STAR READING
REPORTS AND THEIR
PURPOSE
DPS SAL Training
This is intended to be an interactive
guide to STAR reports and data
reviews based on those reports.
Each slide has buttons to click to
navigate to a different section. On
Page 3, hovering over the blue buttons
will give you an overview of that
section. Clicking on the report will
take you to that section.
Purposes for Assessment
Universal
Screening
Instructional Planning
Progress
Monitoring
Measuring Growth
Mastery of State Standards
and Common Core State
Standards
Forecasting State
Test Proficiency
Screening Report Overview
Universal
Screening
Use the Screening Report to help you
plan for intervention and prioritize
student needs across an entire grade
level or within a single class. The
Screening Report allows you to
consider student performance in
relation to school, district, or state
benchmarks.
Screening Report

Back to Report
Purposes
Screening Report - Provides a
graph that shows the
distribution of students above
and below benchmark.
Report Overview
Go to Data Review
Guide
STAR Screening Report
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• Screening
Screening Filters:
• Choose Grade, Students, Classes or Groups
• Choose your demographic (Reporting Parameter Group)
• Choose Screening Period to view
• Put a checkmark in all boxes
(Show Student Details)
• Click View Report
(Bottom or Top of Report)
Screening Report
Are enough
students
reaching
benchmark?
Could some
students
be challenged
more?
Is our core
instruction
working?
How many
students need
intervention?
Click Path to Screening Report
Play
Back to
Analyze Data – Fall
Screening
 Identify students below benchmark
in need of intervention
 Identify students well above
benchmark who may be in need of
enrichment
 Make intervention decisions: How
many students are in need of
intervention and how many do you
have the resource to help?
 Set goals for the year
Analyze Data – Winter
Screening
 Evaluate progress toward goals
 Evaluate effectiveness of core
instruction
 Evaluate effectiveness of
intervention to date
 Identify students in need of
intervention
Analyze Data – Spring
Screening
 Check progress toward goals
 Evaluate the health of core
instruction
 Check the effectiveness of
intervention programs to move
students toward benchmark
 Make resource decisions for
next year
How Screening Relates to RTI
Progress
shown
Data Review
Progress
Monitoring
with STAR
Lack of
progress
Intervention B
Intervention A (Tier 2)
Data Review
Screening with STAR
Core Instructional Program (Tier 1)
Fall Screening
Group Activity
What is this picture telling you?
1. Review the Screening Reports
2. Ask, “Is this an acceptable picture?
Where could we focus or what does the
data say for these areas?”
• Core instruction?
• Intervention?
• Other issues or students?
3. Consider key questions at bottom
4. Discuss strategies for allocating
resources if there are more students in
need of intervention than you have
resources to help
Discuss Implications of Data
 Do all students represented by your lowest level
need urgent intervention?
 What changes to instruction and intervention need
to take place in order to meet your goals?
 What support will you provide for students who are
below benchmark but not receiving intervention?
 How will you address the needs of students scoring
well above benchmark?
 Can resources be reallocated or schedules be
adjusted to provide more support to grades with
more students who are in trouble?
 What do you need to do to meet your goals?
Considering Alternatives
 Were some students not tested who should
have been? How would their performance
factor into these results?
 How does the data look different when other
benchmarks are applied?
 Was the assessment administered with
fidelity?
 Are you surprised by the results of specific
students? What other factors or data might
explain their performance?
Develop a Plan of Action
 Set goals for the school year and interim goals to
meet along the way
 Determine immediate steps that need to be taken in
terms of intervention and core instruction
 Anticipate long-range solutions that may be
necessary to build and sustain change
 Develop and implement plans for intervention
 Meet with data teams to assign students to
intervention
 Make plans for strengthening core instruction
Winter Screening
Group Activity
What is this picture telling you?
1. Review the Fall and Winter Screening
Reports
2. What percentage of students are above
benchmark? How does that compare
to fall?
3. What percentage of students are onwatch (just below benchmark)? How
does that compare to fall?
4. Are you on track to meet your goals?
Did you meet your interim goals?
Discuss Implications of Data
 What does the change in the percent of students
at/above benchmark or on-watch tell you about
the effectiveness of core instruction?
 What does the change in the percent of students
in intervention categories tell you about the
interventions strategies you have in place?
 Do adjustments need to be made to core
instruction and/or interventions to be on track to
meet your goals?
 Are some grades now in more need than others?
Do resources need to be shifted?
Considering Alternatives
 How long have any changes to core
instruction and interventions been in
place? Was it enough time to expect to
see results?
 What other reasons may account for the
change in screening data?
 Were both screenings administered with
fidelity and students properly motivated?
 What personnel, resources, or professional
development could be utilized this year to
boost achievement?
Develop a Plan of
Action
 Make adjustments to intervention
 End intervention for students who are
now successful
 Intervene with students who have
slipped since fall screening
 Boost core instruction
Spring Screening
Group Activity
What is this picture telling you?
1. Review the Fall, Winter and Spring Screening Reports
2. What percentage of students are at/above benchmark?
How does that compare to fall and winter?
3. What percentage of students are on-watch (just below
benchmark)? How does that compare to fall and
winter?
4. What percentage of students are in the intervention
categories? How does this compare to the fall and
winter results?
5. What commonalities (if any) exist among students
who did not demonstrate success? Who did
demonstrate success?
6. Are students who moved out of intervention
maintaining their gains?
7. Did you meet your goals? What goals will you set for
next year?
Discuss Implications of Data
 What does the change in the percent of students
at/above benchmark or on-watch tell you about the
effectiveness of core instruction?
 What does the change in the percent of students in
intervention categories tell you about the intervention
strategies you have in place?
 What decisions did you make or changes did you try this
year that seem to have worked?
 What didn’t work? What alternatives will you try next
year?
 Did more students change categories from fall to winter
or winter to spring? Why do you think that is?
 Do students need more support after moving out of
intervention to maintain their gains?
 Are there students or groups whose needs should be
addressed better next year?
Considering Alternatives
 What other reasons may account for
the change in screening data?
 Where all screenings administered with
fidelity and students properly
motivated?
 For how long have any changes to core
instruction and interventions been in
place? Was it enough time to see
results?
Develop a Plan of
Action
 Consider allocating resources next year to
support areas of need
 Determine areas in which professional
development is needed
 Plan for assessment and data review for
next year
RESOURCES
www.renlearn.com
Hosted252.renlearn.com/245193
Instructional
Planning
 Identify students below benchmark
in need of intervention
 Identify students well above
benchmark who may be in need of
enrichment
 Make intervention decisions: How
many students are in need of
intervention and how many do you
have the resource to help?
 Set goals for the year
Instructional Planning Overview
Instructional Planning

One of the most important aspects of STAR is that it provides data
on students’ knowledge of specific skills. The Core Progress
Learning Progressions is used to identify the continuum of
concepts, strategies, behaviors and skills students develop as they
progress. Access Performance Tasks, skill probes and teacher
activities. STAR Record Book is an interactive tool where teachers
can view suggested skills to locate a students entry point into Core
Progress and form instructional groups.
Instructional Planning
Back to Report
Purposes


Instructional Planning – Student – Provides a list of
skills that an individual may likely be ready to learn
next.
Instructional Planning – Class -Provides a list of skills
that a group or class may likely be ready to learn next.
Report Overview
Data ReviewStudent/Class
Instructional Planning
Back to Reports
Explore Core
Progress
Instructional
Planning - Student
Instructional
Planning - Class
Core Progress Learning Progressions
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Enterprise Home
• Core Progress
Items to Note:
• Grade level skill statements
• Foundational Skills to the left
• >> Denotes Focus Skill (has prerequisite skills)
• Skill Probes (not on all skills)
• Performance Tasks
• Print Button at bottom of page
Explore Core Progress
 STAR Reading/SEL
 Enterprise Home
 Core Progress
All Performance Tasks
Content
Vocabulary
Skill Probes
Linguistic
Competencies
Teacher
Activities
ELL support
Standards
>> Focus Skills
Prerequisite Skills
INSTRUCTIONAL PLANNING FOR STUDENT
 Identify skills students are ready to learn
 Plan for differentiated instruction
 Check that students are ready for the upcoming
curriculum and instruction
 Compare student readiness with curriculum
and instruction
Back to Instructional Planning
Instructional Planning Report
Record Book - Student
Data Review Guide
Instructional Planning Report - Student
Click Path for Renaissance Place:
• STAR Reading or STAR Early
Literacy
• Reports
• Instructional Planning - Student
Instructional Planning Filters:
• Choose Students or Class
• Show Projected Growth – May
want to choose before state
assessment
• Click View Report
(Bottom or Top of Report)
Instructional Planning Report - Student
What is a
student’s current
and projected
performance?
Which skills
is a student
ready to learn
next?
How can I see
how a skill fits
into a learning
progression?
Instructional Planning through
the Record Book
Click Path for Renaissance Place:
• STAR Reading/Early Literacy
• Record Book
• Click on Student’s name
• Click View suggested skills
Items to Note:
• Projected Growth (note end date)
• Notice all Test dates
• Foundational Skills to the left
• Items in blue are what a student
may be ready to learn next.
Instructional Planning Record Book
Instructional Planning Record Book
Blue indicates the skills the
student may be ready to
learn next.
Instructional Planning through
the Record Book
Click Path for Renaissance Place:
• STAR Reading/Early Literacy
• Record Book
• Sort by ascending or descending
• Click Edit Instructional Groups
• Group students according to close
Scaled Score (not by color; skills
will be for median score of group)
• Save
• Left hand side, click Reports
Instructional Planning Report - Class
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• Instructional Planning
Instructional Planning Filters:
• Choose Grade, Students, Classes
or Groups
• Choose your demographic
(Reporting Parameter Group)
• Click View Report
(Bottom or Top of Report)
Note: Groups will not stay set if you do not set them in the
Record Book.
Instructional Planning Report - Class
Lists median
scaled score
and range
What skills are
appropriate
for groups of
students
to work on?
Lists names
in order of
scaled score
Targets skills for
group
Instructional
Planning
Group Activity
What is this picture telling you?
1. Review Instructional Planning Report for students or
class. Have skills to learn statements and Core
Progress learning progressions.
2. Do the skills listed seem appropriate for this student or
group of students?
3. How do the skills on the report align with your
established curriculum, pacing guide, scope and
sequence?
4. Are some of the listed skills ones you are getting ready
to teach? Which ones?
5. Have some of the skills listed already been taught?
Which ones?
6. Are some of the skills listed on the report more
advanced than those you plan to teach this school
year? Which ones?
Discuss Implications of Data
 How will you balance teaching your core curriculum
with teaching the skills identified as the ones
students are ready to learn?
 How do you plan to remediate instruction for
students with skills that have already been taught?
 How do you plan to enrich instruction for students
who have already learned the skills you’re getting
ready to teach?
 Do the flexible groups you created need to be
adjusted?
 Is grouping appropriate for all students or are there
some students you would want to consider
individually?
 Are there related skills from different domains that
could be combined for an integrated lesson?
Considering Alternatives
 Are there students with scores that are
not representative of their abilities?
 Was the test administered with
fidelity?
 Are there additional factors that may
prevent students from learning the
skills listed or working with the group in
which they’ve been placed? (e.g.
behavioral issues, students with
disabilities.
Develop a Plan of
Action
 Compare skills listed on the report to your
curriculum, pacing guide, or scope and
sequence
 Provide time for differentiated instruction in
which students have an opportunity to work on
skills they are ready to learn
 Adjust flexible groups
 Use Core Progress learning progressions to view
the continuum of skills
 Use Core Progress learning progressions to learn
more about the skills identified on the report.
Progress Monitoring Overview
Progress
Monitoring

STAR Enterprise software enables teachers to set intermediate
goals for students for a specified intervention period. To assist with
this task, STAR software records the important information about
an intervention and helps you calculate goals for individual students
based on their current reading or math status. The software then
plots a student’s progress and projects whether or not he or she
will meet the goal on the Progress Monitoring Report.
Progress Monitoring

Progress Monitoring Report - Individual
student’s progress toward a goal and uses
a trend line to show projected growth.
Goals need to be set in order to see the
goal end date.
Report Overview
Data Review Guide
Back to Report
Purposes
PROGRESS MONITORING
 Determine the effectiveness of an intervention with a
particular student
 Evaluate the effectiveness of intervention programs
 Identify the type of student for which a particular
intervention is successful
 Ensure interventions are effective for disaggregated
groups
 Consider alternatives for interventions that are not
working
Back to Progress Monitoring
Data Review - Student
Data Review - Group
STAR Progress Monitoring Report
Adding a Goal
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Screening, Progress Monitoring & Intervention
• Choose a class from drop down menu
• Click Search
• Click on Student’s name
• Click Add Goal
Items to Note:
• All Student test scores
Progress Monitoring Adding a Goal
Change goal
duration or
set new
intervention
and goal
See goal and
calculated
growth rate*
(after 4 scores)
Name the
intervention
and set goal
end date
Set up or
define goal
Click
Calculate
Goal
Progress Monitoring – Create a Group
Click Path for Renaissance
Place:
• STAR Reading or STAR Early
Literacy
• Screening, Progress
Monitoring & Intervention
• Manage Groups
• Create Group
• Enter Group Name
• Select all Personnel who
work with this group
• Choose Products
• Save
Progress Monitoring Report
Click Path for Renaissance Place:
• Click Generate Progress Report (or Reports>Student Progress
Monitoring)
Instructional Planning Filters:
• Choose Students, Classes or Groups
• Save Selection
• View report
Progress Monitoring - Student
Where is the
student now?
What is the
goal the student
needs to reach?
When did the
intervention
start?
Is the student
on target to
reach the goal?
How has the
student been
scoring over
time or since
the intervention?
What is the
actual rate of
growth (trend)?
Progress
Monitoring for a
Student
Group Activity
What is this picture telling you?
Gather Data:
Student Progress Monitoring Report; trend line,
compared to goal line (if available); rate of growth.
1. How is this student responding to the intervention?
2. If this student’s rate of growth continues, where will
the student likely end up by the end of the
intervention?
3. How close is the student to meeting benchmark?
Discuss Implications of Data
 Is the intervention you’re using being implemented
as intended and with fidelity?
 Does the intervention need more time to work?
 Has the student been successful enough for the
intervention to end and the student to return to core
instruction? Or, what additional support or
monitoring might be needed?
 Has the student made enough growth to try
decreasing the intervention intensity to gauge if
he/she is ready for the intervention to end?
 Do you think the student might benefit from
increasing the intensity of the intervention to
accelerate their progress?
 What factors went into the selection of the goal?
Considering Alternatives
 What else do you know about this
student that can help you make
instructional decisions?
 Does the information on this report
confirm or contradict other progress
monitoring tools you’re using?
Develop a Plan of
Action
 End this intervention for the student
 Start a new intervention
 Give this intervention more time to work
 Edi the student’s intervention or goal
 Set up groups or characteristics in order to look at
commonalities in data among students in the
same intervention or with similar characteristics.
Progress Monitor
for a Group,
Group Activity
What is this picture telling you?
Gather Data:
Student Progress Monitoring Report; trend line, compared to
goal line (if available); Groups (set in STAR Screening, Progress
Monitoring, and Intervention link, set up for students in the
same intervention; Characteristics (set in RP i.e. ELL students
etc…)
1. With which student characteristics do you want to consider
data?
2. How many students with the same characteristic or in the
same intervention have responded positively to the
intervention?
3. How many students with the same characteristic or in the
same intervention have NOT responded positively to the
intervention?
4. Do the students in the intervention have similar needs?
5. Is there enough data available? Have students been in the
intervention for long enough for a pattern to emerge?
Discuss Implications of Data
 Is the intervention you’re using being implemented as
intended and with fidelity?
 Are you seeing similar results with other students in
this intervention?
 For what type of student is this intervention
successful? How could this information help as you
assign new students to interventions?
 For which students are you still looking for a
successful intervention? What common needs do
those students have that can help shape your search?
 Is this intervention moving students toward
benchmark at a fast enough rate?
 Can you apply what’s working with other students?
 Are there any students for whom you think it would
be beneficial to end, change, or increase or decrease
the intensity of interventions?
Considering Alternatives
 Did all students in the group you are
considering experience the
intervention in the same way?
 Was STAR administered with fidelity?
 Do other progress monitoring
assessments confirm or contradict the
data from STAR?
Develop a Plan of
Action
 Research alternative options for intervention.
 Make adjustments to existing intervention and
monitor changes in student performance.
 Expand successful interventions to include
additional students.
Measuring Growth Overview
Measuring growth is essential to
understanding the effects of
instruction, assessing student
needs and set goals for
improvement. STAR offers
Growth Report, Student Growth
Percentiles, Growth Proficiency
Chart, Annual Progress Report,
and Longitudinal Report
Measuring Growth
Measuring Growth Overview
 Annual Progress – Provides a graphic display of the reading or
math progress of a student or class across a school year in
comparison to a National Norm Reference.
 Growth Report – Provides scores for a pre-and posttest, along
with student growth percentiles
 Longitudinal Report – Shows growth over multiple years
Report Overview
Go to Measuring Growth
Back to Report
Purposes
Measuring Growth Reports
Back to Measuring
Growth
Annual Progress
Growth Report
Growth Proficiency
Longitudinal Report
Annual Progress Report
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• Annual Progress
• Select Class/Student/Classes/Groups
• Choose Reporting Period
Items to Note:
• Green background lines represent
25, 50 and 75 percentile ranks for
this grade
• Trend line is calculated after 3 or
more tests
Annual Progress Report
Is this student or class
growing at a rate that is
average, above average, or
below average compared to
students nationwide?
What is the trend in growth
of my students or class?
Is my curriculum and
instruction leading to the
gains I hoped for, or do I
need to make adjustments?
Growth Report
Click Path for Renaissance Place:
• STAR Reading or STAR Early
Literacy
• Reports
• Growth
• Select
Class/Students/Classes/Groups
• Select Reporting Periods
Items to Note:
• Must use Predefined date range if
you want to get an SGP score
Growth Report
Did students grow as much
as can be expected?
What can student growth
data tell me about the
effectiveness of my
curriculum and instruction?
Which students do I need
to be concerned about?
Which have been
successful?
Growth Proficiency Chart
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• Growth Proficiency Chart
Items to Note:
• Colorado says average growth is
between 35-65
• If you want a copy of this report, you
must use a snipping tool or a “print
page”
Growth Proficiency Chart
How does a student’s
achievement compare to
his growth?
How much are students at
all proficiency levels
learning and growing?
Which students may need
more challenge?
Longitudinal Report
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• Longitudinal
• Choose Cross Sectional (Same grade
year to year) or Growth (Same
students over multiple years
• Choose time frame
• Click Update
Items to Note:
• May print this report but colors do
not show up on PDF.
Longitudinal Report – Cross Sectional
Looking at the
Spring timeframe,
which grade levels
have shown more
growth from year
to year?
Are there any grade
levels that need more
resources or do
teachers need
professional
development?
Looking at the Fall
timeframe, are
students coming in
lower or higher
than previous
years?
Longitudinal Report - Grade
How have students
grown over time?
Has school goals
been reached with
each grade level?
Have enough
resources been
placed nto each
grade level over
the years to move
students into Met
Benchmark?
Mid-year Growth
Group Activity
What is this picture telling you?
Gather Data:
Growth Report (fall to winter): SGP, SS, PR; Growth
Proficiency Chart (fall to winter): students scoring in the
“low growth” quadrants; Annual Progress Report trend
line (if 3+ tests have been taken)
1. What are the criteria for successful growth at your
school?
2. How many students meet the criteria?
3. How many fall short?
4. How many students fall into each quadrant on the
Growth Proficiency Chart? How has it changed over
time?
Discuss Implications of Data
 Are the results what you expected? What did you
or didn’t surprise you?
 Looking at students who met criteria for success,
to what instructional practices can you attribute
their success?
 Do you see similarities in students who have
made gains? What about those who haven’t?
 What are some strategies to accelerate learning
for students showing less growth?
Considering Alternatives
 Were tests administered with fidelity?
 Is there other evidence that may
confirm or contradict the findings
above?
 Are your expectations for success
reasonable, realistic, and fair?
Develop a Plan of
Action
 Define criteria for success
 Identify effective instructional practices and
determine if they can be replicated or
expanded to include more students
 Evaluate ineffective instructional practices
to determine why they were ineffective
 Institute practices that are designed to help
low-growth students who growth
End of Year
Group Activity
What is this picture telling you?
Gather Data:
Growth Report (fall to spring): SGP, SS, PR; Growth
Proficiency Chart (fall to spring): low growth quadrants;
Annual Progress Report trend line (if 3+ tests have been
taken)
1. What are the criteria for successful growth at your
school?
2. How many students meet the criteria?
3. How many fall short?
4. How many students fall into each quadrant on the
Growth Proficiency Chart? How does this compare to
results from the winter testing?
Discuss Implications of Data
 Are the results what you expected? What did you
or didn’t surprise you?
 Looking at students who met criteria for success,
to what instructional practices can you attribute
their success?
 How will you challenge students who are showing
low growth but high achievement?
 Do you see similarities in students who have
made gains? What about those who haven’t?
 How could you use this information to make
placement and program decisions for next school
year?
 How much will a summer break set back student
performance? How could you help students keep
the gains they’ve made over the summer?
Considering Alternatives
Were tests administered with
fidelity?
Is there other evidence that may
confirm or contradict the findings
here?
Are your expectation for success
reasonable, realistic, and fair?
Develop a Plan of
Action
 Make placement and programming decisions for
next school year and adjust after next year’s fall
screening as needed
 Identify effective instructional practices and
determine if they can be replicated or expanded
to include more students
 Evaluate ineffective instructional practices to
determine why they were ineffective
 Institute practices that are designed to help lowgrowth students show growth
 Consider programs to help students maintain
performance throughout the summer
Longitudinal
Growth Growth
Group Activity
What is this picture telling you?
Gather Data:
Longitudinal Report (best viewed live so
adjustments can be made)
Method being used: growth or cross sectional
1. How does the percent of students above
benchmark change each year?
2. How does the percentage of students in the
intervention categories change each year?
Discuss Implications of Data
 What changes to curriculum, instruction,
intervention, or staff development may account for
the trends in data?
 What does the change in the percentage of students
at/above benchmark (Intervention) tell you about
the effectiveness off core instruction (interventions)?
 If the changes in data are not as significant as
desired, how could programs be amplified, enhance
or replicated to make gains more pronounced?
 Are there areas in need of improvement that should
be the target of additional resources or further
consideration?
 How does the data picture change when all student,
not just those tested in all time frames are
considered?
Considering Alternatives
 Has the district benchmark remained
stable through the years in which this
data was collected?
 Has the way STAR was administered
changed significantly through the years
you are reviewing? For example, have
there been changes in faculty, fidelity,
or training?
Develop a Plan of
Action
 Further study or dedicate resources to areas
not showing the change you expect.
 Set goals for longitudinal growth
 Replicate or expand successful programs
 Evaluate curriculum, instruction, and/or
intervention in areas not showing growth
State Standards Overview
 STAR has the ability to estimate the level of mastery of Common
Core State Standards for a student, class, or district . Reports show
current levels of mastery as well as projected levels by the end of
the school year. They also graphically display the difficulty of each
standard. All of this data helps teachers and administrators analyze
the effectiveness of the curriculum, identify learning gaps, and
make improvements.
Mastery of State Standards
and Common Core State
Standards
State Standards Overview
 State Standards Report – Class – Displays an estimate of your class’s current
and projected mastery of each state standard or CCSS.
 State Standards Report – District – For each state standard or CCSS, shows
the percentage of students in the district who are currently in or above the
estimated mastery range and shows the percentage forecasted to be there
by the end of the year.
 State Standards Report – Student – Displays an estimate of a student’s
current and projected mastery of each state standard or CCSS.
Report
Overview
Back to Report
Purposes
Go to State
Standards
State Standards Reports
Back to State Standards
State Standards
Report – Student,
Class or District
State Standards Report - Student
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• State Standards – Class/Student/District
Instructional Planning Filters:
• Choose Students, Classes or Groups
• Choose Common Core State Standards
• Choose Projected Growth
• Click View Report
(Bottom or Top of Report)
State Standards Report – Student Estimate mastery of
Common Core standards
What is the current level of
mastery for state and
Common Core State
Standards?
How is the student
projected to perform on
standards by the end of
the year?
Which grade-level
standards might be
more difficult for
students to master?
State Standards Report – Class shows students grouped by
estimated mastery for each standard
Does this data mean…
• the teacher has not
taught this standard?
• the students below
estimated mastery
range got STAR
items related to this
standard wrong when
they took STAR?
State Standards Report – District shows a grade level
grouped by estimated mastery for each standard
Does this data mean…
• The lower the percentage of
students mastered, the more
we need to teach to that
standard?
• The projected percentage of
students will pass that
standard on the state test?
Mastery of
Common Core
Group Activity
What is this picture telling you?
Gather Data:
State Standards Report – Student: Graph displays difficulty
of the standards (state and/or CCSS) ; State Standards
Report – Class: Students not projected to meet mastery.
1. Which standards are easier for students to master?
2. Which standards are more difficult for students to master?
3. Which standards are students projected to achieve
mastery?
Discuss Implications of Data
 Are there more students below state proficiency
than you have the resources to help? How will
you determine which students to help and what
will you do for the others?
 How can student learning be accelerated before
the state test?
 How much growth in student performance is
realistic for students to make before the state
test?
 Do you need to make immediate gain in the
number of students meeting proficiency? If so,
which students will you choose to focus on? How
will you enhance instruction for other students so
they won’t fall further behind?
Considering Alternatives
Was the test administered with
fidelity?
Did students take TAR with as much
seriousness as they take the state test?
Is your state test changing?
If few/no students are below the
pathway to proficiency, what other
benchmarks could be applied to help
you categorize student performance?
Develop a Plan of
Action
Accelerate learning for students below or
close to the pathway to proficiency
Test students three times to see a trend
line in time to adjust instruction before
the state test
State Test Proficiency Overview
Will students perform well on the state test? To help you answer this
question, STAR Reading was linked to the state test. The data was
combined from the linking studies with the research-based growth
model. This makes it possible to indicate whether students are on
track to achieve proficiency on state tests. The State Performance
Report – District/Class/Student serve as an early warning system so
teachers and administrators can make instructional adjustments soon
enough to affect students’ state test results.
Forecasting State
Test Proficiency
State Test Proficiency Overview
 State Performance – Class – Provides a
graphic display that shows how a class or
group of students is progressing toward Report Overview
proficiency on your state test.
 State Performance – District – Shows the Go to State Test
percentage and number of students
Proficiency
projected to be at each performance level
assessed by your state test when the test is
administered.
 State Performance – Student – Provides a
graphic display that shows how an
individual student is progressing toward
proficiency on your state test and indicates
Back to Report
whether or not the student is on course to
Purpose
reach proficiency.
State Test Proficiency Reports
Back to State Test
Proficiency
State Performance –
Student and Class
State Performance Report – Student, Class
and District
Click Path for Renaissance Place:
• STAR Reading or STAR Early Literacy
• Reports
• State Performance –
Class/Student/District
Instructional Planning Filters:
• Choose Students, Classes or Groups
• Choose Common Core State Standards
• Choose Projected Growth
• Click View Report
(Bottom or Top of Report)
State Performance Report compares student
performance to state proficiency levels
Are students currently
above proficiency in danger
of slipping below?
If this rate of growth
continues, is this student
likely to be above the
proficiency threshold by the
time of the state test?
Is state test proficiency a
realistic goal for this
student?
State
Performance
Group Activity
What is this picture telling you?
Gather Data:
Screening Report with State Benchmarks: note students
below and just above state test proficiency; State
Performance Report –Student: trend line, if available, and if
not, the location of student scores in relation to the pathway
to proficiency; State Performance Report – Class: useful if
all students have tested in each date range displayed.
1. Which students are below the pathway to proficiency?
1. Since scoring above the pathway is not a definitive
indicator of state test proficiency, which students above
the pathway to proficiency do you want to consider?
2. For how many students is state proficiency a realistic
expectation for this school year?
Discuss Implications of Data
 Are there more students below state proficiency
than you have the resources to help? How will
you determine which students to help and what
will you do for the others?
 How can student learning be accelerated before
the state test?
 How much growth in student performance is
realistic for students to make before the state
test?
 Do you need to make immediate gain in the
number of students meeting proficiency? If so,
which students will you choose to focus on? How
will you enhance instruction for other students so
they won’t fall further behind?
Considering Alternatives
Was the test administered with
fidelity?
Did students take TAR with as much
seriousness as they take the state test?
Is your state test changing?
If few/no students are below the
pathway to proficiency, what other
benchmarks could be applied to help
you categorize student performance?
Develop a Plan of
Action
Accelerate learning for students below or
close to the pathway to proficiency
Test students three times to see a trend
line in time to adjust instruction before
the state test