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STAR Early Literacy STAR Early Literacy
&&
Measures of Academic Progress @ NHAMeasures of Academic Progress @ NHA
Using Assessment Data to Drive InstructionUsing Assessment Data to Drive Instruction
STEPPING STONES TO USING DATASTEPPING STONES TO USING DATA
Challenging Our Students to Challenging Our Students to
Reach their Highest PotentialReach their Highest Potential
How can we accomplish this?How can we accomplish this?
Better Data = Better Learning!Better Data = Better Learning!
By using assessments that help guide instruction.
Intended AccomplishmentsIntended Accomplishments
Overview of MAP and STAR EL Testing
MAP and STAR Reports
Analyze and Use Data on Reports
Student Goal Setting
Testing WindowsTesting Windows
• MAP testingMAP testing for grades 2-8 is done during three main test windows:for grades 2-8 is done during three main test windows:Fall Fall (Goals/Survey test -1 hour/subject area)(Goals/Survey test -1 hour/subject area)Winter (Winter (Goals/Survey test)Goals/Survey test)Spring Spring (Goals/Survey test)(Goals/Survey test) OptionalOptional-Summer -Summer (Survey test for placement or Goals/Survey after summer (Survey test for placement or Goals/Survey after summer school program)school program)
Only fall and spring test data will be used for gain analysis (to determine Only fall and spring test data will be used for gain analysis (to determine
student growth). Data from each test window should be used to track progress student growth). Data from each test window should be used to track progress throughout the year.throughout the year.
• STAR testingSTAR testing is done within the MAP test windows and may also be done is done within the MAP test windows and may also be done once a month, if desired. once a month, if desired.
You will pinpoint your student’s specific achievement level with greater accuracy.
This can be accomplished because…
Computer Adaptive TestingComputer Adaptive Testing
…the difficulty of test questions are automatically adjusted to the instructional level and abilities of the student, based
on their answers.
TriangulationTriangulationThree supporting pieces that agree
Never use only one piece of data to make important Never use only one piece of data to make important decisions!decisions!
Teacher(Classroom
Assessment)
Local & State Assessments
MAP/STAR Data
STAR Early LiteracySTAR Early LiteracyData AnalysisData Analysis
The key to successful instructional planning is accurate and timely assessment!
Who Should Take Who Should Take STAR Early Literacy?STAR Early Literacy?
Any student who is not yet an independent reader.
(has <100-word vocabulary)
Primarily pre-kindergarten through first-grade students.
Second-language learners
Special Ed students
STAR EL Terms & Domains
•Correlation between STAR and Scope & Sequence of Open Court
•State Aligned
General Readiness
Graphophonemic Knowledge
Phonemic Awareness
Phonics
Structural Analysis
Vocabulary
Comprehension
• 7 Domains
• 41 Underlying Skills
Refer to document:
STAR EL Literacy
Skill Definitions
(page )
STAR EL ReportsSTAR EL Reports
Teachers can Generate Reports from their DesktopTeachers can Generate Reports from their Desktop
**Score Distribution Report: Provides a table showing the skills score distribution of a group of students for each of the domains. Shows strengths and areas of concern.
*Summary Report: Summarizes the test results over time for the students you’ve selected.
*Growth Report: Shows the test results for the group of students you’ve selected and measures their progress between two testing sessions.
*Diagnostic Report: Provides an individual skills assessment, etc. and may help to determine how to improve your student’s performance.
*Parent Report: Information letter for parents or guardians that provides up-to-date information about their child’s progress in attaining early literacy skills.
Refer to document: What the Scores Mean (page )
Results show class strengths and weaknesses
Each domain includes between three and twelve skills
25-49% of the time, the student achieved this skill,
etc.
Return
If you haven’t taught the skill, the skill score
will probably be low. Don’t
worry-be happy!
Look for different skills depending on
the time of year.
Return to
Understanding
Reports
Shows skill progress for the
entire class
Literacy Domain Scores
Shows progress for individual
students
Return
Provides information on one student
Shows skills for which student may need additional instruction
Return
Identifies whether the student is an emergent
reader, transitional reader or probable reader
Scaled Score
Recommendations for Analyzing STAR Early Literacy Reports
1. Analyze the Summary and/or Growth Reports first. Review what the scaled score refers to and identify the scaled score for each student. Determine:
Emergent reader (novice): 300-674 (If young 5’s test, ideal Spring goal would be at least 300)
Transitional reader (basic): 675-774 (Ideal Spring goal for Kindergarten students would be at least 675)
Probable reader (proficient): >775 (Ideal Spring goal for First grade students would be at least 775)
2. Using the Distribution Statistics Chart and two different colored highlighters, determine the percentile rankings of each student in each literacy domain area.
•On your reports, highlight the percentile in each literacy domain, indicating where a student is below grade level. (use most recent test event)
•Using the other colored highlighter, highlight the percentile in each literacy domain, indicating where a student is above grade level.
3. Using the Diagnostic Report and the Class Breakdown by Skill Score Charts, group students according to their strengths and areas of concern.
•Refer to your Growth Report activity information and note on the Class Breakdown Chart which students are below and above grade level.
Other ResourcesOther Resources
•Power Lessons
Get Principal approval
Must purchase from Renaissance Learning
• www.renlearn.com
Click for Goal-Setting Activity:
“Using STAR EL Assessments to Guide Instruction”
MAP MAP Data AnalysisData Analysis
Key Words and ConceptsKey Words and Concepts
RIT
DesCartes
Goal Performance
MAP
Mean
Median
Norms Data based on performance of students from a wide variety of schools and school districts
The middle score received by a group of students; half of the scores are above, half are below this score
The arithmetic average
Measures of Academic Progress (the computer adaptive test) An academic roadmap.
Indicates how students performed in various goal areas of the test (state standards)
A resource listing skills/concepts, based on RIT ranges to help design instruction
Student’s instructional level score (Rausch Unit)
Think about…Think about…
What planning has to take place? What planning has to take place?
How do I own this data and make it How do I own this data and make it work for me and my students?work for me and my students?
How do I help others understand and How do I help others understand and use this data? use this data?
What resources will I need to get the What resources will I need to get the job done?job done?
Instructional LevelInstructional Level
• The MAP test is not a test for determining mastery of skills.
• It provides a road map for students toward achieving mastery.
The MAP test provides the The MAP test provides the instructional instructional levellevel of the student through the RIT score, of the student through the RIT score, which can then be translated into skills and which can then be translated into skills and
concepts that the student already knows concepts that the student already knows and/or should be taught.and/or should be taught.
MAP’s RIT (MAP’s RIT (RRasch Unasch Unitit) Scale) Scale
• RIT = Achievement/ Instructional level score
• Used to show growth over time
• Numbers on the RIT scale relate directly to the difficulty of items on the test to provide a more accurate assessment
• Score has the same meaning regardless of the students’ grade level or items taken
Beginning Literacy
Adult Reading
5th Grad
e
xx x
x
xx
xx
x
x
x x
x
x
x
MAP Test
++
-+
-- -++
++ 215
150
250
Let’s GetLet’s GetFamiliar with MAPFamiliar with MAP
Reports! Reports!
Access Online:– Teacher Report – Class Roster Report (Individual Student Progress)– Class by RIT Report
Must Order: (Principal has instructions how to order)– Class Report (Alpha & RIT)– Grade Report (Alpha & RIT)– Individual Student Progress Report (Parent Report)– Achievement Status Growth Report (ASG)
MAP ReportsMAP Reports
MAP Reports are available 24-48 hours after testing is complete, provided data uploads to NWEA are successful.
Accessing NWEA Reports Website
Primary Teachers receive their user name and
password from Principal
(Principal receives from MAP Coordinator)
Go to https://reports.nwea.org
BondyBondy3586759 ******
Accessing MAP “Teacher” Reports
Accessing MAP “Teacher” Reports
Sample Teacher Report
Click for Goal Score Translatio
n Chart
Return
Accessing “Class Roster” ReportsAccessing “Class Roster” Reports(AKA Individual Student Progress Reports)
Click Here for Student
Information
Accessing “Class Roster” Student InformationAccessing “Class Roster” Student Information
““Class Roster” Student InformationClass Roster” Student Information
Click on student name for
Progress Report
Accessing “Class Roster” Accessing “Class Roster” Student Progress ReportsStudent Progress Reports
Class Roster: Individual Student Progress Report
On-line Indiv. Student Progress Report p. 10
Return
Class by RIT: Class Breakdown by Class by RIT: Class Breakdown by SubjectSubject
Click on subject area name to see the class
breakdown by goal area
Or click on
<all students in cell> to see DesCartes skills associated
with the students in that RIT range
Click on student’s name to see DesCartes skills and
concepts associated with RIT range
Class by RIT: Class Breakdown by GoalClass by RIT: Class Breakdown by Goal
Or click on a goal name to see DesCartes skills for the entire RIT range
in that goal for the class Return
Return
Return
Return
(AKA Parent Report)(AKA Parent Report)
Sample Report p. 9
Achievement Status & Growth Achievement Status & Growth ReportReport
Achievement Status & Growth Targets Class Report p.
A Closer Look: Teacher ReportA Closer Look: Teacher Report
RIT vs Percentile: Teacher ReportRIT vs Percentile: Teacher Report
Percentile: Grade level dependent Percentile: Grade level dependent (NWEA norm)(NWEA norm)
RIT: Grade level independentRIT: Grade level independent
Are there Are there
expected RIT expected RIT
and growth and growth
scores?scores?
typical
Monitoring Growth in Student Monitoring Growth in Student AchievementAchievement
Mathematics Achievement and Growth
Monitoring Growth in Student Achievement Chart
RIT Block Growth NormsRIT Block Growth Norms
11.3 5.4
RIT Block Growth Norms p.Monitoring Growth in Student Achievement p.
Placement Guidelines p.
Placement GuidelinesPlacement Guidelines
A RIT is only one A RIT is only one piece of the puzzle piece of the puzzle
for making important for making important decisions.decisions.
Summary Goal InformationSummary Goal Information
Sample Math Teacher Report p.
Goal Performance Areas
correlate to State topics Summary
Totals in the Goal
Performance Areas
Scavenger HuntScavenger Hunt
• Which student has the highest score?
• Which student has the lowest score?
• Which student has the median score?
• Which goal area has the highest mean?
• Which goal has the lowest standard deviation?
Sample Math Teacher Report p.
Katlynne
Kirsten
Nasser
Number Sense
Algebraic Fxn
Let’s Work Let’s Work with the Sample with the Sample
DataData
Fall 2003
NWEA Sample DistrictNixon ElementaryBondy, Bondy6
55 Bondy6th Grade 6 Math
234Patrick Robert
Robert
Patrick
202 216 217
234
202
216
216
10th
4th
10
4
USE Sample Math Teacher Report p.Materials p. Monitoring Growth Chart p.
217 216
This class is achieving similarly to a typical 6th grade class.
A difference of 3 or more RITs between the median of the class and the grade level median (from Monitoring Growth Chart)
would be considered significant.
Now You Use Now You Use Your Own Your Own
Data!Data!
Blank Materials: Teacher Report Snapshot
Given typical growth (using the Monitoring Growth chart) for this grade level, it will take approximately ________ years for the low end of your class to achieve grade level?
Monitoring Growth Chart p.
Answer:
• Low-end RIT + Yearly Fall to Spring Mean Growth = Grade Level RIT
• Count the number of yearly Fall to Spring Mean Growth entries you added
• The number you added equals the number of years needed to achieve grade level
Let the Data Speak to You!Let the Data Speak to You!
We Will Look for….
– Academic Diversity
–Median (middle of the class)
– Outliers (high-end, low-end: they affect the mean)
– Areas of Strengths and Concern
– How Data Compares to “Typical” in Norm Group
200200
210210
220220
230230
240240
Identify Academic DiversityIdentify Academic Diversity
4 separate learning groups
within the class.
Breakdown by Breakdown by 10 point RIT 10 point RIT
bandsbands
Academic Diversity Class SnapshotAcademic Diversity Class Snapshot
Blank Materials: Class Breakdown by Overall RIT Score p.
Now You Use Now You Use Your Own Your Own
Data!Data!
Use Your Teacher Report
Identify Academic DiversityIdentify Academic Diversity
Divide your report, by drawing lines at 10-RIT intervals. (highlighters work well)
Start at the top of the report, with the first RIT score and draw a line across your paper.
Add 10 to that RIT score and draw another line at that new number.
Add 10 to that number and draw a line at the new number, etc.
Example: draw line after 210, 220, 230, 240, etc.
Example: draw line after 153, 163, 173, 183, etc.
Use your own Teacher Report
200200
210210
220220
230230
240240
Identify Academic DiversityIdentify Academic Diversity
4 separate learning groups
within the class.
Identify Relative Strengths and/orIdentify Relative Strengths and/or Areas of ConcernAreas of Concern
213
Look for a difference of 3 or more RIT PointsLook for a difference of 3 or more RIT Points
StrengthsStrengths
Areas of concernAreas of concern
220 220221224 220
Now You Use Now You Use Your Own Your Own
Data!Data!
Materials: Teacher Report
Aaron J. A.(201)
Class Breakdown of Goal Performance Areas?Class Breakdown of Goal Performance Areas?
Benefits to Using the Class by RIT ReportBenefits to Using the Class by RIT Report
Teachers can…
• Understand academic diversity within a classroom• Recognize academic diversity across subject areas • Group students with similar instructional needs.• Identify needs for individual learning plans.• Easily access DesCartes: A Continuum of Learning
Class by RIT: Class Breakdown by SubjectClass by RIT: Class Breakdown by Subject
Click on subject area name to see the class
breakdown by goal area
Click on student’s name to see DesCartes skills and
concepts associated with RIT range
Class by RIT: Class Breakdown by GoalClass by RIT: Class Breakdown by Goal
Or click on a goal name to see DesCartes skills for the entire RIT range
in that goal for the class
Or click on
<all students in cell> to see DesCartes skills associated
with the students in that RIT range
DesCartes/ previously known as the DesCartes/ previously known as the Learning ContinuumLearning Continuum
• RIT scores can be linked to specific skills, concepts, vocabulary, signs and symbols a student needs to acquire continued growth
• Classified into 10 point RIT divisions
DesCartes is not to be used as a curricula.DesCartes is not to be used as a curricula.Use it as a tool alongside state standards.Use it as a tool alongside state standards.
Class by RIT: Access to DesCartesClass by RIT: Access to DesCartes
What you will need:
•Class by RIT Report
•DesCartes
•Student Goal Planning Sheet
Class by RIT Analysis & PlanningClass by RIT Analysis & Planning
Goal Setting with StudentsGoal Setting with Students
• Set class and individual student goals
– Conference with each student to set goals
– Periodically review performance (5-10 minutes) with student
– Celebrate successes!
– Set goal for improvement (Ex. – Word Analysis) How would you do this?
– Set growth goal
• Make a Plan
– The teacher will ______ .
– The student will ______ .
RIT Stick
For measuring academic growth
Student can fill out
Can travel in cumulative record folder
Materials p.
Talking with Talking with ParentsParents
Sharing Information with Parents
• Spend no more than 5 minutes on test data
• Share class goal
• Share student’s goal
• Share ideas to help with goal/s at home
Checkpoint!
• What is the first thing to do with your Teacher Report?
• What steps should you take when analyzing your Class by RIT report?
• Do you feel comfortable about how to set class/individual goal/s?
• How do you feel about goal-setting with students?
• How do you feel about talking to parents?
• How will you attempt to differentiate instruction?
• Questions/Comments?
END Section 7
Think AboutThink About
•We must all understand and take ownership We must all understand and take ownership of this data!of this data!
•We must use this data to drive instruction! We must use this data to drive instruction!
•We must follow through on our action plans!We must follow through on our action plans!
RESOURCES AVAILABLE TO STAFFRESOURCES AVAILABLE TO STAFF
• ““Teacher Testing Resource website for MAP & STAR EL”:Teacher Testing Resource website for MAP & STAR EL”: http://www.academylink.com/et/nwea/teachersupport.html
• Review the NHA Testing Administration Handbook
• ““Teacher Chalkboard” (Online Communication)Teacher Chalkboard” (Online Communication)
Need Help? Who Do You Call?Need Help? Who Do You Call?
Data Busters: Robert Theaker, Laura Stabler, Regina GigowskiRobert Theaker, Laura Stabler, Regina Gigowski
Math Buster: Randy Creswell
Reading Busters: Shelby Brownell, Sarah Huddleston, Mandy Lohman
Let’s build the bridge together so we can get to the other side where all students are challenged to realize
their potential!
• Please complete the evaluation form.
Thank You!
Help us Learn From You …Help us Learn From You …
END Section 8
END OFEND OF MAP MAP
DATA ANALYSISDATA ANALYSIS