State Relevancy and Instructional Planning
R53363 SEMSTARSRIP
State Relevancy and Instructional Planning
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Notes
State Standards Report
State Performance Report Purpose: What does the report tell you? Who to test When and how often to test
How to look at data
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Group Performance Report State Assessment Printed Monday, December 13, 2010 6:05:25 PM
Reporting Period: 9/01/2010-2/15/2011 (Outlook RP)
School: Spring Creek Middle School Report Options Reporting Parameter Group: All Demographics [Default] Group By: Class Sort By: Scaled Score (Descending)
Class: Math Fundamentals (G7) Teacher: Gonzalez, V.
Percent of Students on Pathway to Proficiency 100 90 80
% of Students
70 60 % On Path % Below
50 40 30 20 10 0 1
2
3
4
STAR Math Test Date Range On Pathway STAR Math Test Date Range
Number of Students
% of Students
Below Pathway
Median Scaled Score
% of Students
Median Scaled Score
1. 09/01/2010-09/30/2010
31
45
892
55
656
2. 10/01/2010-10/31/2010
31
55
913
45
683
3. 11/01/2010-11/30/2010
31
58
920
42
692
4. 12/01/2010-12/31/2010
31
65
934
35
710
State Mathematics Assessment information may change. State information for this report was updated on 8/2/2010.
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Group Performance Report
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State Assessment Printed Monday, December 13, 2010 6:05:25 PM Reporting Period: 9/01/2010-2/15/2011 (Outlook RP)
School: Spring Creek Middle School
Class: Math Fundamentals (G7) Teacher: Gonzalez, V.
On Pathway to Proficiency Student Leonard, Dawn
Most Recent Test Date 12/13/2010
STAR Math Scaled Score 934
Sutton, Justin
12/10/2010
864
Adkins, Jesus
12/11/2010
857
Perry, Francisco
12/12/2010
836
Allen, Alfred
12/13/2010
835
Sims, Harry
12/11/2010
831
Wilson, Isaac
12/12/2010
803
Ball, Frank
12/13/2010
798
Turner, Morris
12/11/2010
798
Richards, Gordon
12/13/2010
796
Moss, Troy
12/13/2010
786
Wheeler, Andy
12/10/2010
781
Benson, Audrey
12/13/2010
769
Patel, Julie
12/09/2010
766
French, Neil
12/11/2010
762
Watkins, Mary
12/11/2010
756
Ayala, Pauline
12/09/2010
753
Nguyen, Frances
12/13/2010
747
Lewis, Kevin
12/11/2010
736
Rodgers, Maria
12/09/2010
731
Below Pathway to Proficiency Student Garrett, Katie
Most Recent Test Date 12/09/2010
STAR Math Scaled Score 729
Morales, Kristina
12/13/2010
723
Gaines, Crystal
12/10/2010
721
Pitts, Rachel
12/09/2010
719
Lambert, Lori
12/13/2010
713
Watson, Ron
12/10/2010
710 708
Wolf, Bessie
12/10/2010
Bryant, Leslie
12/09/2010
700
Moody, Timothy
12/13/2010
695
Ruiz, Mario
12/13/2010
688
Burnett, Tyrone
12/13/2010
671
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Student Performance Report State Assessment Printed Wednesday, February 9, 2011 9:14:09 AM School: Spring Creek Middle School
Reporting Period: 9/1/2010-6/10/2011 (School Year)
Lewis, Kevin Grade: 7 ID: LK4327
Teacher: Gonzalez, V. Class: Math Fundamentals G7
Pathway to Proficiency 1400
1200
STAR Math Scaled Score
1000
800 678
682
Sep-10
Oct-10
719
736
745
752
600
400
200
0 Nov-10
Dec-10
Jan-11
Feb-11 Mar-11
Apr-11
May-11
Jun-11
STAR Math and the State Mathematics Assessment Research has shown that STAR Math scores are related to student performance on the State Mathematics Assessment. In the graph above, blue diamonds show the student's STAR Math test scores. The gold star notes the STAR Math scaled score that is approximately equivalent to the threshold for proficiency (Proficient) at the time of the state test. For grade 7, this score is approximately 742. The green line represents the typical pathway to proficiency for students who are just at this threshold. A STAR Math score below the green line indicates that the student will need to improve at a higher than typical rate in order to achieve proficiency by the time of the state test. A STAR Math score above the green line indicates that the student was "on the pathway" to proficiency at the time that STAR test was taken. If the student has taken three or more tests, a black trend line displays the statistical tendency of the scores. If the trend line is higher than the gold star at the state test date, the student can be considered to be on the pathway toward proficiency.
State Mathematics Assessment information was updated on 7/29/2010 and is subject to change. 4
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State Standards Report - Student Common Core State Standards CCSS Printed Friday, September 10, 2010 12:04:02 PM School: Oakwood Elementary School
Bell, Timothy ID: BELLT Grade: 4
Class: Math 4A Teacher: Adams, M.
Estimated Mastery 850 800
STAR Math Scaled Score (SS)
750 700
Projected
650
Current
600 550 500
CC 4.G.C1
CC 4.MD.C3
CC 4.MD.C2
CC 4.MD.C1
CC 4.NF.C3
CC 4.NF.C2
CC 4.NF.C1
CC 4.NBT.C2
CC 4.NBT.C1
CC 4.OA.C3
CC 4.OA.C2
400
CC 4.OA.C1
450
How STAR Math Estimates Mastery of State Standards STAR Math provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard. Est. Mastery Levels for Standards in Grade 4 Est. Mastery Range Above Est. Mastery Range STAR Math Test Results Current Scaled Score: 657 Test Date: 9/10/2010 Projected Scaled Score: 697 Date: 6/10/2011
Below Est. Mastery Range
Percentile Rank: 70 Based on research, 75% of students at this student's level will achieve this much growth.
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State Standards Report - Student
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Common Core State Standards CCSS Printed Friday, September 10, 2010 12:04:02 PM School: Oakwood Elementary School
Bell, Timothy ID: BELLT Grade: 4
Class: Math 4A Teacher: Adams, M.
Grade 4: NGA Center-CCSSO, Math, 2010, Grade 4, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers Above Estimated Mastery Range on Current Test CC 4.OA.C3
Generate and analyze patterns.
CC 4.NBT.C1
Generalize place value understanding for multi-digit whole numbers.
Within Estimated Mastery Range on Current Test CC 4.NBT.C2
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Below Estimated Mastery Range on Current Test > CC 4.OA.C1
Use the four operations with whole numbers to solve problems.
CC 4.OA.C2
Gain familiarity with factors and multiples.
CC 4.NF.C1
Extend understanding of fraction equivalence and ordering.
> CC 4.NF.C2
CC 4.NF.C3 > CC 4.MD.C1
CC 4.MD.C2 > CC 4.MD.C3
CC 4.G.C1
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
>Student's STAR score suggests they may need additional help to reach the Estimated Mastery Range by 6/10/2011. 6
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State Standards Report - Student Common Core State Standards Printed Thursday, September 16, 2010 9:05:12 AM School: Eastside Elementary School
Johnson, David ID: JOHND Grade: 5
Class: G5 (Morgan) Teacher: Morgan, A.
Estimated Mastery of Common Core State Standards
800 750
Projected 700
Current
650 600
CC L.CCR.6
CC L.CCR.5
CC L.CCR.4
CC L.CCR.2
CC L.CCR.1
500
CC RF.5.4
550
CC RF.5.3
STAR Reading Scaled Score (SS)
850
How STAR Reading Estimates Mastery of State Standards STAR Reading provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard. Est. Mastery Levels for Standards in Grade 5 Above Est. Mastery Range Est. Mastery Range STAR Reading Test Results Current Scaled Score: 652 Test Date: 9/15/2010 Projected Scaled Score: 719 End of Year: 6/10/2011
Below Est. Mastery Range
Percentile Rank: 72
Grade Equivalent: 6.1
Based on research, 75% of students at this student's level will achieve this much growth.
Above Estimated Mastery Range on Current Test CC RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CC RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
CC L.CCR.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Within Estimated Mastery Range on Current Test CC L.CCR.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 7
State Standards Report - Student Common Core State Standards Printed Thursday, September 16, 2010 9:05:12 AM School: Eastside Elementary School
Johnson, David ID: JOHND Grade: 5
Class: G5 (Morgan) Teacher: Morgan, A.
Within Estimated Mastery Range on Current Test CC L.CCR.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
Below Estimated Mastery Range on Current Test CC L.CCR.1 CC L.CCR.2
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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State Standards Report - Class Common Core State Standards Printed Friday, January 28, 2010 3:15:04 PM School: Elmhurst Elementary School
Reporting Period: 12/30/2010-1/28/2011
How STAR Reading Estimates Mastery of State Standards STAR Reading provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard.
Class: G5 (Andreas) Teacher: Andreas, K.
CC RL.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Students Grouped By Estimated Mastery Within Range
Above
43%
23%
33% CC RL.CCR.1
Below
13 of 30 Students
7 of 30 Students
10 of 30 Students
Gross, Lana
Sears, Tracy
Moon, Edgar
Conner, Gertrude
Oneill, Garrett
Daniel, Russell
Hobbs, Pat
Horne, Leigh
Marsh, Lola
Hess, Leticia
White, Marion
Vaughn, Miranda
Stevenson, Emmett
Flores, Cindy
Blake, Jenna
Jarvis, Ron
Booth, Denise
Parks, Clint
Davidson, Alyssa
Meadows, Homer
Cannon, Miriam
Stuart, Allison
Andrews, Anna
Mendoza, Linda
Yang, Kristine
Garrison, Eileen
Romero, Robert
Potter, Alberta Moses, Joel Avery, Cora
CC RL.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Students Grouped By Estimated Mastery Within Range
Above 12 of 30 Students
40%
17%
43%
CC RL.CCR.2
Below
5 of 30 Students
13 of 30 Students
Gross, Lana
Avery, Cora
Meadows, Homer
Conner, Gertrude
Sears, Tracy
Flores, Cindy
Hobbs, Pat
Oneill, Garrett
Booth, Denise
Hess, Leticia
Horne, Leigh
Moon, Edgar
Stevenson, Emmett
White, Marion
Daniel, Russell
Jarvis, Ron
Marsh, Lola
Davidson, Alyssa
Vaughn, Miranda
Stuart, Allison
Blake, Jenna
Mendoza, Linda
Parks, Clint
Garrison, Eileen
Cannon, Miriam
Potter, Alberta
Andrews, Anna
Student's STAR score suggests they may need additional help to reach the Estimated Mastery Range by End of Year.
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Instructional Planning Report
Longitudinal Report
Purpose: What does the report tell you? Who to test When and how often to test
How to look at data
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Instructional Planning Report for Brian Moncrief
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Printed Thursday, April 28, 2011 1:15:53 PM
School: East Elementary School Class: Ms. Sparrgrove's class
Teacher: Erica Sparrgrove Grade: 4
STAR Math Enterprise Test Results
Test Date: 04/25/2011 Current SS (Scaled Score): 648 Projected SS for 07/31/2011: 670 Algebra Readiness: Brian is meeting grade level expectations for algebra readiness .
Brian's Current Performance School Benchmark Current
Current Projected Projected
Scaled Score
450
500
550
600
650
700
750
800
û Urgent Intervention û Intervention û On Watch û At/Above Benchmark
Skills to Learn
Skills listed below are suggested skills Brian should work on based on his or her last STAR Math Enterprise Test . These skills should be challenging, but not too difficult for Brian. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program . Use the Math Learning Progressions to find additional information for each skill, worked examples, and example problems .
Numbers and Operations
This score suggests Brian has an understanding of multiplication and division beyond basic facts with and without remainders. Based on this score, Brian should practice representing and comparing fractions, mixed numbers, and decimals and adding and subtracting fractions with like denominators and decimals through hundredths . Brian should continue practicing multiplication and division facts until automaticity is achieved.
Skills to Learn 1. ˜ Add fractions with like denominators no greater than 10 2.
Add fractions with like denominators no greater than 10 and simplify the sum
3.
WP: Add fractions with like denominators no greater than 10 and simplify the sum
4.
Subtract fractions with like denominators no greater than 10 using models
5. ˜ Subtract fractions with like denominators no greater than 10
Algebra
This score suggests Brian has an understanding of how to evaluate numeric expressions, how to solve simple equations, and how to work with patterns. Based on this score, Brian should practice determining a rule that relates two variables and determining missing figures in patterns.
Skills to Learn 1. ˜ Identify a missing figure in a growing pictorial or nonnumeric pattern 2. ˜ Identify a missing figure in a repeating pictorial or nonnumeric pattern 3. ˜ Generate a table of paired numbers based on a rule 4. ˜ Determine a rule that relates two variables 5.
˜
Extend a number pattern in a table of related pairs
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Instructional Planning Report for Brian Moncrief
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Printed Thursday, April 28, 2011 1:15:53 PM
School: East Elementary School Class: Ms. Sparrgrove's class
Teacher: Erica Sparrgrove Grade: 4
Geometry and Measurement
This score suggests Brian has an understanding of how to solve problems involving conversions within a measurement system. Based on this score, Brian should practice solving problems involving elapsed time exceeding an hour and determining perimeters and areas of squares and rectangles.
Skills to Learn 1. ˜ Calculate elapsed time exceeding an hour with regrouping 2.
WP: Calculate elapsed time exceeding an hour without regrouping hours
3. ˜ WP: Calculate elapsed time exceeding an hour with regrouping hours 4.
WP: Determine the end time given the start time and the elapsed time exceeding an hour
5.
WP: Determine the start time given the end time and the elapsed time exceeding an hour
Data Analysis, Statistics, and Probability
This score suggests Brian has an understanding of how to construct and analyze double -bar graphs. Based on this score, Brian should practice constructing and analyzing complex bar graphs and line graphs and determining mode, mean, and range of a data set.
Skills to Learn 1.
Answer a question using information from a line graph that does not start at zero or has a broken vertical scale
2.
WP: Extend a line graph to solve a problem
3.
Read a double- or stacked-bar graph
4.
Use a double- or stacked-bar graph to represent data
5.
Answer a question using information from a double- or stacked-bar graph
˜
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Instructional Planning Report
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for Susan Halden Printed Friday, December 3, 2010 11:22:38 AM School: Oakwood Elementary School Class: Grade 4 (Adams)
Teacher: Mrs. M. Adams Grade: 4
STAR Reading Test Results Test Date: 12/02/2010
Current SS (Scaled Score): 389
IRL: 3.3
ZPD: 2.7-3.8ATOS 2000:2
Projected SS for 06/10/11: 412 ATOS 2000: 571
ZPD 2000: 381-580
Susan’s Current Performance California State Proficiency Levels
Current
Current Projected Projected Scaled Score
300
350
400
450 500 550 600 Far Below Basic Below Basic Basic Proficient Advanced
Skills to Learn Skills listed below are suggested skills Susan should work on based on her last STAR Reading test. These skills should be challenging, but not too difficult for Susan. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Reading Learning Progressions to find additional information for each skill, teacher activities, and sample items.
Word Knowledge and Skills This score suggests Susan should practice the following strategies and skills to improve comprehension of words in texts at Susan's reading level. Skills to Learn 1. 2. 3.
Use knowledge of word relationships (e.g., similarities, associations) as a means of comprehending text C Identify and understand synonyms for grade-level (RL 3-4) words (e.g., tale/story, fearful/afraid) Use context clues (e.g., synonyms, antonyms, examples, situation) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (GLE 4.0-5.6) 4. Recognize and explain the meanings of common idioms (e.g., once in a blue moon) in grade-appropriate text (GLE 4.0-5.6) 5. ˜ Identify grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and root words (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography)
Comprehension Strategies and Constructing Meaning This score suggests Susan should practice the following strategies and skills to improve reading comprehension in texts at Susan's reading level. Skills to Learn 1. 2.
C
3. 4.
C
5.
Locate information in simple graphical text features (e.g., illustrations, maps, timelines, tables, charts) Use text features of functional text (e.g., memos, menus, schedules, pamphlets, instructions, forms) to locate specific information Expand recognition of words and phrases (e.g., likewise, although) that indicate a comparison Monitor and adjust understanding of text by previewing, applying knowledge of words and sentence structure, and looking for clues to confirm inferences Understand vocabulary in context (GLE 4.0-5.6)
Analyzing Literary Text This score suggests Susan should practice the following strategies and skills to improve analysis of literary texts at Susan 's reading level.
˜
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
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Instructional Planning Report
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for Susan Halden Printed Friday, December 3, 2010 11:22:38 AM School: Oakwood Elementary School Class: Grade 4 (Adams)
Teacher: Mrs. M. Adams Grade: 4
Analyzing Literary Text Skills to Learn 1. ˜ Analyze the elements of plot, including exposition, conflict, and resolution, and understand how events in the plot build on one another 2. ˜ Describe the setting and analyze how it contributes to the story 3. Understand the relationship between a character's actions, traits, and motives, and describe the main character's interactions with other characters 4. Identify how a story's plot is influenced by characters' actions 5. Identify the phenomena explained by origin myths, and continue to broaden knowledge of mythology and traditional literature
Understanding Author’s Craft This score suggests Susan should practice the following strategies and skills to improve understanding of author's craft in texts at Susan's reading level. Skills to Learn 1. Understand why the author may have chosen to include certain sensory details 2. Understand how word choice affects the feeling or mood of a text 3. ˜ Understand the meaning of words and phrases used figuratively 4. Identify sound devices (e.g., alliteration, rhyme, onomatopoeia) and rhythm and how these devices connect to the author's intent (e.g., humor, description) 5. Understand figurative language (e.g., metaphor, simile, exaggeration) used in text
Analyzing Argument and Evaluating Text This score suggests Susan should practice the following strategies and skills in other areas of reading comprehension. Skills to Learn 1. Determine whether information is relevant to a topic 2. C Identify stated opinions or beliefs that the author wants the reader to accept 3. ˜ Explain how an author uses reasons and evidence to support a claim 4. Identify misleading statements and explain why they are misleading 5. ˜ Explain how an author supports an argument, and evaluate reasons and evidence given to support particular points and the main claim
˜
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
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Class Instructional Planning Report
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Printed Tuesday, April 26, 2011 8:33:47 AM
School: East Elementary School
Reporting Period: 3/27/2011 - 4/26/2011
Class: Ms. Sparrgrove's class Teacher: Sparrgrove, E.
Instructional Groups
Number of Scaled Score (0-1400) Students Median Range
Group 1 Group 2 Group 3
4 4 2
649 608 579
645 - 652 598 - 620 575 - 583
Skills to Learn
Skill recommendations are based on the median score for each Instructional Group . These skills are a starting point for instructional planning. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Math Learning Progressions to find additional information for each skill, worked examples, and example problems.
Group 1 Students Wyllie, Noell;
Graves, Carly;
Moncrief, Brian;
Davis, Verndale
Numbers and Operations 1. ˜ Add fractions with like denominators no greater than 10 2. 3. 4. 5. ˜
Add fractions with like denominators no greater than 10 and simplify the sum WP: Add fractions with like denominators no greater than 10 and simplify the sum Subtract fractions with like denominators no greater than 10 using models Subtract fractions with like denominators no greater than 10
Algebra 1. ˜ Identify a missing figure in a growing pictorial or nonnumeric pattern 2. ˜ Identify a missing figure in a repeating pictorial or nonnumeric pattern 3. ˜ Generate a table of paired numbers based on a rule 4. ˜ Determine a rule that relates two variables 5.
Extend a number pattern in a table of related pairs
Geometry and Measurement 1. ˜ Calculate elapsed time exceeding an hour with regrouping 2. 3. ˜ 4. 5.
WP: WP: WP: WP:
Calculate elapsed time exceeding an hour without regrouping hours Calculate elapsed time exceeding an hour with regrouping hours Determine the end time given the start time and the elapsed time exceeding an hour Determine the start time given the end time and the elapsed time exceeding an hour
Data Analysis, Statistics, and Probability 1. 2. 3. 4. 5.
˜
Answer a question using information from a line graph that does not start at zero or has a broken vertical scale WP: Extend a line graph to solve a problem Read a double- or stacked-bar graph Use a double- or stacked-bar graph to represent data Answer a question using information from a double- or stacked-bar graph
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Class Instructional Planning Report
2 of 3
Printed Tuesday, April 26, 2011 8:33:47 AM
School: East Elementary School
Reporting Period: 3/27/2011 - 4/26/2011
Class: Ms. Sparrgrove's class Teacher: Sparrgrove, E.
Group 2 Students Mookerjee, Annamarie;
Heiberger, Meghan;
Nguyen, Micki;
Timmons, Antwanette
Numbers and Operations 1. ˜ Know basic multiplication facts to 10 x 10 2. 3. ˜ 4. 5. ˜
Know basic multiplication facts for 11 and 12 Know basic division facts to 100 ÷ 10 Know basic division facts for 11 and 12 WP: Multiply using basic facts to 10 x 10
Algebra There are no recommended skills for this domain at this difficulty level .
Geometry and Measurement 1. 2. 3. 4. 5.
Identify congruent shapes Identify mirror images Determine the directions to a position on a map Determine a location using map coordinates Determine the map coordinates for a location
Data Analysis, Statistics, and Probability 1. ˜ Read a line graph 2. ˜ Use a line graph to represent data 3. ˜ Answer a question using information from a line graph 4. Answer a question using information from a circle graph 5. ˜ Read a double-bar graph
Group 3 Students Heinrichs, Dustin;
Bennett, Myles
Numbers and Operations 1. 2. 3. ˜ 4. 5. ˜
Compare 4- or 5-digit whole numbers using the symbols , and = Order 4- or 5-digit whole numbers in ascending or descending order Add 3- and 4-digit whole numbers with regrouping Add three 2- to 3-digit whole numbers Subtract 3- and 4-digit whole numbers with regrouping
Algebra 1. Determine the operation needed to make a number sentence true 2. ˜ WP: Determine the operation needed for a given situation
˜
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Class Instructional Planning Report
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Printed Tuesday, September 7, 2010 1:45:33 PM School: Pine Hill Middle School
Reporting Period: 09/01/2010-09/7/2010
Group: Grade 7 Reading Instructional Groups Group 1 Group 2 Group 3
Number of Students 11 3 4
Scaled Score (0 - 1400) Median 809 573 429
Range 680-1354 540-648 344-517
Skills to Learn Skill recommendations are based on the median score for each Instructional Group. These skills are a starting point for instructional planning. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Reading Learning Progressions to find additional information for each skill, teacher activities, and sample items.
Group 1 Students Rice, Heather; Curtis, Jason; Lao, Jose; Johnson, Tim; Waldenmaier, Dean; Mackowski, Gregory; Reyes, Christina; Frisch, Dena; O’Rourke, Sean; Statz, Madeline; Major, Jasmine
Word Knowledge and Skills 1. 2. 3.
4. 5.
Use context clues (e.g., conjunctive and subordinate clauses) to determine or clarify nuances in word meanings in grade-appropriate text (GLE 9.3-11.2) Use knowledge of common English words from other languages (e.g., amateur, guerrilla) and foreign phrases (e.g., c'est la vie, dolce vita) used in English Use knowledge of grade-appropriate roots (e.g., surg-, surr-), affixes (e.g., de-, -ability), and cognates (e.g., Latin and Greek, Anglo-Saxon, and Semitic sources) in order to predict the meaning of unfamiliar vocabulary (e.g., insurgent, debility) Determine the correct definitions of homophones (e.g., fisher/fissure), homographs (e.g., converse, drone, epic), and multi-meaning words (e.g., fabricate) based on context (GLE 9.3-11.2) Use knowledge of a variety of word relationships (e.g., cause/effect) in analogies to infer the meanings of unfamiliar words in a broad array of texts (GLE 9.3-11.2)
Comprehension Strategies and Constructing Meaning 1. 2. 3. 4. 5.
Analyze how the author's style, tone, and diction and rhetorical devices further or detract from the author's purpose Make complex predictions based on evidence in the text; connect the ideas to other texts or situations (e.g., like Hamlet, this character hesitates to act) Interpret and analyze complex or subtle information from text features (e.g., scientific diagrams, political cartoons) Analyze subtle or implied sequences (e.g., sequence revealed by outcome) Analyze the similarities and differences in style (e.g., formal, informal, conversational, scholarly, journalistic, poetic) and purpose (e.g., to convince, to rebut, to entertain, to critique, to inform) of different genres of texts
Analyzing Literary Text 1.
2. 3.
4.
˜
Analyze how particular plot choices compare to unrealized possibilities (i.e., if the author had made a different choice, how would that choice have affected the plot?) and how the author's plot choices give insight to the meaning of the text Analyze the underlying archetypal forces and motivations behind the plot (e.g., the storm in "King Lear") Evaluate the cultural, political, intellectual, and social influences of the setting on a work of literature (e.g., analyze a novel such as Jane Austen's "Pride and Prejudice" from the context of social expectations for young women to marry in nineteenth-century England) Evaluate how a text comments on and/or provides insight into settings and places
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
19
Class Instructional Planning Report
2 of 4
Printed Tuesday, September 7, 2010 1:45:33 PM School: Pine Hill Middle School
Reporting Period: 09/01/2010-09/7/2010
Group: Grade 7 Reading Group 1 Analyzing Literary Text 5.
Analyze the influence of classical literature (e.g., Greek drama) on modern literature, and recognize and analyze dramatic conventions (e.g., chorus, monologue, dramatic irony), and compare a classic work to its modern adaptation
Understanding Author’s Craft 1. 2. 3. 4. 5.
Evaluate the impact of specific words and phrases on the meaning and tone of a work Analyze elements of style unique to or reminiscent of particular authors, and recognize stylistic influences on authors Analyze how imagery, figurative language, and other devices are used in poetry and fiction to create a response (e.g., emotional, intellectual) in the reader Analyze the use of persuasive techniques and rhetorical devices in arguments, evaluate how they might affect the reader, and recognize when techniques are misused; identify the uses, misuses, and effects of ambiguity, contradiction, incongruity, paradox, irony, and hyperbole in text Identify logical fallacies (e.g., appeals to pity or common opinion, personal attack/ad hominem, doublespeak, false dichotomy, false causality, red herring, straw man, false assumption, caricature, loaded terms, leading questions, overgeneralization, bandwagon effect, non sequitur, circular logic, hasty generalization) in arguments, persuasive material, and formal and informal debates; analyze their effects on the text and reader; and understand why fallacies are not valid forms of reasoning
Analyzing Argument and Evaluating Text 1.
2. 3. 4. 5.
Identify logical fallacies (e.g., appeals to pity or common opinion, personal attack/ad hominem, doublespeak, false dichotomy, false causality, red herring, straw man, false assumption, caricature, loaded terms, leading questions, overgeneralization, bandwagon effect, non sequitur, circular logic, hasty generalization) in arguments, persuasive material, and formal and informal debates; analyze their effects on the text and reader; and understand why fallacies are not valid forms of reasoning Evaluate an argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal citing evidence from the text Discern different kinds of supporting evidence such as empirical or anecdotal evidence, and distinguish and analyze different forms of argument such as argument by analogy, causation, authority, emotion, and logic Evaluate the credibility of an author's argument and the quality, credibility, and currency of sources Analyze how media influences public perception and opinion
Group 2 Students Atkinson, Rebecca; Kahl, Rober; Hanneman, David
Word Knowledge and Skills 1. 2. 3. 4. 5.
˜
Identify and analyze the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in grade-appropriate text (GLE 6.5-8.1) Use knowledge of word relationships, including analogies (e.g., part/whole petal/flower), to comprehend text Analyze the meanings of common idioms (e.g., back to square one) in grade-appropriate prose and poetry (GLE 7.38.8) Identify and understand synonyms for grade-appropriate words (RL 6-8: reaction/response) Identify and understand homophones (e.g., choral/coral), homographs, and multi-meaning words (e.g., charter) in grade-appropriate text (GLE 7.3-8.8)
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
20
Use this interactive report to view student progress over time.
This example shows data for the same students over multiple years.
The report uses district benchmarks.
The students in Grade 1 (2008-2009) are the same students in Grade 2 (2009-2010).
The 5th grade is making progress; 2010 has the largest proportion of students above the 40th PR.
Exclusively Available for STAR Reading™ Enterprise Customers R52984 21
Compare the same grades year to year or compare the same students over multiple years.
The 2nd grade is making progress; 2010 has the largest proportion of students above the 40th PR.
Exclusively Available for STAR Reading™ Enterprise Customers R52984 22
Next Steps:
23
State Relevancy and Instructional Planning
Advanced Technology for Data-Driven Schools, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy Enterprise, STAR Enterprise, STAR Math Enterprise, and STAR Reading Enterprise, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. © 2011 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. This publication is protected by U.S. and international copyright laws. It is unlawful to duplicate or reproduce any copyrighted material without authorization from the copyright holder. If this publication contains pages marked “Reproducible Form,” only these pages may be photocopied and used by teachers within their own schools. They are not to be reproduced for private consulting or commercial use. For more information, contact: Renaissance Learning, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036. www.renlearn.com
Notes
State Standards Report
State Performance Report Purpose: What does the report tell you? Who to test When and how often to test
How to look at data
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Group Performance Report State Assessment Printed Monday, December 13, 2010 6:05:25 PM
Reporting Period: 9/01/2010-2/15/2011 (Outlook RP)
School: Spring Creek Middle School Report Options Reporting Parameter Group: All Demographics [Default] Group By: Class Sort By: Scaled Score (Descending)
Class: Math Fundamentals (G7) Teacher: Gonzalez, V.
Percent of Students on Pathway to Proficiency 100 90 80
% of Students
70 60 % On Path % Below
50 40 30 20 10 0 1
2
3
4
STAR Math Test Date Range On Pathway STAR Math Test Date Range
Number of Students
% of Students
Below Pathway
Median Scaled Score
% of Students
Median Scaled Score
1. 09/01/2010-09/30/2010
31
45
892
55
656
2. 10/01/2010-10/31/2010
31
55
913
45
683
3. 11/01/2010-11/30/2010
31
58
920
42
692
4. 12/01/2010-12/31/2010
31
65
934
35
710
State Mathematics Assessment information may change. State information for this report was updated on 8/2/2010.
2
Group Performance Report
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State Assessment Printed Monday, December 13, 2010 6:05:25 PM Reporting Period: 9/01/2010-2/15/2011 (Outlook RP)
School: Spring Creek Middle School
Class: Math Fundamentals (G7) Teacher: Gonzalez, V.
On Pathway to Proficiency Student Leonard, Dawn
Most Recent Test Date 12/13/2010
STAR Math Scaled Score 934
Sutton, Justin
12/10/2010
864
Adkins, Jesus
12/11/2010
857
Perry, Francisco
12/12/2010
836
Allen, Alfred
12/13/2010
835
Sims, Harry
12/11/2010
831
Wilson, Isaac
12/12/2010
803
Ball, Frank
12/13/2010
798
Turner, Morris
12/11/2010
798
Richards, Gordon
12/13/2010
796
Moss, Troy
12/13/2010
786
Wheeler, Andy
12/10/2010
781
Benson, Audrey
12/13/2010
769
Patel, Julie
12/09/2010
766
French, Neil
12/11/2010
762
Watkins, Mary
12/11/2010
756
Ayala, Pauline
12/09/2010
753
Nguyen, Frances
12/13/2010
747
Lewis, Kevin
12/11/2010
736
Rodgers, Maria
12/09/2010
731
Below Pathway to Proficiency Student Garrett, Katie
Most Recent Test Date 12/09/2010
STAR Math Scaled Score 729
Morales, Kristina
12/13/2010
723
Gaines, Crystal
12/10/2010
721
Pitts, Rachel
12/09/2010
719
Lambert, Lori
12/13/2010
713
Watson, Ron
12/10/2010
710 708
Wolf, Bessie
12/10/2010
Bryant, Leslie
12/09/2010
700
Moody, Timothy
12/13/2010
695
Ruiz, Mario
12/13/2010
688
Burnett, Tyrone
12/13/2010
671
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Student Performance Report State Assessment Printed Wednesday, February 9, 2011 9:14:09 AM School: Spring Creek Middle School
Reporting Period: 9/1/2010-6/10/2011 (School Year)
Lewis, Kevin Grade: 7 ID: LK4327
Teacher: Gonzalez, V. Class: Math Fundamentals G7
Pathway to Proficiency 1400
1200
STAR Math Scaled Score
1000
800 678
682
Sep-10
Oct-10
719
736
745
752
600
400
200
0 Nov-10
Dec-10
Jan-11
Feb-11 Mar-11
Apr-11
May-11
Jun-11
STAR Math and the State Mathematics Assessment Research has shown that STAR Math scores are related to student performance on the State Mathematics Assessment. In the graph above, blue diamonds show the student's STAR Math test scores. The gold star notes the STAR Math scaled score that is approximately equivalent to the threshold for proficiency (Proficient) at the time of the state test. For grade 7, this score is approximately 742. The green line represents the typical pathway to proficiency for students who are just at this threshold. A STAR Math score below the green line indicates that the student will need to improve at a higher than typical rate in order to achieve proficiency by the time of the state test. A STAR Math score above the green line indicates that the student was "on the pathway" to proficiency at the time that STAR test was taken. If the student has taken three or more tests, a black trend line displays the statistical tendency of the scores. If the trend line is higher than the gold star at the state test date, the student can be considered to be on the pathway toward proficiency.
State Mathematics Assessment information was updated on 7/29/2010 and is subject to change. 4
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State Standards Report - Student Common Core State Standards CCSS Printed Friday, September 10, 2010 12:04:02 PM School: Oakwood Elementary School
Bell, Timothy ID: BELLT Grade: 4
Class: Math 4A Teacher: Adams, M.
Estimated Mastery 850 800
STAR Math Scaled Score (SS)
750 700
Projected
650
Current
600 550 500
CC 4.G.C1
CC 4.MD.C3
CC 4.MD.C2
CC 4.MD.C1
CC 4.NF.C3
CC 4.NF.C2
CC 4.NF.C1
CC 4.NBT.C2
CC 4.NBT.C1
CC 4.OA.C3
CC 4.OA.C2
400
CC 4.OA.C1
450
How STAR Math Estimates Mastery of State Standards STAR Math provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard. Est. Mastery Levels for Standards in Grade 4 Est. Mastery Range Above Est. Mastery Range STAR Math Test Results Current Scaled Score: 657 Test Date: 9/10/2010 Projected Scaled Score: 697 Date: 6/10/2011
Below Est. Mastery Range
Percentile Rank: 70 Based on research, 75% of students at this student's level will achieve this much growth.
5
State Standards Report - Student
2 of 2
Common Core State Standards CCSS Printed Friday, September 10, 2010 12:04:02 PM School: Oakwood Elementary School
Bell, Timothy ID: BELLT Grade: 4
Class: Math 4A Teacher: Adams, M.
Grade 4: NGA Center-CCSSO, Math, 2010, Grade 4, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers Above Estimated Mastery Range on Current Test CC 4.OA.C3
Generate and analyze patterns.
CC 4.NBT.C1
Generalize place value understanding for multi-digit whole numbers.
Within Estimated Mastery Range on Current Test CC 4.NBT.C2
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Below Estimated Mastery Range on Current Test > CC 4.OA.C1
Use the four operations with whole numbers to solve problems.
CC 4.OA.C2
Gain familiarity with factors and multiples.
CC 4.NF.C1
Extend understanding of fraction equivalence and ordering.
> CC 4.NF.C2
CC 4.NF.C3 > CC 4.MD.C1
CC 4.MD.C2 > CC 4.MD.C3
CC 4.G.C1
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
>Student's STAR score suggests they may need additional help to reach the Estimated Mastery Range by 6/10/2011. 6
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State Standards Report - Student Common Core State Standards Printed Thursday, September 16, 2010 9:05:12 AM School: Eastside Elementary School
Johnson, David ID: JOHND Grade: 5
Class: G5 (Morgan) Teacher: Morgan, A.
Estimated Mastery of Common Core State Standards
800 750
Projected 700
Current
650 600
CC L.CCR.6
CC L.CCR.5
CC L.CCR.4
CC L.CCR.2
CC L.CCR.1
500
CC RF.5.4
550
CC RF.5.3
STAR Reading Scaled Score (SS)
850
How STAR Reading Estimates Mastery of State Standards STAR Reading provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard. Est. Mastery Levels for Standards in Grade 5 Above Est. Mastery Range Est. Mastery Range STAR Reading Test Results Current Scaled Score: 652 Test Date: 9/15/2010 Projected Scaled Score: 719 End of Year: 6/10/2011
Below Est. Mastery Range
Percentile Rank: 72
Grade Equivalent: 6.1
Based on research, 75% of students at this student's level will achieve this much growth.
Above Estimated Mastery Range on Current Test CC RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CC RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
CC L.CCR.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Within Estimated Mastery Range on Current Test CC L.CCR.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 7
State Standards Report - Student Common Core State Standards Printed Thursday, September 16, 2010 9:05:12 AM School: Eastside Elementary School
Johnson, David ID: JOHND Grade: 5
Class: G5 (Morgan) Teacher: Morgan, A.
Within Estimated Mastery Range on Current Test CC L.CCR.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
Below Estimated Mastery Range on Current Test CC L.CCR.1 CC L.CCR.2
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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1 of 3
State Standards Report - Class Common Core State Standards Printed Friday, January 28, 2010 3:15:04 PM School: Elmhurst Elementary School
Reporting Period: 12/30/2010-1/28/2011
How STAR Reading Estimates Mastery of State Standards STAR Reading provides an estimate of the student's mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. The Estimated Mastery Range identifies a band of scores where the student is just below or above mastery. Monitor students in this range to confirm their understanding of the standard.
Class: G5 (Andreas) Teacher: Andreas, K.
CC RL.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Students Grouped By Estimated Mastery Within Range
Above
43%
23%
33% CC RL.CCR.1
Below
13 of 30 Students
7 of 30 Students
10 of 30 Students
Gross, Lana
Sears, Tracy
Moon, Edgar
Conner, Gertrude
Oneill, Garrett
Daniel, Russell
Hobbs, Pat
Horne, Leigh
Marsh, Lola
Hess, Leticia
White, Marion
Vaughn, Miranda
Stevenson, Emmett
Flores, Cindy
Blake, Jenna
Jarvis, Ron
Booth, Denise
Parks, Clint
Davidson, Alyssa
Meadows, Homer
Cannon, Miriam
Stuart, Allison
Andrews, Anna
Mendoza, Linda
Yang, Kristine
Garrison, Eileen
Romero, Robert
Potter, Alberta Moses, Joel Avery, Cora
CC RL.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Students Grouped By Estimated Mastery Within Range
Above 12 of 30 Students
40%
17%
43%
CC RL.CCR.2
Below
5 of 30 Students
13 of 30 Students
Gross, Lana
Avery, Cora
Meadows, Homer
Conner, Gertrude
Sears, Tracy
Flores, Cindy
Hobbs, Pat
Oneill, Garrett
Booth, Denise
Hess, Leticia
Horne, Leigh
Moon, Edgar
Stevenson, Emmett
White, Marion
Daniel, Russell
Jarvis, Ron
Marsh, Lola
Davidson, Alyssa
Vaughn, Miranda
Stuart, Allison
Blake, Jenna
Mendoza, Linda
Parks, Clint
Garrison, Eileen
Cannon, Miriam
Potter, Alberta
Andrews, Anna
Student's STAR score suggests they may need additional help to reach the Estimated Mastery Range by End of Year.
9
Instructional Planning Report
Longitudinal Report
Purpose: What does the report tell you? Who to test When and how often to test
How to look at data
10
Instructional Planning Report for Brian Moncrief
1 of 2
Printed Thursday, April 28, 2011 1:15:53 PM
School: East Elementary School Class: Ms. Sparrgrove's class
Teacher: Erica Sparrgrove Grade: 4
STAR Math Enterprise Test Results
Test Date: 04/25/2011 Current SS (Scaled Score): 648 Projected SS for 07/31/2011: 670 Algebra Readiness: Brian is meeting grade level expectations for algebra readiness .
Brian's Current Performance School Benchmark Current
Current Projected Projected
Scaled Score
450
500
550
600
650
700
750
800
û Urgent Intervention û Intervention û On Watch û At/Above Benchmark
Skills to Learn
Skills listed below are suggested skills Brian should work on based on his or her last STAR Math Enterprise Test . These skills should be challenging, but not too difficult for Brian. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program . Use the Math Learning Progressions to find additional information for each skill, worked examples, and example problems .
Numbers and Operations
This score suggests Brian has an understanding of multiplication and division beyond basic facts with and without remainders. Based on this score, Brian should practice representing and comparing fractions, mixed numbers, and decimals and adding and subtracting fractions with like denominators and decimals through hundredths . Brian should continue practicing multiplication and division facts until automaticity is achieved.
Skills to Learn 1. ˜ Add fractions with like denominators no greater than 10 2.
Add fractions with like denominators no greater than 10 and simplify the sum
3.
WP: Add fractions with like denominators no greater than 10 and simplify the sum
4.
Subtract fractions with like denominators no greater than 10 using models
5. ˜ Subtract fractions with like denominators no greater than 10
Algebra
This score suggests Brian has an understanding of how to evaluate numeric expressions, how to solve simple equations, and how to work with patterns. Based on this score, Brian should practice determining a rule that relates two variables and determining missing figures in patterns.
Skills to Learn 1. ˜ Identify a missing figure in a growing pictorial or nonnumeric pattern 2. ˜ Identify a missing figure in a repeating pictorial or nonnumeric pattern 3. ˜ Generate a table of paired numbers based on a rule 4. ˜ Determine a rule that relates two variables 5.
˜
Extend a number pattern in a table of related pairs
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
11
Instructional Planning Report for Brian Moncrief
2 of 2
Printed Thursday, April 28, 2011 1:15:53 PM
School: East Elementary School Class: Ms. Sparrgrove's class
Teacher: Erica Sparrgrove Grade: 4
Geometry and Measurement
This score suggests Brian has an understanding of how to solve problems involving conversions within a measurement system. Based on this score, Brian should practice solving problems involving elapsed time exceeding an hour and determining perimeters and areas of squares and rectangles.
Skills to Learn 1. ˜ Calculate elapsed time exceeding an hour with regrouping 2.
WP: Calculate elapsed time exceeding an hour without regrouping hours
3. ˜ WP: Calculate elapsed time exceeding an hour with regrouping hours 4.
WP: Determine the end time given the start time and the elapsed time exceeding an hour
5.
WP: Determine the start time given the end time and the elapsed time exceeding an hour
Data Analysis, Statistics, and Probability
This score suggests Brian has an understanding of how to construct and analyze double -bar graphs. Based on this score, Brian should practice constructing and analyzing complex bar graphs and line graphs and determining mode, mean, and range of a data set.
Skills to Learn 1.
Answer a question using information from a line graph that does not start at zero or has a broken vertical scale
2.
WP: Extend a line graph to solve a problem
3.
Read a double- or stacked-bar graph
4.
Use a double- or stacked-bar graph to represent data
5.
Answer a question using information from a double- or stacked-bar graph
˜
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
12
Instructional Planning Report
1 of 2
for Susan Halden Printed Friday, December 3, 2010 11:22:38 AM School: Oakwood Elementary School Class: Grade 4 (Adams)
Teacher: Mrs. M. Adams Grade: 4
STAR Reading Test Results Test Date: 12/02/2010
Current SS (Scaled Score): 389
IRL: 3.3
ZPD: 2.7-3.8ATOS 2000:2
Projected SS for 06/10/11: 412 ATOS 2000: 571
ZPD 2000: 381-580
Susan’s Current Performance California State Proficiency Levels
Current
Current Projected Projected Scaled Score
300
350
400
450 500 550 600 Far Below Basic Below Basic Basic Proficient Advanced
Skills to Learn Skills listed below are suggested skills Susan should work on based on her last STAR Reading test. These skills should be challenging, but not too difficult for Susan. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Reading Learning Progressions to find additional information for each skill, teacher activities, and sample items.
Word Knowledge and Skills This score suggests Susan should practice the following strategies and skills to improve comprehension of words in texts at Susan's reading level. Skills to Learn 1. 2. 3.
Use knowledge of word relationships (e.g., similarities, associations) as a means of comprehending text C Identify and understand synonyms for grade-level (RL 3-4) words (e.g., tale/story, fearful/afraid) Use context clues (e.g., synonyms, antonyms, examples, situation) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (GLE 4.0-5.6) 4. Recognize and explain the meanings of common idioms (e.g., once in a blue moon) in grade-appropriate text (GLE 4.0-5.6) 5. ˜ Identify grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and root words (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography)
Comprehension Strategies and Constructing Meaning This score suggests Susan should practice the following strategies and skills to improve reading comprehension in texts at Susan's reading level. Skills to Learn 1. 2.
C
3. 4.
C
5.
Locate information in simple graphical text features (e.g., illustrations, maps, timelines, tables, charts) Use text features of functional text (e.g., memos, menus, schedules, pamphlets, instructions, forms) to locate specific information Expand recognition of words and phrases (e.g., likewise, although) that indicate a comparison Monitor and adjust understanding of text by previewing, applying knowledge of words and sentence structure, and looking for clues to confirm inferences Understand vocabulary in context (GLE 4.0-5.6)
Analyzing Literary Text This score suggests Susan should practice the following strategies and skills to improve analysis of literary texts at Susan 's reading level.
˜
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
13
Instructional Planning Report
2 of 2
for Susan Halden Printed Friday, December 3, 2010 11:22:38 AM School: Oakwood Elementary School Class: Grade 4 (Adams)
Teacher: Mrs. M. Adams Grade: 4
Analyzing Literary Text Skills to Learn 1. ˜ Analyze the elements of plot, including exposition, conflict, and resolution, and understand how events in the plot build on one another 2. ˜ Describe the setting and analyze how it contributes to the story 3. Understand the relationship between a character's actions, traits, and motives, and describe the main character's interactions with other characters 4. Identify how a story's plot is influenced by characters' actions 5. Identify the phenomena explained by origin myths, and continue to broaden knowledge of mythology and traditional literature
Understanding Author’s Craft This score suggests Susan should practice the following strategies and skills to improve understanding of author's craft in texts at Susan's reading level. Skills to Learn 1. Understand why the author may have chosen to include certain sensory details 2. Understand how word choice affects the feeling or mood of a text 3. ˜ Understand the meaning of words and phrases used figuratively 4. Identify sound devices (e.g., alliteration, rhyme, onomatopoeia) and rhythm and how these devices connect to the author's intent (e.g., humor, description) 5. Understand figurative language (e.g., metaphor, simile, exaggeration) used in text
Analyzing Argument and Evaluating Text This score suggests Susan should practice the following strategies and skills in other areas of reading comprehension. Skills to Learn 1. Determine whether information is relevant to a topic 2. C Identify stated opinions or beliefs that the author wants the reader to accept 3. ˜ Explain how an author uses reasons and evidence to support a claim 4. Identify misleading statements and explain why they are misleading 5. ˜ Explain how an author supports an argument, and evaluate reasons and evidence given to support particular points and the main claim
˜
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
14
15
16
Class Instructional Planning Report
1 of 3
Printed Tuesday, April 26, 2011 8:33:47 AM
School: East Elementary School
Reporting Period: 3/27/2011 - 4/26/2011
Class: Ms. Sparrgrove's class Teacher: Sparrgrove, E.
Instructional Groups
Number of Scaled Score (0-1400) Students Median Range
Group 1 Group 2 Group 3
4 4 2
649 608 579
645 - 652 598 - 620 575 - 583
Skills to Learn
Skill recommendations are based on the median score for each Instructional Group . These skills are a starting point for instructional planning. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Math Learning Progressions to find additional information for each skill, worked examples, and example problems.
Group 1 Students Wyllie, Noell;
Graves, Carly;
Moncrief, Brian;
Davis, Verndale
Numbers and Operations 1. ˜ Add fractions with like denominators no greater than 10 2. 3. 4. 5. ˜
Add fractions with like denominators no greater than 10 and simplify the sum WP: Add fractions with like denominators no greater than 10 and simplify the sum Subtract fractions with like denominators no greater than 10 using models Subtract fractions with like denominators no greater than 10
Algebra 1. ˜ Identify a missing figure in a growing pictorial or nonnumeric pattern 2. ˜ Identify a missing figure in a repeating pictorial or nonnumeric pattern 3. ˜ Generate a table of paired numbers based on a rule 4. ˜ Determine a rule that relates two variables 5.
Extend a number pattern in a table of related pairs
Geometry and Measurement 1. ˜ Calculate elapsed time exceeding an hour with regrouping 2. 3. ˜ 4. 5.
WP: WP: WP: WP:
Calculate elapsed time exceeding an hour without regrouping hours Calculate elapsed time exceeding an hour with regrouping hours Determine the end time given the start time and the elapsed time exceeding an hour Determine the start time given the end time and the elapsed time exceeding an hour
Data Analysis, Statistics, and Probability 1. 2. 3. 4. 5.
˜
Answer a question using information from a line graph that does not start at zero or has a broken vertical scale WP: Extend a line graph to solve a problem Read a double- or stacked-bar graph Use a double- or stacked-bar graph to represent data Answer a question using information from a double- or stacked-bar graph
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
17
Class Instructional Planning Report
2 of 3
Printed Tuesday, April 26, 2011 8:33:47 AM
School: East Elementary School
Reporting Period: 3/27/2011 - 4/26/2011
Class: Ms. Sparrgrove's class Teacher: Sparrgrove, E.
Group 2 Students Mookerjee, Annamarie;
Heiberger, Meghan;
Nguyen, Micki;
Timmons, Antwanette
Numbers and Operations 1. ˜ Know basic multiplication facts to 10 x 10 2. 3. ˜ 4. 5. ˜
Know basic multiplication facts for 11 and 12 Know basic division facts to 100 ÷ 10 Know basic division facts for 11 and 12 WP: Multiply using basic facts to 10 x 10
Algebra There are no recommended skills for this domain at this difficulty level .
Geometry and Measurement 1. 2. 3. 4. 5.
Identify congruent shapes Identify mirror images Determine the directions to a position on a map Determine a location using map coordinates Determine the map coordinates for a location
Data Analysis, Statistics, and Probability 1. ˜ Read a line graph 2. ˜ Use a line graph to represent data 3. ˜ Answer a question using information from a line graph 4. Answer a question using information from a circle graph 5. ˜ Read a double-bar graph
Group 3 Students Heinrichs, Dustin;
Bennett, Myles
Numbers and Operations 1. 2. 3. ˜ 4. 5. ˜
Compare 4- or 5-digit whole numbers using the symbols , and = Order 4- or 5-digit whole numbers in ascending or descending order Add 3- and 4-digit whole numbers with regrouping Add three 2- to 3-digit whole numbers Subtract 3- and 4-digit whole numbers with regrouping
Algebra 1. Determine the operation needed to make a number sentence true 2. ˜ WP: Determine the operation needed for a given situation
˜
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Class Instructional Planning Report
1 of 4
Printed Tuesday, September 7, 2010 1:45:33 PM School: Pine Hill Middle School
Reporting Period: 09/01/2010-09/7/2010
Group: Grade 7 Reading Instructional Groups Group 1 Group 2 Group 3
Number of Students 11 3 4
Scaled Score (0 - 1400) Median 809 573 429
Range 680-1354 540-648 344-517
Skills to Learn Skill recommendations are based on the median score for each Instructional Group. These skills are a starting point for instructional planning. Combine this information with your own knowledge of the student and use your professional judgment when designing an instructional program. Use the Reading Learning Progressions to find additional information for each skill, teacher activities, and sample items.
Group 1 Students Rice, Heather; Curtis, Jason; Lao, Jose; Johnson, Tim; Waldenmaier, Dean; Mackowski, Gregory; Reyes, Christina; Frisch, Dena; O’Rourke, Sean; Statz, Madeline; Major, Jasmine
Word Knowledge and Skills 1. 2. 3.
4. 5.
Use context clues (e.g., conjunctive and subordinate clauses) to determine or clarify nuances in word meanings in grade-appropriate text (GLE 9.3-11.2) Use knowledge of common English words from other languages (e.g., amateur, guerrilla) and foreign phrases (e.g., c'est la vie, dolce vita) used in English Use knowledge of grade-appropriate roots (e.g., surg-, surr-), affixes (e.g., de-, -ability), and cognates (e.g., Latin and Greek, Anglo-Saxon, and Semitic sources) in order to predict the meaning of unfamiliar vocabulary (e.g., insurgent, debility) Determine the correct definitions of homophones (e.g., fisher/fissure), homographs (e.g., converse, drone, epic), and multi-meaning words (e.g., fabricate) based on context (GLE 9.3-11.2) Use knowledge of a variety of word relationships (e.g., cause/effect) in analogies to infer the meanings of unfamiliar words in a broad array of texts (GLE 9.3-11.2)
Comprehension Strategies and Constructing Meaning 1. 2. 3. 4. 5.
Analyze how the author's style, tone, and diction and rhetorical devices further or detract from the author's purpose Make complex predictions based on evidence in the text; connect the ideas to other texts or situations (e.g., like Hamlet, this character hesitates to act) Interpret and analyze complex or subtle information from text features (e.g., scientific diagrams, political cartoons) Analyze subtle or implied sequences (e.g., sequence revealed by outcome) Analyze the similarities and differences in style (e.g., formal, informal, conversational, scholarly, journalistic, poetic) and purpose (e.g., to convince, to rebut, to entertain, to critique, to inform) of different genres of texts
Analyzing Literary Text 1.
2. 3.
4.
˜
Analyze how particular plot choices compare to unrealized possibilities (i.e., if the author had made a different choice, how would that choice have affected the plot?) and how the author's plot choices give insight to the meaning of the text Analyze the underlying archetypal forces and motivations behind the plot (e.g., the storm in "King Lear") Evaluate the cultural, political, intellectual, and social influences of the setting on a work of literature (e.g., analyze a novel such as Jane Austen's "Pride and Prejudice" from the context of social expectations for young women to marry in nineteenth-century England) Evaluate how a text comments on and/or provides insight into settings and places
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Class Instructional Planning Report
2 of 4
Printed Tuesday, September 7, 2010 1:45:33 PM School: Pine Hill Middle School
Reporting Period: 09/01/2010-09/7/2010
Group: Grade 7 Reading Group 1 Analyzing Literary Text 5.
Analyze the influence of classical literature (e.g., Greek drama) on modern literature, and recognize and analyze dramatic conventions (e.g., chorus, monologue, dramatic irony), and compare a classic work to its modern adaptation
Understanding Author’s Craft 1. 2. 3. 4. 5.
Evaluate the impact of specific words and phrases on the meaning and tone of a work Analyze elements of style unique to or reminiscent of particular authors, and recognize stylistic influences on authors Analyze how imagery, figurative language, and other devices are used in poetry and fiction to create a response (e.g., emotional, intellectual) in the reader Analyze the use of persuasive techniques and rhetorical devices in arguments, evaluate how they might affect the reader, and recognize when techniques are misused; identify the uses, misuses, and effects of ambiguity, contradiction, incongruity, paradox, irony, and hyperbole in text Identify logical fallacies (e.g., appeals to pity or common opinion, personal attack/ad hominem, doublespeak, false dichotomy, false causality, red herring, straw man, false assumption, caricature, loaded terms, leading questions, overgeneralization, bandwagon effect, non sequitur, circular logic, hasty generalization) in arguments, persuasive material, and formal and informal debates; analyze their effects on the text and reader; and understand why fallacies are not valid forms of reasoning
Analyzing Argument and Evaluating Text 1.
2. 3. 4. 5.
Identify logical fallacies (e.g., appeals to pity or common opinion, personal attack/ad hominem, doublespeak, false dichotomy, false causality, red herring, straw man, false assumption, caricature, loaded terms, leading questions, overgeneralization, bandwagon effect, non sequitur, circular logic, hasty generalization) in arguments, persuasive material, and formal and informal debates; analyze their effects on the text and reader; and understand why fallacies are not valid forms of reasoning Evaluate an argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal citing evidence from the text Discern different kinds of supporting evidence such as empirical or anecdotal evidence, and distinguish and analyze different forms of argument such as argument by analogy, causation, authority, emotion, and logic Evaluate the credibility of an author's argument and the quality, credibility, and currency of sources Analyze how media influences public perception and opinion
Group 2 Students Atkinson, Rebecca; Kahl, Rober; Hanneman, David
Word Knowledge and Skills 1. 2. 3. 4. 5.
˜
Identify and analyze the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in grade-appropriate text (GLE 6.5-8.1) Use knowledge of word relationships, including analogies (e.g., part/whole petal/flower), to comprehend text Analyze the meanings of common idioms (e.g., back to square one) in grade-appropriate prose and poetry (GLE 7.38.8) Identify and understand synonyms for grade-appropriate words (RL 6-8: reaction/response) Identify and understand homophones (e.g., choral/coral), homographs, and multi-meaning words (e.g., charter) in grade-appropriate text (GLE 7.3-8.8)
Designates a core skill. Core skills identify the most critical skills to learn at each grade level.
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Use this interactive report to view student progress over time.
This example shows data for the same students over multiple years.
The report uses district benchmarks.
The students in Grade 1 (2008-2009) are the same students in Grade 2 (2009-2010).
The 5th grade is making progress; 2010 has the largest proportion of students above the 40th PR.
Exclusively Available for STAR Reading™ Enterprise Customers R52984 21
Compare the same grades year to year or compare the same students over multiple years.
The 2nd grade is making progress; 2010 has the largest proportion of students above the 40th PR.
Exclusively Available for STAR Reading™ Enterprise Customers R52984 22
Next Steps:
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