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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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©Copyright 2016 Renaissance Learning, Inc. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Math,

Accelerated Reader, AccelScan, AccelTest, AR, AR 360, ATOS, Core Progress, English in a Flash, Learnalytics, Progress Pulse, Renaissance Home Connect, Renaissance Learning,

Renaissance Place, Renaissance-U, STAR, STAR 360, STAR Custom, STAR Early Literacy, STAR Math, STAR Reading, STAR Reading Spanish, STAR Spanish, Successful Reader, Subtext

and UClass, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. All other

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

Disclaimer of Liability

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.