656

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STAR Reading Reports

• Diagnostic Report• Summary Report• Growth Report

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STAR Early Literacy Reports

• Summary Report• Score Distribution Report• Class Diagnostic Report• Student Diagnostic Report• Growth Report

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STAR Math Reports

• Diagnostic Report• Summary Report• Growth Report

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Two Types of Data

Actual (raw data)

Comparative (norm-referenced data)

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Scaled Score (SS)

0 SS 1400 SS

What is the student’s actual

score?

This student obtained an actual

score of 656.

656

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What does the scaled score mean?

500 900 12000 1400

Elementarygrades 1-5

Middle Schoolgrades 6-8

High Schoolgrades 9-12

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What does the scaled score mean?

600 800700300 900

Pre-K K 1

2

3

400 500

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What does the scaled score mean?

700 9000 1400

Middle grades 6-8

500

Primarygrades 1-2

Intermediategrades 3-5

HS 9-12

300 1100

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A student with 58 PR has reading skills

greater than 58% of same-grade students

Percentile Rank (PR)

1 PR 99 PR

58

How does this student compare to

other students at the same grade level?

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This student scored the same as a typical student in the

third month of seventh grade.

Grade Equivalent (GE)

0.0 GE 12.9 GE

To which grade level is this student’s

performance similar?

7.3

4.8 5.0 5.1 5.2 5.45.3 5.5 5.64.9

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Dangers of GE Scores

• It’s about a performance level on this test, NOT the content a student has been exposed to or can handle currently.

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Instructional Reading Level (IRL)

What level of instructional materials

will best serve the student?

A student with a 5.3 IRL can recognize words and

comprehend materials at the fifth-grade level

with some assistance.

PP PHSP 1 2 3 4 5 6 7 8 9 10 11 12

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Zone of Proximal Development (ZPD)

What level of materials should a student use

for reading practice?

ZPD

The levels at which the most

learning can take place

Too easy Too hard

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Fidelity of ImplementationFidelity of Implementation

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What doesthat mean to you?

“Fidelity of Assessment”

• Quiet environment, free of distractions• Do not read aloud or explain questions• Ideal to test all students in a computer lab

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Talking to Students About STAR

Try your best on the STAR

Assessment.

Take it seriously.

Your goal is to geta higher score each

time you take it.

Know that items get harder until you

miss one.

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Why is it important for students to test in the same way each time they test?

To accurately track achievement

and growth

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Purposes for Assessment

UniversalScreening

Progress Monitoring

Forecasting State Test Proficiency

Mastery of State Standards and Common Core State

Standards

DifferentiatingInstruction

Measuring Growth

Handout

1

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Using STAR in a RTI Framework

Using STAR in a RTI Framework

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Performing Above Benchmark On Watch for

Intervention

In Need ofIntervention

How does universal screening work?

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Categories on the Screening Report

40 PR

At or Above Benchmark

Intervention

On Watch

Urgent Intervention

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Screening Report: Student Details

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A benchmark represents the minimum acceptable level of student achievement

School Benchmarks

District Benchmarks

State Benchmarks

• Defaults are set based on expert recommendations

• Can be set by administrators

• Defaults are set based on expert recommendations

• Can be set by administrators

• Determined by linking study

• Non-linked grades can be edited by administrators

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34Students

950

900

850

800

750

700

650

600

550

Screening Report: District Benchmark

At or Above Benchmark

Intervention

On Watch

Urgent Intervention

Below Benchmark

40 PR (District

Benchmark)

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Screening Report: State Benchmark

Students

950

900

850

800

750

700

650

600

550

Approaches Standards

Meets Standards

Academic Warning

Exceeds Standards

Exemplary

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Screening Report Comparison

District Benchmark State Benchmark

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Steps for Progress Monitoring Goal Setting

Start and name an intervention.

Set the goal end date.

Select a start date (if necessary)

Review the reference points.

Choose a goal type and calculate goal.

Choose a custom goal.

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Steps for Progress Monitoring Goal Setting continued…

Editing a goal.

Change Duration or Goal

Starting a new intervention

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A

On-the-spot goal setting guidance

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Goal star and Goal line

Goal line:Desired growth

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Four scores make a trend line

Trend line:Actual growth

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Looking at trends over time

A trend line marginalizes score fluctuations and shows patterns of achievement

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Access resources

• Getting the Most out of STAR Guides• Software: manuals, live chat• Phone: (800) 338-4204 • Email: [email protected]

• Renaissance Training Center: www.renlearn.com/training

• On-demand sessions• Implementation tips• Getting the Most out of STAR Guides• Much more!