STAR Training
of Trainers
What is a computer adaptive test?
Too
low
Appropriate
content
Too
high
Traditional Assessments are Imprecise
Above and Below Grade Level
Sixth grade
reading assessment
Below
sixth grade
Sixth grade
test items
Above
sixth grade
CAT: Precise at All Levels
Sixth grade
reading assessment
Below
sixth grade
Sixth grade
test items
Above
sixth grade
STAR Early Literacy
•
•
•
•
•
•
•
General readiness
Graphophonemic awareness
Phonemic awareness
Phonics
Vocabulary
Comprehension
Structural analysis
STAR Reading
•
•
•
•
Vocabulary in context
Comprehension
Instructional reading level
Independent reading
range
STAR Reading tests comprehension
Background
knowledge
Construct
meaning
from text
Vocabulary
knowledge
STAR Math tests competency in
eight mathematical strands
Numeration
Computation
Estimation
Algebra
Word
Problems
Geometry
Measurement
Data analysis
& statistics
Scaled Score (SS)
0 SS
900 SS
615
1400 SS
Percentile Rank (PR)
1 PR
99 PR
52
Grade Level Equivalent Score (GE)
0.1 GE
12.9 GE
4.8
Two types of growth
Scaled Score:
Absolute Growth
Percentile Rank:
Relative Growth
Estimated Oral Reading Fluency
A New Measure in STAR-EL
and STAR Reading
STAR and Est. ORF
• Resulted from a correlational study looking at
– STAR (EL and Reading) scores
– and DIBELS Oral Reading Fluency
• Statistically HUGE sample
– N=12,220
What a correlation!
What a correlation!
Notice What Happens
G4 – R=0.71
G3 – R=0.78
G2 – R=0.84
G1- R=0.87
Diagnostic Information
Reasons for score fluctuation
Standard Error
of Measurement
(chance)
Fluctuation in
student performance
(good day, bad day)
Regression
to the mean
(statistical phenomenon)
Fidelity of Administration
Pre-Test Instructions
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
24
Using STAR in an
RtI Setting
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)
26
Screening Report
A Math Report
1. Are you satisfied with the number/percent of
students in your class/grade who are at or above
proficiency? Is core instruction effective?
2. 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?”
3. 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?
4. What is being done or what do you think needs to be
done for those students in need of “intervention”
(Yellow)?
George Batsche
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)
Clean the Fish Tank!
• If the water in the fish
tank is dirty, you don’t
start taking our
individual fish and
diagnosis their needs.
You clean the fish tank!
Heather Diamond, FL Department of Ed.
Progress Monitoring
Student Growth in PR and SS
486 SS
23 PR
485 SS
484 SS
483 SS
482 SS
481 SS
480 SS
479 SS
22 PR
478 SS
477 SS
Meta-skill assessments & single
skill probes
STAR Assessments
measure skills
as a whole
Individual probes
measure skill on
isolated tasks
Progress Monitoring
It is a common misconception that accurate measure of the
isolated skills requires an explicit, separate test for each skill.
On the contrary, since the sub skills in a given domain are
highly interrelated, sub skills scores can be derived more
accurately—and more efficiently—from student’s overall test
performance, which provides far more data from more items
than a short probe.
Goal Setting
Star Hosted Data
The Statistics Behind the Goal-Setting Wizard
1st
K
1
2
3
4
5
6
7
8
9
10
11
12
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
Goal-Setting
Rate to Maintain
11PR = 2.0
Rate to Meet Benchmark = 7.0
Moderate Goal
= 3.3
Ambitious Goal =
5.5
Not responding to the intervention
Check the fidelity
of implementation
Give the intervention
more time to work
Increase the intensity
of the intervention
Try a new
intervention
Editing a goal
Give the intervention
more time to work
Starting a new intervention
Try a new
intervention
How is Y responding to the new intervention?
STAR Early Literacy
STAR Math
STAR Reading
Very Highly Rated
for Both Screening
and Progress Monitoring
by the National Center for Response to
Intervention
www.rti4success.org
High rating from National Center on RTI
Screening Tools Chart (partial)
www.rti4success.org
High rating from National Center on RTI
Progress Monitoring Tools Chart (partial)
www.rti4success.org
•
•
•
•
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
55
RtI Experts
Dr. George Batsche
Dr. Matt Burns
Dr. Ted Christ
Dr. Joe Kovaleski
University of South Florida
University of Minnesota
University of Minnesota
Indiana Univ of PA
Dr. Ed Shapiro
Dr. Amanda VanDerHeyden
Lehigh University
Consultant
Dr. Jim Ysseldyke
University of Minnesota