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 i nt edFr i day ,May15,20157: 26: 32AM
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