[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-269050-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-269050-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","guide-to-interpreting-star-early-literacy-and-star-reading-data-instructional-assessment-interpretation","Guide to Interpreting STAR Early Literacy and STAR Reading Data - Instructional Assessment Interpretation","","Instructional guidance explains how to interpret STAR Early Literacy and STAR Reading screening and growth data, including benchmarking comparisons and category movement over time. The guide details how to examine students who may have regressed or plateaued, and outlines follow-up evaluation and targeted, evidence-based instruction aligned to identified weaknesses. It covers Growth Reports, selecting reporting periods, class or grade grouping, summary-only options, and how to use Annual Progress Reports with risk categories and percentile line interpretations. It emphasizes using multiple measures for instructional decisions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/guide-to-interpreting-star-early-literacy-and-star-reading-data-instructional-assessment-interpretation/269050/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/guide-to-interpreting-star-early-literacy-and-star-reading-data-instructional-assessment-interpretation/269050.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How should STAR screening results be interpreted when students move between benchmark categories?","Question",{"text":63,"@type":64},"Increase in the At/Above Benchmark range and decreases in other categories indicate strong progress. Examine which students moved between levels to identify potential regression that graph-only review may miss.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the Growth Report provide, and what testing period limitations apply?",{"text":68,"@type":64},"Growth Reports provide growth data between pre and post tests for each student and class. Testing done between pre and post periods is not shown, requiring annual progress or progress monitoring reports for that information.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the percentile lines in Annual Progress Reports determine reading risk and intervention needs?",{"text":72,"@type":64},"A trend line above the 75th percentile line indicates Low Risk, between the green and red lines indicates Some Risk requiring targeted instruction (Tier 1 or Tier 2), and below the 25th percentile indicates At Risk warranting highly targeted intervention (Tier 2 or Tier 3) plus core instruction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},269050,1789443206,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":107,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Guide to Interpreting STAR Early Literacy  \nand STAR Reading Data  \nWritten by Amy Bartell  \nThe Screening Report  \nAbove shows the comparison between benchmarking periods for STAR Early Literacy for Grade 2. Increasing the number of students in the At/Above Benchmark range from 71 to 75 (from 90% to 94%), and decreasing the number of students in each of the other categories shows excellent progress.  \nIt will be important to look deeper at the data and compare which students have moved between levels. There may be students who have regressed as well which will not be observable by looking at the graph and numbers alone. Any student who has regressed or plateaued, causing them to fall below the benchmark may need to be evaluated further, and the instructional program targeted and monitored to ensure progress is reestablished.  \nNOTE: The scaled score for each category has increased from beginning of the year to the middle of the year for each category (see yellow highlighted box on screening reports above) .  \nThe Growth Report  \nThe Growth Report  \n􀁸 Growth Reports look the same for both STAR Early Literacy and STAR Reading  \n􀁸 Run this for all classes  \n􀁸 Will give you the growth data between the pre and post test for each student and class, depending on how it is run  \n􀁸 Testing done between pre and post tests will not show here. You will need to run the annual progress report or the progress monitoring report.  \nPretest/Posttest Reporting Periods  \nChange pretest and posttest reporting periods only if you want a specific time of year. The default is for the entire school year.  \nSummary Only  \nChoose “yes” if you would only like the class summary (no individual student data) for the classes selected. This will allow you to look at growth for each class and compare between groups.  \nGroup By  \nChoose “class” to group students by the teacher’s class. Choose “grade” to look at the data across the whole grade.  \nA  \nThe example to the left was run by“class”. You can see the pretest and posttest data only for each student in the class. Testing between periods will not be shown on this report.  \nAt the end of each of these reports, you will find the summary for the class. This will show you the percent increase or decrease overall for the class.  \nNOTE: This will be important when comparing between groups/classes of students. If the pretest’s scaled scored are approximately the same, then comparing growth between groups is appropriate. (Example: Kindergarten A’s Pretest Mean is 629, and Kindergarten B’s Pretest Mean is 633 – these groups are comparable. However, if Kindergarten C’spretest Mean is 688, then comparing between A and C would not be appropriate at this time. Less growth for Kindergarten C would be expected, as that class scored in the higher on the pretest.)  \nThe Annual Progress Report – STAR Early Literacy  \nAnnual Progress Report  \n􀁸 Gives a visual of the student’s rate of growth in relation to the risk categories  \n􀁸 Can select individual students,  \nindividual classes or all classes  \nComparison → Risk Category.  \nThis will give you the “Low Risk”(indicated by green line @ 75th percentile),“some risk”(between lines) and “at risk”(red line @ 25th percentile) trend lines as well as the student’s trend line in comparison (shown in black)  \nInterpreting the Annual Progress Report  \n􀁸 If the student’s trend line is ABOVE the green line (75th percentile), the student is“Low Risk” for reading failure.  \n􀁸 If the student’s trend line is between the green and red lines, the student is at“Some Risk” for reading failure. In this case, the student may need targeted, evidence based instruction matched to his/her weaknesses through either Tier 1 or Tier 2 instruction.  \n􀁸 If the student’s trend line is BELOW thered line (25th percentile), the student is“At Risk” for reading failure. Highly targeted intervention in addition to core instruction in Tier 2 or Tier 3 is warranted.  \n􀁸 Multiple measures should to be utilized to ass","cbCair0zsIS3eKdv","https://ap.wps.com/l/cbCair0zsIS3eKdv","pdf",576916,"English","# The Screening Report\n# The Growth Report\n# Pretest/Posttest Reporting Periods\n## Summary Only\n## Group By\n# The Annual Progress Report - STAR Early Literacy\n## Interpreting the Annual Progress Report\n# The Annual Progress Report - STAR Reading\n## Important Considerations for Both STAR Assessments","[{\"question\":\"How should STAR screening results be interpreted when students move between benchmark categories?\",\"answer\":\"Increase in the At/Above Benchmark range and decreases in other categories indicate strong progress. Examine which students moved between levels to identify potential regression that graph-only review may miss.\"},{\"question\":\"What does the Growth Report provide, and what testing period limitations apply?\",\"answer\":\"Growth Reports provide growth data between pre and post tests for each student and class. Testing done between pre and post periods is not shown, requiring annual progress or progress monitoring reports for that information.\"},{\"question\":\"How do the percentile lines in Annual Progress Reports determine reading risk and intervention needs?\",\"answer\":\"A trend line above the 75th percentile line indicates Low Risk, between the green and red lines indicates Some Risk requiring targeted instruction (Tier 1 or Tier 2), and below the 25th percentile indicates At Risk warranting highly targeted intervention (Tier 2 or Tier 3) plus core instruction.\"}]","Guide to Interpreting STAR Early Literacy and STAR Reading Data - Instructional Assessment Interpretation | PDF",18]