Transcript STAR Training of Trainers
STAR Training of Trainers
What is a computer adaptive test?
Too low Appropriate content Too high
Traditional Assessments are Imprecise Above and Below Grade Level Sixth grade reading assessment
Below sixth grade Sixth grade test items Above sixth grade
CAT: Precise at All Levels
Sixth grade reading assessment
Below sixth grade Sixth grade test items Above sixth grade
STAR Early Literacy • • • • • • • General readiness Graphophonemic awareness Phonemic awareness Phonics Vocabulary Comprehension Structural analysis
STAR Reading • • • • Vocabulary in context Comprehension Instructional reading level Independent reading range
STAR Reading tests comprehension
Construct meaning from text Vocabulary knowledge
STAR Math tests competency in eight mathematical strands
Numeration Computation Estimation Algebra Geometry Measurement Data analysis & statistics Word Problems
0 SS
Scaled Score (SS)
900 SS 1400 SS 615
1 PR
Percentile Rank (PR)
99 PR 52
Grade Level Equivalent Score (GE)
0.1 GE 12.9 GE 4.8
Two types of growth
Scaled Score: Absolute Growth Percentile Rank: Relative Growth
Estimated Oral Reading Fluency A New Measure in STAR-EL and STAR Reading
STAR and Est. ORF • Resulted from a correlational study looking at – STAR (EL and Reading) scores – and DIBELS Oral Reading Fluency • Statistically HUGE sample – N=12,220
What a correlation!
What a correlation!
Notice What Happens G4 – R=0.71
G3 – R=0.78
G2 – R=0.84
G1- R=0.87
Diagnostic Information
Reasons for score fluctuation
Standard Error of Measurement (chance) Fluctuation in student performance (good day, bad day) Regression to the mean (statistical phenomenon)
Fidelity of Administration Pre-Test Instructions
Item Time Limits
Grades K - 2
60 seconds per item
Grades 3 +
45 seconds Short comprehension 90 seconds Extended comprehension 3 minutes per item 90 seconds per item 24
Using STAR in an RtI Setting
Progress shown Data Review
Progress Monitoring with STAR
Lack of progress
Intervention A (Tier 2)
Data Review
Screening with STAR
Core Instructional Program (Tier 1)
Intervention B
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Screening Report
A Math Report
1. Are you satisfied with the number/percent of students in your class/grade who are at or above proficiency? Is core instruction effective? 2. Some students are in the “red.” Based on your opinion of the student(s) and other information you have, is this student in need of “urgent intervention?” 3. Some students (blue) are “on watch” or “almost” at benchmark. Which of these are you “worried about” and which do you think will progress with continued core instruction? 4. What is being done or what do you think needs to be done for those students in need of “intervention” (Yellow)?
George Batsche
Screening • • • “The testing needs to be brief, easy to administer , reliable, and valid” (Applebaum, 2009, p. 4) “Screening is a type of assessment that is characterized by providing quick, low-cost, repeatable testing of age-appropriate critical skills or behaviors” (NRCLD, 2006, p. 1.2) “For a screening measure to be useful, it should. . . be practical ” (NRCLD, 2006, 1.2)
Clean the Fish Tank!
• If the water in the fish tank is dirty, you don’t start taking our individual fish and diagnosis their needs. You clean the fish tank!
Heather Diamond, FL Department of Ed.
Progress Monitoring
Student Growth in PR and SS 486 SS 23 PR 485 SS 484 SS 22 PR 483 SS 482 SS 481 SS 480 SS 479 SS 478 SS 477 SS
Meta-skill assessments & single skill probes
STAR Assessments measure skills as a whole Individual probes measure skill on isolated tasks
Progress Monitoring It is a common misconception that accurate measure of the isolated skills requires an explicit, separate test for each skill. On the contrary, since the sub skills in a given domain are highly interrelated, sub skills scores can be derived more accurately—and more efficiently—from student’s overall test performance, which provides far more data from more items than a short probe.
Goal Setting
Star Hosted Data
5 6 K 1 2 3 4 7 8 9 10 11 12 The Statistics Behind the Goal-Setting Wizard 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th
Goal-Setting Rate to Maintain 11PR = 2.0
Rate to Meet Bench mark = 7.0
Moderate Goal = 3.3
Ambitious Goal = 5.5
Not responding to the intervention
Check the fidelity of implementation Give the intervention more time to work Increase the intensity of the intervention Try a new intervention
Editing a goal
Give the intervention more time to work
Starting a new intervention
Try a new intervention
How is Y responding to the new intervention?
STAR Early Literacy STAR Math STAR Reading Very Highly Rated for Both Screening and Progress Monitoring by the National Center for Response to Intervention www.rti4success.org
High rating from National Center on RTI Screening Tools Chart (partial) www.rti4success.org
High rating from National Center on RTI Progress Monitoring Tools Chart (partial)
www.rti4success.org
• • • • • Resources Software: manuals, Live Chat Phone:
(800) 338-4204
Email:
Renaissance Training Center:
www.renlearn.com/profdevel
Getting the Most out of STAR Guides 55
RtI Experts Dr. George Batsche University of South Florida Dr. Matt Burns University of Minnesota Dr. Ted Christ University of Minnesota Dr. Joe Kovaleski Indiana Univ of PA Dr. Ed Shapiro Lehigh University Dr. Amanda VanDerHeyden Consultant Dr. Jim Ysseldyke University of Minnesota