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Screening Report

Printed Tuesday, September 7, 2010 3:21:18 PM

1 of 4

Texas TAKS

School: Pine Hill Middle School Reporting Period: 9/2/2010 - 9/3/2010 (Fall Screening)

Report OptionsReporting Parameter Group: All Demographics [Default]

Grade: 7

300

350

400

450

500

550

600

650

700

750

800

850

900

950

1000

1050

1100

1150

1200

1250

1300

1350

1400

STA

R R

eadi

ng S

cale

d Sc

ore

Students

Categories / Levels PercentCurrent

Benchmarkd Benchmark

At Time of State TestNumberProficient

20 20%Commended Performance At/Above 914 SS At/Above 854 SS70 70%Met Standard At/Above 518 SS At/Above 467 SS90 90%Category Total

Less Than Proficient10 10%Standard Not Met Below 518 SS Below 467 SS10 10%Category Total

Students Tested 100

Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students just below? Do all students represented by your lowest level need urgent intervention?

dBenchmark adjusted for time of year using student growth norms

Class Instructional Planning Report Printed Tuesday, September 7, 2010 1:45:33 PM

School: Pine Hill Middle School Reporting Period: 09/01/2010-09/7/2010

˜ Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Group: Grade 7 Reading

Instructional Groups

Number ofStudents

Scaled Score (0 - 1400) Median Range

Group 1 11 809 680-1354 Group 2 3 573 540-648 Group 3 4 429 344-517

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; Mackowski, Gregory; Waldenmaier, Dean; Reyes, Christina;

Frisch, Dena; O’Rourke, Sean; Statz, Madeline; Major, Jasmine

Word Knowledge and Skills 1. ˜ Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g.,

fancy/gaudy/intricate/elaborate/overly complicated) 2. Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities), to

comprehend text 3. Recognize what items or ideas are being compared in analogies found in grade-appropriate text (GLE 7.3-8.8) 4. Analyze the meanings of idioms (e.g., lose a train of thought) in grade-appropriate prose and poetry (GLE 7.8-9.4) 5. Use a wide array of contextual clues, including understanding increasingly subtle examples, to determine or clarify the

precise meanings of unfamiliar words in grade-appropriate text (GLE 7.8-9.4)

Comprehension Strategies and Constructing Meaning 1. Distinguish facts from opinions, and evaluate the logic or validity of opinions and assertions in text such as editorials,

essays, articles, and reviews 2. Evaluate how the author's purpose is conveyed 3. Understand technical or scientific processes described in a wide range of informational or functional text (e.g.,

directions to operate a scientific calculator) 4. Understand how sequential structure influences text meaning (e.g., predictable sequence may lead to an uninteresting

plot; unusual sequence may be confusing) 5. Analyze subtle similarities and differences in information, ideas, wording, and other elements of texts in order to

support conclusions

Analyzing Literary Text1. Evaluate the credibility and consistency of the characters and plot and whether this affects the quality of the text 2. Analyze the importance and influence of setting on characters, plot, theme, mood, tone, and meaning (e.g., how does

the setting influence a character's outlook or prospects?) 3. Identify and analyze characteristics of different genres, and understand the relationship between form or genre and

purpose 4. Analyze characteristics of epic tales and myths and recognize how and when these stories influence modern literary

texts 5. Discern and compare the effects of different points of view (e.g., first/third person, limited/omniscient,

subjective/objective) on the plot or on the reader’s perception

1 of 4

Instructional Planning Report for Jasmine Major


School: Pine Hill Middle School Teacher: Mrs. K. Jones Class: 8th Hour Reading Grade: 7


STAR Reading Test ResultsTest Date: 09/03/2010 Current SS (Scaled Score): 680 Projected SS for 06/10/11: 787

IRL: 5.7 ZPD: 4.1-6.3 ATOS 2000: 900 ZPD 2000: 631-951

Jasmine’s Current Performance Texas State Proficiency Levels

Current

Projected

Scaled Score 550 600 650 700 750 800 850 Standard Not Met Met Standard Commended Performance

Skills to Learn Skills listed below are suggested skills Jasmine should work on based on her last STAR Reading test. These skills should be

challenging, but not too difficult for Jasmine. 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 Jasmine should practice the following strategies and skills to improve comprehension of words in texts at

Jasmine's reading level. Skills to Learn 1. Identify and understand homophones (e.g., bow/beau), and use context clues to determine the meanings of

homographs (e.g., initial, quarry, couch) and multi-meaning words (e.g., canteen) in grade-appropriate text (GLE 6.5-8.1)

2. Identify and understand synonyms for grade-appropriate words (RL 7 and below: initiate/start) and determine the subtle differences in meaning between synonyms

3. Use knowledge of grade-appropriate affixes (e.g., be-, circu-) and Latin and Greek roots in familiar words (e.g., urbs, phone) to predict the meanings of unfamiliar words with the same root (e.g., urban, cacophonous)

4. 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)

5. Use knowledge of word relationships, including analogies (e.g., part/whole petal/flower), to comprehend text

Comprehension Strategies and Constructing Meaning This score suggests Jasmine should practice the following strategies and skills to improve reading comprehension in texts at

Jasmine's reading level. Skills to Learn 1. Determine author's purpose and how the author fulfills that purpose (e.g., language use, evidence) 2. Infer and analyze the main idea or essential message 3. Distinguish facts from opinions and assertions, understanding that facts can be verified and opinions disputed 4. Determine if critical information is missing in text 5. Analyze features of functional text to detect extraneous or missing information

Projected

1 of 2

Current

of 8, R52941

Screening Report


1 of 4

Texas TAKS

School: Pine Hill Middle School Reporting Period: 9/2/2010 - 9/3/2010 (Fall Screening)

Report OptionsReporting Parameter Group: All Demographics [Default]

Grade: 7

300

350

400

450

500

550

600

650

700

750

800

850

900

950

1000

1050

1100

1150

1200

1250

1300

1350

1400

STA

R R

eadi

ng S

cale

d Sc

ore

Students

Categories / Levels PercentCurrent

Benchmarkd Benchmark

At Time of State TestNumberProficient

20 20%Commended Performance At/Above 914 SS At/Above 854 SS70 70%Met Standard At/Above 518 SS At/Above 467 SS90 90%Category Total

Less Than Proficient10 10%Standard Not Met Below 518 SS Below 467 SS10 10%Category Total

Students Tested 100

Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students just below? Do all students represented by your lowest level need urgent intervention?

dBenchmark adjusted for time of year using student growth norms

Run this report using your

state or local benchmarks.

Table provides benchmarkscores at the time of this screening as well as projected scores

at the time of the state test.

Use this report to view the

distribution of students against

benchmarks.

Step 1:Run the

Screening Report.

Details for each student are on the following

pages of this report.

Regroup students as needed

by selecting the number of groups and the students

in them.

Use this page to group

students before running the Class

Instructional Planning report.

of 8, R52941

Step 2: Run the

Instructional Planning Report

for a Class.

Recommendation is 5 skills per domain; as you become more

familiar with the reports, you may want to

adjust the number of skills.Once groups

have been established, finish

customizing the report using the

report options.

The colored boxes are

based on the benchmark selected.

Class Instructional Planning Report 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

Number ofStudents

Scaled Score (0 - 1400) Median Range

Group 1 11 809 680-1354 Group 2 3 573 540-648 Group 3 4 429 344-517

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; Mackowski, Gregory; Waldenmaier, Dean; Reyes, Christina;

Frisch, Dena; O’Rourke, Sean; Statz, Madeline; Major, Jasmine

Word Knowledge and Skills 1. ˜ Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g.,

fancy/gaudy/intricate/elaborate/overly complicated) 2. Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities), to

comprehend text 3. Recognize what items or ideas are being compared in analogies found in grade-appropriate text (GLE 7.3-8.8) 4. Analyze the meanings of idioms (e.g., lose a train of thought) in grade-appropriate prose and poetry (GLE 7.8-9.4) 5. Use a wide array of contextual clues, including understanding increasingly subtle examples, to determine or clarify the

precise meanings of unfamiliar words in grade-appropriate text (GLE 7.8-9.4)

Comprehension Strategies and Constructing Meaning 1. Distinguish facts from opinions, and evaluate the logic or validity of opinions and assertions in text such as editorials,

essays, articles, and reviews 2. Evaluate how the author's purpose is conveyed 3. Understand technical or scientific processes described in a wide range of informational or functional text (e.g.,

directions to operate a scientific calculator) 4. Understand how sequential structure influences text meaning (e.g., predictable sequence may lead to an uninteresting

plot; unusual sequence may be confusing) 5. Analyze subtle similarities and differences in information, ideas, wording, and other elements of texts in order to

support conclusions

Analyzing Literary Text1. Evaluate the credibility and consistency of the characters and plot and whether this affects the quality of the text 2. Analyze the importance and influence of setting on characters, plot, theme, mood, tone, and meaning (e.g., how does

the setting influence a character's outlook or prospects?) 3. Identify and analyze characteristics of different genres, and understand the relationship between form or genre and

purpose 4. Analyze characteristics of epic tales and myths and recognize how and when these stories influence modern literary

texts 5. Discern and compare the effects of different points of view (e.g., first/third person, limited/omniscient,

subjective/objective) on the plot or on the reader’s perception

1 of 4

Recommended skills are based on the median

Scaled Score for each group.

Find more information on any

skill listed using the Reading Learning

Progressions.

Students are listed in rank order.

This report provides a list of skill recommendations for each group identified on the Instructional Report Groupings

page.

of 8, R52941

Page 1 of a multipage report. Remaining groups

are shown on following pages.

Step 2: Continued






IRL: 5.7 ZPD: 4.1-6.3 ATOS 2000: 900 ZPD 2000: 631-951


Current

Projected













Projected

1 of 2

Current

Use this list of skills to help plan instruction

for Jasmine.

Share this report with

parents and students.

The scaled score range is 0

to 1400. Only part of that scale is shown on the

graph.

of 8, R52941

Step 2: Run the

Instructional Planning Report

for a Student.

Graph showsJasmine’s current

and projected Scaled Score against state benchmarks.





Analyzing Literary Text This score suggests Jasmine should practice the following strategies and skills to improve analysis of literary texts at

Jasmine's reading level. Skills to Learn 1. Recognize how characters are revealed through their thoughts and actions, through the thoughts of other characters,

through dialogue, and through the author's descriptions 2. Identify and analyze the characteristics of genres of fiction (e.g., historical fiction, mystery, science fiction, fantasy,

myth), nonfiction (e.g., essay, biography), and different forms of poetry (e.g., sonnet, haiku, free verse) and drama 3. Identify recurring and universal themes 4. Identify the point of view (e.g., first/third person, limited/omniscient, subjective/objective) 5. Recognize common plots, settings, and character types in historical fiction, fantasy, and science fiction

Understanding Author’s Craft This score suggests Jasmine should practice the following strategies and skills to improve understanding of author's craft in

texts at Jasmine's reading level. Skills to Learn 1. Interpret the tone and mood of a text, and analyze how the author’s word choice creates tone and mood 2. C Analyze how figurative language (e.g., analogies, idioms, metaphors, similes, personification, puns, hyperbole) affect

the meaning and mood of a text 3. Analyze how literary devices affect the meaning of a text 4. Analyze an author's choice of words and use of language to determine how these choices appeal to the senses,

create imagery, and establish mood and tone 5. Analyze an author's use of figurative language, including analogies, idioms, metaphors, similes, personification, verbal

irony, puns, and hyperbole in text, and recognize its contribution to the text

Analyzing Argument and Evaluating Text This score suggests Jasmine should practice the following strategies and skills in other areas of reading comprehension.

Skills to Learn 1. Identify weaknesses and logical fallacies in persuasive text (e.g., personal attack, exaggeration, stereotyping,

categorical claims) 2. Identify instances in which an author's opinions, beliefs, or attitude bias the argument 3. Identify how an author acknowledges and responds to counterarguments 4. Understand that a source's credibility is affected if it contains misleading information, outdated information, fallacious

reasoning, unsupported inferences, or bias 5. Recognize and evaluate propaganda and slanted text

2 of 2

Find more information using

the Reading Learning

Progressions.






IRL: 5.7 ZPD: 4.1-6.3 ATOS 2000: 900 ZPD 2000: 631-951


Current

Projected













Projected

1 of 2

Current

Use theReading Learning

Progressions to find skills that were listed on the Instructional Planning reports.

Use vocabulary,

concepts, and competencies to

help you plan instruction.

of 8, R52941

Step 3:Use the

Reading LearningProgressions.

Click on Teacher Activities

or Sample Items to see more detail.

ELL support provided for every Focus

skill.

Teacher Activity from

Reading LearningProgressions.

Sample Item from

the Reading Learning

Progressions.

Use theseitems to assess

student knowledgeor use as part of

an in-classexercise.

Teacher Activities can be used as

teaching tools.

of 8, R52941

Use Teacher Activities with the whole class, small

groups, or individual students.

use star reading enterprise with the · ion and pract in this docu r reading e creening re lass...

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