STAR Training of Trainers Gene M. Kerns
Today’s Session • Progress Monitoring • Hands On Time • Instructional Planning • Other STAR Reports • A Preview of “STAR • Enterprise • Ongoing support and follow up
Reasons for score fluctuation Standard Error of Measurement (chance) Fluctuation in student performance (good day, bad day) Regression to the mean (statistical phenomenon)
Meta-skill assessments & single skill probes STAR Assessments measure skills as a whole Individual probes measure skill on isolated tasks
STAR in Action in Colorado
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.
Shapiro (in press) Curriculum-Based Measurement (CBM) has been most closely associated with RTI models... However, the equation of CBM with RTI is unfortunate as it is not the only assessment process that meets the requirements of an effective RTI system.
Shapiro (in press) Those considering using STAR measures should be highly confident that the data produced by STAR assessments will offer accurate, reliable, and valuable data that inform decisions that arepart of the RTI process. STAR measures do provide a level of diagnostic information that exceeds the information produced by CBM alone.
Not responding to the intervention Check the fidelity of implementation Give the intervention more time to work Try a new intervention Increase the intensity of the intervention
Goal-Setting Rate to Maintain 11PR = 2.0 Rate to Meet Bench- mark = 7.0 Moderate Goal = 3.3 Ambitious Goal = 5.5
A Starting and naming an intervention
Progress shown Lack of progress Data Review Progress Monitoring with STAR Intervention B Intervention A (Tier 2) Data Review Screening with STAR Core Instructional Program (Tier 1)
How can I best target instruction? Instructional Grouping Back to STAR Reports
What skills are my students ready to learn? Instructional Planning Report Back to STAR Reports
Where can I find instructional resources for the skills I need to teach? Learning Progressions Back to STAR Reports
Two Types of Data Comparative (norm-referenced data) Actual (raw data)
Norm referenced: Compares students performance to other students in same grade
Zone of Proximal Development (ZPD) Estimated Oral Reading Fluency (Est. ORF): grades 1 – 4 only Special STAR Reading Scores 39
Estimated Oral Reading Fluency STAR-EL and STAR Reading Grades 1-4 only
Resulted from a correlational study looking at STAR (EL and Reading) scores and DIBELS Oral Reading Fluency Statistically HUGE sample N=12,220 STAR and Est. ORF
Estimated oral reading fluency is an estimation of the number of words a student should be able to read correctly on a grade-level appropriate passage within a one-minute time span. Est. ORF is based on research correlating STAR Reading™ and STAR Early Literacy™ scores to student performance on oral reading fluency measures. What is Estimated Oral Reading Fluency (Est. ORF)?
Notice What Happens G4 – R=0.71 G3 – R=0.78 G2 – R=0.84 G1- R=0.87
Software: manuals, Live Chat Phone: (800) 338-4204 Email: email@example.com Renaissance Training Center: www.renlearn.com/profdevel Getting the Most out of STAR Guides Resources
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. Jim Ysseldyke University of Minnesota Dr. Amanda VanDerHeyden Consultant Dr. Ed Shapiro Lehigh University