considerations for using star™ with educator evaluation...
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Considerations for Using STAR™ with Educator Evaluation: Kentucky
Purpose
Renaissance Learning has developed this document in response to customer requests for information on how to use the
data generated by STAR assessments (STAR Reading, STAR Math, and STAR Early Literacy) to support the teacher
evaluation process in Kentucky.
Note: This document provides examples of ways that educators use STAR data. This information is not intended as a
recommendation or to invalidate district policy. In addition, educators are always cautioned against placing too much
emphasis on any one evidence source.
Improve teaching effectiveness and student outcomes
We believe that the purpose of educator evaluation is to support effective teaching and improve student learning.
Educator effectiveness refers to the degree of quality in specific dimensions of teaching, such as classroom management
and a deep understanding of how learning progresses in a discipline. Educator evaluation, generally a summative
measure determined from an examination of quantitative as well as qualitative data, refers to a degree of quality in
overall performance and achievement for a particular school year or span of years. Effectiveness for all educators is the
goal. Evaluation, as required by local, state, and federal legislation, is one pathway to achieve that goal, and is the focus
of this document.
As an interim assessment, STAR provides educators with reliable data during the year so they can see the path ahead in
time to impact it. This document will show how STAR can provide teachers with critical data for documenting
instructional practice and building a body of evidence of student growth and achievement as part of their district’s
educator evaluation process. STAR assessments can be administered multiple times throughout the school year,
creating a trustworthy trend line that tells a story. Teachers and principals can demonstrate student progress toward
incremental benchmarks, mid-course corrections in instruction and the resulting effects, efforts to screen and identify
students in need of (and in response to) intervention, trends toward state proficiency, and patterns in learning.
Student Growth Percentiles as reported in STAR
Student Growth Percentile (SGP) is an acceptable source of evidence for student growth for student learning objectives
(SLOs) and other elective sources of data. With the updated SGP model, STAR is now even better at measuring within-
year growth for educator evaluation purposes. STAR assessments continue to fully meet the requirements for measuring
within-year growth for educator evaluation, including in states where it is approved for this purpose.
SGP is reported on a 1–99 scale, with lower numbers indicating lower relative growth and higher numbers indicating
higher relative growth. For more information on SGP and value-added growth scores, including information on why SGP
is suggested as a statistical growth metric to use with STAR (as compared to other change measures, such as change in
scaled score), see the Educator Effectiveness/Educator Evaluation and the SGP FAQ. For SGPs to be reported in STAR,
students must be tested within at least two of the following date ranges:
Fall: August 1 – November 30
Winter: December 1 – March 31
Spring: April 1 – July 31
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Pretest and posttests for half-year SGPs (fall to winter, winter to spring) must be administered at least 60 calendar (not
school) days apart, and full-year SGPs (fall to spring) must be administered at least 180 calendar days apart.
Process and Components
Kentucky
Implementation
Timeline
Source
Kentucky
Evaluation
Requirements
Source
Professional
Growth and
Effectiveness
System (PGES)
Source
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Professional
Practice
Source
Overall Professional Practice
Professional Practice Rating
Student
Growth
Source
Overall Student Growth
Student Growth Rating
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Overall
Effectiveness
Ratings
Source
Four performance ratings:
Exemplary, Accomplished, Developing, Ineffective
Criteria for determining a teacher’s overall performance
Teacher
Evaluation
Model
Source
Danielson- adapted for Kentucky Department of Education in 2011
For more information on the correlation between Danielson Framework and Renaissance Learning
products and services, see pages 11-12.
Instruction is key to growth
Accelerating growth for all students requires ongoing focus on instructional practices to accomplish learning content
goals and meet growth targets. Assessing students, setting targets, and monitoring growth aren’t enough; there must
also be an instructional plan to advance learning. Quality instruction is key to achieving growth.
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Student Growth Goals (SGG)
Student
Growth
Goals
(SGG)
Source
Goal setting for student learning is an important process for every Kentucky educator. Rigorous,
measurable goals provide a clear path for teachers and students to succeed. The goal setting process
helps ensure that lesson design, implementation, and assessment result in learning for all students.
When written to match each step listed above, the S-M-A-R-T criteria should be met.
S - specific, significant, stretching
M - measurable, meaningful, motivational
A - agreed upon, attainable, achievable, acceptable, action-oriented
R - realistic, relevant, reasonable, rewarding, results-oriented
T - time-based, time-bound, timely, tangible, trackable
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Student Growth Template
Teacher Mr. Lopez
Administrator Mr. Peterson
Content Grade 6th Mathematics
Context Nineteen students in my seventh hour grade 6 math class are included in this student learning goal. Six of these students are English language learners and four students have reading disabilities. I am selecting this class based on the baseline data.
Data Source Category 1
Baseline Data I will use my students’ fall screening scores for baseline data. The STAR Math Screening Report provides each student’s score, as well as their benchmark category, which aids in differentiating instruction. For a sample Screening Report, see page 8.
Goal Statement
During the 2015-2016 school year, all twenty-four students in my seventh hour, grade 6 math class will improve in math computation and math problem solving while displaying perseverance. I will use the Fall to Spring Student Growth Percentile (SGP) score reported in STAR Math to measure growth. SGP incorporates each student’s pre and posttest score into a single, nationally-normed growth score. I’ll strive for my classroom to meet or exceed a median SGP of 40, recognizing that some students must surpass this goal to obtain proficiency.
Rigor The goal reflects a level of rigor that helps students meet mastery of standards, and the learning and assessment are congruent with required, rigorous standards.
Rationale for Goal
When examining my students’ state test results from last year, I noted that math computation
and math problem solving is an area of struggle. This was confirmed by examining the previous
years’ assessments on multiplying and dividing fractions, dividing multi-digit numbers, finding
common factors and multiples, dividing multi-digit decimals, and understanding positive and
negative numbers.
I reviewed my previous years’ STAR Math data to determine how grade 6 students have
historically grown in my classroom. Over the last four years, the median SGP of my students has
been: 39 SGP in 2012, 41 SGP in 2013, 40 SGP in 2014, and 39 SGP in 2015. Based on my students’
growth over the years as it is reflected in the SGP metric, I will set a fall-to-spring growth target
this year of 40 SGP.
For more information on setting growth targets, see page 10.
Strategies for Goal
Accomplishment
I will use constructed-response items and performance tasks, available as instructional resources in STAR Math, to provide additional insight into my students’ proficiency on standards in the Number System domain for grade 6. Evidence of improved achievement will be also determined from classroom problem-solving assignments. I will customize and administer assessment items that target specific skills using STAR Custom.
Throughout the school year, I will monitor student growth using STAR’s Growth Proficiency Chart, which provides a real-time snapshot of my students’ performance and growth in relation to the benchmark proficiency level.
Indicators of Goal Attainment
The goal reflects a level of rigor that helps students meet mastery of standards, and the learning and assessment are congruent with required, rigorous standards.
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Alignment to Content
Standards
In addition to regular math instruction, I will place special emphasis on helping students
understand and demonstrate proficiency on the Kentucky Core Academic Standards in the
Number System domain for grade 6. This includes the following standards
Apply and extend previous understandings of multiplication and division to divide
fractions by fractions.
1. Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the
problem.
Compute fluently with multi-digit numbers and find common factors and multiples.
2. Fluently divide multi-digit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
4. Find the greatest common factor of two whole numbers less than or equal to 100 and the
least common multiple of two whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1–100 with a common factor as a multiple of
a sum of two whole numbers with no common factor.
Apply and extend previous understandings of numbers to the system of rational
numbers.
5. Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values; use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
6. Understand a rational number as a point on the number line. Extend number line diagrams
and coordinate axes familiar from previous grades to represent points on the line and in the
plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on
the number line; recognize that the opposite of the opposite of a number is the
number itself.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of
the coordinate plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical
number line diagram; find and position pairs of integers and other rational numbers
on a coordinate plane.
7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two
numbers on a number line diagram. For example, interpret –3 > –7 as a statement that
–3 is located to the right of –7 on a number line oriented from left to right. .
b. Write, interpret, and explain statements of order for rational numbers in real-world
contexts. 8. Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Teacher Goal Setting for Student Growth Template and Template Guidelines
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Using the STAR Screening Report to gather baseline data
This report allows you to view
the distribution of students
against state benchmarks.
Subsequent pages of the report
show which students are at each
performance level.
The report’s summary section shows that 79% of students in the
class fell into the Proficient or Distinguished benchmark
categories.
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Determining student growth The STAR assessments include an easy-to-read Growth Report that displays each student’s SGP score. The following sample
report shows the outcome of the sample student growth goal. In this class, 18 out of twenty-four students (75%) met or
exceeded the growth target of 40 SGP.
The report’s Summary section shows students in the class
exceeded the target of a median SGP of 40.
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How to incorporate STAR data into a Student Learning Goal
For schools in their first year using STAR data
A student growth goal can be calculated by determining the percentage of students in a class who meet a growth target.
The table below illustrates the percentage of classrooms in which a 50% of students hit the 35, 40, and 50 SGP growth
targets in Kentucky, based on data collected by Renaissance Learning.
Percent of Kentucky classrooms that reach a specific median SGP
STAR Math
(n= 2,103 classrooms)
STAR Reading
(n= 3,821 classrooms)
SGP 35 81% 86%
SGP 40 72% 79%
SGP 50 50% 59%
Based on the STAR Math data for Kentucky, with an SGG growth target of 40 SGP, 72% of KY classrooms could reach this
target. Educators should consult their own school and district baseline data, when available, to set growth targets. Note
that 40 SGP is used in the sample student learning goal for demonstration purposes only. It is not a recommendation.
Assessment Activity Timeline
Time of Year Assessment Activities
Fall Teachers assess students with the STAR Math computer-adaptive test for fall screening.
The STAR software generates Screening and Instructional Planning Reports in real time.
Fall–Winter Teachers administer and score the constructed-response items and performance-based
tasks that are available in STAR’s learning progression. These items are similar to K-PREP
assessment items.
Winter Teachers assess students with the STAR Math computer-adaptive test for winter screening.
The STAR software generates Screening, Instructional Planning, and Growth Reports in real
time.
The STAR Math Growth Report provides teachers with fall-to-winter student growth
percentile (SGP) scores for individual students, and for the class as a whole, for mid-year
analysis.
Winter–
Spring
Teachers administer and score the constructed-response items and performance-based
tasks that are available in STAR’s learning progression. These items are similar to K-PREP
assessment items.
Spring Teachers assess students with the STAR Math computer-adaptive test for spring screening.
The STAR software generates Screening, Instructional Planning, and Growth Reports in real
time.
The STAR Math Growth Report provides teachers with fall-to-spring (or winter-to-spring) SGP
scores for individual students, and for the class as a whole, for growth reporting, student
growth goals (SGGs), and program analysis.
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Danielson Framework for Teaching
This document provides an abridged correlation between the Danielson Framework for Teaching adapted for the
Kentucky Department of Education and Renaissance Learning’s products and services. As stated in our Education
Principles, we believe that teachers are important and key to improving schools. We understand that it is the skillful use
of Renaissance products and services, implemented within the context of professional best practice that accelerates
learning.
Renaissance Accelerated Learning Framework
Renaissance resources and services work together in an interconnected loop of Assess, Teach, and Learn. The three
components of this interconnected loop serve as the organizing structure for the correlation. Products and services
included in each component are listed below.
Assess: The insight gained from assessment empowers educators to trust their best instructional instincts.
Assess resources include:
STAR 360™ which brings together computer-adaptive and nationally normed assessments (STAR Early Literacy™,
STAR Reading™, STAR Math™) and teacher-created assessments (STAR Custom™) that return actionable data
detailing each student’s progress toward mastery.
Progress Pulse™ is a student response tool designed to provide educators access to student feedback throughout
the instructional cycle—a critical process within formative assessment.
Teach: The knowledge educators develop about how students learn continually refines those same instincts.
Teach resources include:
Core Progress™ empirically validated learning progressions for reading and math describe how learning advances
from naïve understandings through mastery and application. Core Progress for reading and math serve as the
blueprint for each STAR assessment. As such, STAR pinpoints where students are; Core Progress provides a learning
continuum to take students where they are ready to learn. Core Progress is accessible via STAR Assessments.
Learnalytics™, founded upon one of the world’s largest databases of anonymized student learning data, makes
visible what student know, what they like, and how they learn. Learnalytics is available at www.learnalytics.com.
Renaissance Professional Services offer multiple formats for professional development including consulting,
coaching, and on demand professional development available through Renaissance-U™.
Learn: The skillful application of insight and practitioner expertise motivates students, empowers them as owners of their
own learning, and accelerates learning.
Learn resources include:
Accelerated Reader 360™ (AR 360) offers personalized practice for independent reading and differentiated
instruction for informational reading.
Accelerated Math Fluency™ (AMF) provides for personalized practice in the critical areas of math fact fluency and
automaticity.
Accelerated Math 2.0™ (AM 2.0) aligns with state-specific learning progression to provide individual and small
math group practice.
Home Connect™ is a free, optional service for parents, guardians, or other stakeholders to access online
dashboards that detail a student’s progress toward reading goals, vocabulary acquisition, and mastery of math
objectives.
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Assess STAR 360 and Progress Pulse
Teach Core Progress Learning Progressions, Learnalytics and Renaissance-U
Learn AR 360, AMF, AM 2.0, Home Connect
1A—Knowledge of Content and Pedagogy
Use Progress Pulse proactively to uncover and
address student misconceptions
1B—Knowledge of Students
Administer STAR to identify students in need of
intervention, inform student grouping and pinpoint
skills ready to learn
Understand that STAR computer adaptive
assessments automatically adjust item levels in
response to each student’s answer
1F—Design Student Assessment
Run STAR standards reports to gauge each student’s
progress toward mastery of standards. Use STAR
data and insight from Progress Pulse to create STAR
Custom assessments
As needed adjust STAR assessments to meet
identified needs
2B—Establish a Culture for Learning
Identify students in need of intervention and plan
for equitable instruction
Engage students in their own STAR and STAR
Custom data and include them in data discussions
2C—Manage Classroom Practices
Maximize instructional time by gaining the greatest
amount of insight in the least amount of time with
STAR
3D—Use assessment in instruction
Engage students with Progress Pulse prior to and
during the instruction to inform next steps in
teaching
Teachers design assessments with STAR Custom for
use at selected checkpoints throughout units of
instruction
4B—Maintain Accurate Records
STAR data are available visually via dashboards as
well as retrievable and storable via reports in pdf
format
4C—Communicate with Families
STAR Parent Reports clearly explain student
performance to students and caregivers
1 A—Knowledge of Content and Pedagogy
Interact with Core Progress to understand intra-disciplinary
content relationships, grade-level domain expectations, skills—
including pre-requisite skills and instructional resources
1C—Set Instructional Outcomes
Access Core Progress to see where students are in reading and
math and which skills they are ready to learn
1D—Knowledge of Resources
Access academic vocabulary required to understand skills
Retrieve diverse instructional resources, such as worked examples,
constructed response items, DOK 2 – 4 resources and performance
tasks
Identify prerequisite skills to support students to address noted
skills gaps
1E—Design Coherent Instruction
Access differentiated learning activities
Understand structure of lesson from major skill area to skill, sub-
skills, academic vocabulary and ELL support
Identify prerequisite skills to support students to address noted
skills gaps
Link purpose of lesson to each students’ place on the learning
progression
3A—Communicate with Students
Use knowledge of prerequisite skills to point out areas of potential
misunderstanding
Share Learnalytics with students so they can explore what
students across the nation are reading, how they are learning, and
what they like
3D—Use Assessment in Instruction
Use resources as questions and prompts in a formative assessment
process
4E—Grow and Develop Professionally
Complete Renaissance-U courses to learn best practices for the
Renaissance Assess and Learn resources
Engage in onsite and/or telephonic coaching deepen data literacy
Expand repertoire of data decision skills and incorporate into
instructional practice
1C—Set Instructional Outcomes
Outcomes are expressed as personalized and
increasingly rigorous goals within AR 360, AMF,
and AM 2.0
Access STAR data to information goal-setting in
AR 360
Engage students in in multiple measures of
reading growth in AR 360
1E—Design Coherent Instruction
Respond to STAR data within AM 2.0 to establish
learning groups
Implement developmentally appropriate
practices within the AR 360 “read to, read with,
and read independently” framework
Within AR 360, differentiate informational reading
instruction with articles and skills practice
Align AR 360 resources with content area
instruction
Use AM 2.0 built-in learning schedule and
assignment plan to align instruction to standards
2B—Establish a Culture of Learning
Access peer support in AM 2.0
3C—Engage Students in Learning
Routinely engage students in status of the class
discussions regarding their progress in reading
and mathematics
Access peer support in AM 2.0 to activate
students are instructional resources for one
another
3D—Use Assessment in Instruction
Examine Reading and Math Dashboards for
continuous feedback on students’ work and to
take action based on that feedback
4B—Maintaining Accurate Records
Students track progress toward goals in AR 360,
AMF, and AM 2.0
4C—Communicate with Families
Use Home Connect with AR 360, AMF, and AM 2.0
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Accelerated Reader, AccelScan, AccelTest, AR, AR 360, ATOS, Core Progress, English in a Flash, Learnalytics, Progress Pulse, Renaissance Home Connect, Renaissance Learning,
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product and company names should be considered the property of their respective companies and organizations.
PO Box 8036Wisconsin Rapids, WI 54495-8036(800) 338-4204www.renaissance.com
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The information contained in this document is solely for educational purposes and marketing. Renaissance
Learning, Inc., its affiliated companies and their respective owners, officers, employees, agents {collectively,
"Renaissance") make no, and disclaim all, express and implied representations or warranties, including, without
limitation, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE,
concerning STAR, the information or materials described herein or any uses made thereof (including evaluation
or assessment) or the results or consequences derived or resulting from the foregoing. Although this document
has been produced from sources believed to be reliable at the time, no representation or warranty, express or
implied, is made regarding the accuracy, adequacy, timeliness, completeness, legality, reliability or usefulness
of any information contained herein.
Each user of STAR must determine for itself the appropriateness and advisability of using STAR, the information
or materials described herein, or any output, work product, analysis, results or conclusions derived or resulting,
in whole or in part, there from, and assumes sole liability therefor. Each such user waives to the fullest extent
permitted by law any and all claims, demands, suits, causes of action and other rights against Renaissance with
respect thereto (regardless of whether any such claim, etc. is based upon contract, tort, negligence, strict
liability, common law, statutory or other theory of recovery). Each such user agrees that it (and not Renaissance)
shall be responsible for any claims, demands, suits, causes of action, losses, damages and other costs and
expenses asserted by any third party affected by user's use of the foregoing.