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