Student Diagnostic Report

1 of 3
Student Diagnostic Report
Enterprise Test
Printed Friday, May 15, 2015 7:20:58 AM
Test Date: May 11, 2015 9:17 AM
Test Time: 8 minutes 48 seconds
School: East Elementary School
Report Options
Use Trend Score: Use trend score for student's suggested skills
Gray, Christopher
ID: 10038
Grade: 2
Class: Miss Rivers' class
Teacher: J. Rivers
School Benchmark - Grade 2
û Urgent Intervention
û Intervention
û On Watch
û At/Above Benchmark
STAR Reading Scores
SS: 228 (Scaled Score)
û Intervention
Lexile® measure: 25L
PR: 20 (Percentile Rank)
GE: 2.1 (Grade Equivalent)
IRL: 1.7 (Instructional Reading Level)
Est. ORF: 59 (Estimated Oral Reading Fluency)
Christopher's Scaled Score is based on the difficulty of
questions and the number of correct responses. The
Lexile® measure is a scaled score converted to the
equivalent Lexile measure.
Christopher scored greater than 20% of students nationally in
the same grade.
Christopher's test performance is comparable to that of an
average second grader after the first month of the school
year.
Christopher would be best served by instructional materials
prepared at the first grade level.
Christopher can likely read 59 words per minute correctly on
grade level appropriate text.
Domain Scores
Reading: Foundational Skills
Phonics and Word Recognition: 83
Reading: Literature
Key Ideas and Details: 84
Craft and Structure: 84
Range of Reading and Level of Text Complexity: 77
Reading: Informational Text
Key Ideas and Details: 78
Craft and Structure: 86
Integration of Knowledge and Ideas: 84
Range of Reading and Level of Text Complexity: 77
Language
Vocabulary Acquisition and Use: 88
Domain scores, ranging from 0-100, estimate Christopher's
percent of mastery on skills in each domain at a second
grade level.
Reading Recommendation
ZPD: 2.1-3.1 (Zone of Proximal Development)
Lexile® ZPD: 350L-520L
Christopher's ZPD identifies books at the right level to provide
optimal reading challenge without frustration. Enter
Christopher's ZPD in www.ARBookFind.com to find
appropriate books. The Lexile® ZPD is a ZPD converted to
the Lexile® scale.
Test Fidelity
Short Test Time: This student took the test in a very short time, which may affect results.
2 of 3
Student Diagnostic Report
Enterprise Test
Printed Friday, May 15, 2015 7:20:58 AM
Test Date: May 11, 2015 9:17 AM
Test Time: 8 minutes 48 seconds
School: East Elementary School
Gray, Christopher
ID: 10038
Grade: 2
Class: Miss Rivers' class
Teacher: J. Rivers
Skill Details
Skill Area Scores, ranging from 0-100, estimate Christopher’s percent of mastery of skills in each skill area. Use Core
Progress learning progressions to find teacher activities and sample problems for skills in each skill area.
Reading: Foundational Skills
Phonics and Word Recognition
Domain Score: 83
Score
83 Inflectional Endings / Affixes
Reading: Literature
Key Ideas and Details
Domain Score: 84
Score
84
87
81
80
Character
Setting
Plot
Theme
Craft and Structure
Domain Score: 84
Score
76 Point of View
81 Structure of Literary Text
86 Word Meaning
Range of Reading and Level of Text Complexity
Domain Score: 77
Score
77 Range of Reading
Reading: Informational Text
Key Ideas and Details
Domain Score: 78
Score
81
77
77
80
Prediction
Main Idea and Details
Sequence
Compare and Contrast
Craft and Structure
Score
86 Word Meaning
Domain Score: 86
Student Diagnostic Report
3 of 3
Enterprise Test
Printed Friday, May 15, 2015 7:20:58 AM
Test Date: May 11, 2015 9:17 AM
Test Time: 8 minutes 48 seconds
School: East Elementary School
Gray, Christopher
ID: 10038
Grade: 2
Class: Miss Rivers' class
Teacher: J. Rivers
Integration of Knowledge and Ideas
Domain Score: 84
Score
84 Argumentation
Range of Reading and Level of Text Complexity
Domain Score: 77
Score
77 Range of Reading
Language
Vocabulary Acquisition and Use
Score
84
87
89
82
91
Structural Analysis
Context Clues
Vocabulary in Context
Multiple-Meaning Words
Synonyms
Domain Score: 88
1 of 3
Instructional Planning Report
for Casey Adger
Printed Friday, May 15, 2015 7:23:29 AM
School: East Elementary School
Class: Miss Rivers' class
Teacher: J. Rivers
Grade: 2
Report Options
Use Trend Score: Use trend score for student's suggested skills
STAR Reading Test Results
Current SS (Scaled Score): 277
IRL: 2.3
Projected SS for 07/31/15: 332
Test Date: 4/28/2015
ZPD: 2.3-3.3
Lexile® Measure: 155L
Lexile® ZPD: 390L-560L
Based on research, 50% of students at this student's level will achieve this much growth.
Casey's Current Performance
School Benchmark
Most Recent Test
Most Recent
Test
Projected
Projected
Scaled Score
150
200
250
300
350
400
450
500
û Urgent Intervention û Intervention û On Watch û At/Above Benchmark
Suggested Skills
Casey's STAR Reading scaled score(s) suggest these skills from Core Progress™ learning progressions would be
challenging, but not too difficult for him or her. Combine this information with your own knowledge of the student and use
your professional judgment when designing an instructional program. Use the Core Progress learning progressions to see
how these skills fit within the larger context of the progresson.
Reading: Foundational Skills
GR
2
2
2
2
2
2
Phonics and Word Recognition
This score suggests Casey should practice the following phonics and word-recognition skills.
Recognize associated spelling patterns of final consonant blends (e.g., pick the letters that make the last sound in
the word desk)
» Distinguish short vowel sounds from long vowel sounds to read single-syllable words (e.g., reading the words egg,
we, and key, students identify egg as having the short vowel sound)
» Identify spelling patterns for vowel teams with multiple pronunciations and decode associated words (e.g., read,
bread; out, youth; pie, piece)
» Decode words with long vowel digraphs (e.g., pick the word need: nede, nead, need) and isolate the spelling pattern
used (e.g., pick the vowel team that spells the long a sound in tail: ae, ai, au)
» Decode grade-appropriate words with diphthongs (e.g., read the words prize, poor, and point and recognize that
point has the /oi/ sound)
» Decode words with diphthongs and isolate the spelling patterns used (e.g., read the words brown, broun, and
brawn, and understand that brown is the correct spelling)
Fluency
This score suggests Casey should work on the following to increase fluency and comprehension of texts at Casey's
reading level.
2 » Identify purpose for reading (e.g., for enjoyment, to answer a question) and comprehend on-level texts
demonstrated by rereading favorite parts to self or other audience or by answering pre-reading questions
2 » Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet grade-level benchmarks
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
2 of 3
Instructional Planning Report
for Casey Adger
Printed Friday, May 15, 2015 7:23:29 AM
School: East Elementary School
Class: Miss Rivers' class
Teacher: J. Rivers
Grade: 2
Reading: Literature
GR
Key Ideas and Details
This score suggests Casey should practice the following skills to improve comprehension of key ideas and details
after listening to a story or reading a story at Casey's reading level.
1
Describe where and when a story takes place using key details
1
» Describe major events in a story using key details from the text
1
Retell stories including major events and key details
1
Describe what a character in a story has learned or retell a directly stated message (e.g., the moral stated in an
Aesop's fable)
Craft and Structure
This score suggests Casey should practice the following skills after listening to a literary text or reading a literary text
at Casey's reading level.
1
Identify who is telling a story when prompted at different points in the text
1
1
1
» Explain the general differences between books that provide information and books that tell stories
» Identify words or phrases in literary texts that appeal to the senses or suggest feelings
Identify rhythm, rhyme, and alliteration in stories, poems, or songs
Integration of Knowledge and Ideas
This score suggests Casey should practice the following skills after listening to or reading stories at Casey's reading
level.
1 » Describe elements of a story (e.g., characters, setting, events) based on information provided by both its illustrations
and words
1
Compare and contrast characters and events in familiar stories (e.g., tell how the wolf in "Little Red Riding Hood" is
different from the wolf in "The Three Little Pigs")
Reading: Informational Text
Key Ideas and Details
This score suggests Casey should practice the following skills to improve comprehension of key ideas and details
after listening to an informational text or reading an informational text at Casey's reading level.
1 » Follow or describe basic directions or steps in a process described in an instructional text (e.g., single-step written
directions or multiple-step directions with visual cues)
1
Tell how two individuals, events, ideas, or facts in an informational text are alike or different
1
Identify directly stated causes and effects in an informational text (e.g., describe what makes an event happen)
1
» Make predictions about what will happen next in an informational text, and confirm predictions by using key words
(e.g., next, then) to demonstrate understanding of relationships between information and events
Craft and Structure
This score suggests Casey should practice the following skills after listening to an informational text or reading an
informational text at Casey's reading level.
1 » Identify and use the parts of an informational book (e.g., covers, title page, table of contents, chapters, illustrations)
to find information
1
Identify and use common graphical text features and simple interactive text components (e.g., icons, electronic
menus) to locate information in a text
1
Distinguish between information provided by words and information provided by illustrations in an informational text
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
3 of 3
Instructional Planning Report
for Casey Adger
Printed Friday, May 15, 2015 7:23:29 AM
School: East Elementary School
Class: Miss Rivers' class
Teacher: J. Rivers
Grade: 2
Reading: Informational Text
GR
Integration of Knowledge and Ideas
This score suggests Casey should practice the following skills after listening to informational texts or reading
informational texts at Casey's reading level.
1 » Use the information from illustrations and the words in a text to comprehend its key details
1
1
Determine the point the author is making in a text
» Answer questions about the reasons an author gives to support points in a text (e.g., why does the author think it is
important to recycle?)
Language
Vocabulary Acquisition and Use
This score suggests Casey should practice the following skills related to vocabulary acquisition and use.
1
2
Use the correct homophones (e.g., to/two, ant/aunt, be/bee) and homographs/multiple-meaning words (e.g., bark,
bat, fly), and determine their meanings in grade-appropriate texts using sentence context or prior knowledge of
spellings
Use the organization and function of the basic parts of a beginning dictionary including entry words in alphabetical
order, definitions, illustrations, and guide words to locate information
Determine or clarify the meanings of words and phrases by using a print or online glossary or beginning dictionary
2
Name antonyms for grade-appropriate words (e.g., many/few)
2
Sort or identify words by their different functions (e.g., noun/thing; verb/action) and identify their functions in context
2
Apply new vocabulary to describe real-life objects or subjects (e.g., use words such as juicy to describe an orange)
2
2
2
» Use vocabulary acquired from listening, conversing, reading, and responding to text including descriptive adjectives
and adverbs (e.g., beautiful, quickly, slowly)
Use sentence-level context clues (e.g., word placement) to determine or clarify the meanings of unfamiliar words
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
1 of 3
Screening Report
School Benchmark
Printed Friday, May 15, 2015 7:25:27 AM
Reporting Period: 4/27/2015 - 5/15/2015
(Spring)
School: East Elementary School
Report Options
Reporting Parameter Group: All Demographics [Default]
Grade: 2
440
STAR Reading Scaled Score
400
360
320
280
240
200
160
120
Students
Categories / Levels
At/Above Benchmark
At/Above Benchmark
Benchmark
Scaled Score
Percentile Rank
At/Above 291 SS
At/Above 40 PR
Category Total
Below Benchmark
On Watch
Intervention
Urgent Intervention
Category Total
Students Tested
Below 291 SS
Below 239 SS
Below 164 SS
Below 40 PR
Below 25 PR
Below 10 PR
Students
Number
Percent
12
52%
12
52%
5
4
2
22%
17%
9%
11
48%
23
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?
2 of 3
Screening Report
School Benchmark
Printed Friday, May 15, 2015 7:25:27 AM
Reporting Period: 4/27/2015 - 5/15/2015
(Spring)
School: East Elementary School
Grade: 2
Urgent Intervention
Est. Lexile® Lexile®
ORFa Measure ZPD
Student
Class
Teacher
Test Date
SS
PR
GE
Reyes, Yolanda
Miss Rivers' class
Rivers, J.
04/30/2015
148
6
1.6
39
BR195L 270L-460L
Hines, Julia
Mr. Aaron's class
Aaron, T.
04/29/2015
150
6
1.6
40
BR190L 270L-460L
Student
Class
Teacher
Test Date
SS
PR
GE
Windham, Durette
Mr. Aaron's class
Aaron, T.
04/28/2015
192
16
1.8
50
BR75L
330L-510L
Sawyer, Jacob
Mr. Aaron's class
Aaron, T.
04/28/2015
213
20
2.0
55
BR20L
350L-520L
Gray, Christopher
Miss Rivers' class
Rivers, J.
05/11/2015
228
20
2.1
59
25L
350L-520L
Seals, Christopher
Mr. Aaron's class
Aaron, T.
05/08/2015
231
21
2.2
59
35L
350L-520L
Student
Class
Teacher
Test Date
SS
PR
GE
Garrett, Michael
Miss Rivers' class
Rivers, J.
04/30/2015
248
25
2.3
64
80L
370L-540L
Salgado, Priscilla
Mr. Aaron's class
Aaron, T.
04/30/2015
259
28
2.3
67
110L
370L-540L
Candelario, Joel
Mr. Aaron's class
Aaron, T.
05/07/2015
276
33
2.4
72
155L
390L-560L
Miles, Brad
Mr. Aaron's class
Aaron, T.
05/04/2015
277
33
2.4
72
155L
390L-560L
Adger, Casey
Miss Rivers' class
Rivers, J.
04/28/2015
277
38
2.4
72
155L
390L-560L
Intervention
Est. Lexile® Lexile®
ORFa Measure ZPD
On Watch
Est. Lexile® Lexile®
ORFa Measure ZPD
At/Above Benchmark
Est. Lexile® Lexile®
ORFa Measure ZPD
Student
Class
Teacher
Test Date
SS
PR
GE
Campos, David
Miss Rivers' class
Rivers, J.
04/27/2015
315
50
2.7
82
250L
410L-570L
Vu, Lara
Mr. Aaron's class
Aaron, T.
04/28/2015
317
50
2.7
83
255L
410L-570L
Barnett, Prachi
Mr. Aaron's class
Aaron, T.
04/27/2015
322
52
2.7
84
270L
430L-580L
Turpin, Russell
Miss Rivers' class
Rivers, J.
05/04/2015c
325
47
2.7
85
275L
430L-580L
Avila, Adriana
Mr. Aaron's class
Aaron, T.
04/30/2015
326
47
2.7
85
280L
430L-580L
Tompkins, Reno
Miss Rivers' class
Rivers, J.
04/30/2015
343
52
2.8
90
320L
430L-580L
Hanshaw, Nolan
Miss Rivers' class
Rivers, J.
04/30/2015
352
55
3.0
92
340L
440L-600L
Hullett, Walker
Mr. Aaron's class
Aaron, T.
04/29/2015
360
57
3.1
95
355L
440L-610L
Tikayne, Erica
Miss Rivers' class
Rivers, J.
04/30/2015
363
58
3.1
95
365L
440L-610L
a Est. ORF: Estimated Oral Reading Fluency is only reported for tests taken in grades 1-4.
c This student was given additional time to complete the test.
3 of 3
Screening Report
School Benchmark
Printed Friday, May 15, 2015 7:25:27 AM
Reporting Period: 4/27/2015 - 5/15/2015
(Spring)
School: East Elementary School
Grade: 2
At/Above Benchmark
Student
Class
Teacher
Test Date
SS
PR
GE
Est. Lexile® Lexile®
ORF Measure ZPD
Nabors, Luke
Miss Rivers' class
Rivers, J.
04/30/2015
405
69
3.5
107
465L
480L-660L
Johnson, Ashley
Miss Rivers' class
Rivers, J.
04/30/2015
409
70
3.6
108
470L
480L-660L
Brink, Mariah
Miss Rivers' class
Rivers, J.
04/30/2015
425
73
3.7
112
500L
490L-680L
Pr
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