STAR Early Literacy™ Software Manual

STAR Early Literacy™
Software Manual
Renaissance Learning
PO Box 8036
Wisconsin Rapids, WI 54495-8036
Telephone: (800) 338-4204
(715) 424-3636
Outside the US: 1.715.424.3636
Fax: (715) 424-4242
Email (general questions): answers@renaissance.com
Email (technical questions): support@renaissance.com
Email (international support): worldsupport@renaissance.com
Website: www.renaissance.com
Copyright Notice
Copyright © 2015 Renaissance Learning, Inc. All Rights Reserved.
This publication is protected by US and international copyright laws. It is unlawful to duplicate or reproduce any
copyrighted material without authorization from the copyright holder. This document may be reproduced only by staff
members in schools that have a license for STAR Early Literacy Renaissance Place software. For more information,
contact Renaissance Learning at the address above.
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, 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.
Any standards referenced in this manual, software, or reports are the property of their respective copyright holders.
Apple, iPad, iPhone, iPod, iPod touch, iTunes, Macintosh, and Safari are trademarks of Apple Inc., registered in the US and
other countries. App Store is a service mark of Apple Inc. Content purchased from the iTunes Store is for personal lawful
use only. Don’t steal music.
Internet Explorer and Windows are registered trademarks of Microsoft Corporation in the US and/or other countries.
Adobe and Adobe Reader are either registered trademarks or trademarks of Adobe Systems Incorporated in the United
States and/or other countries.
Firefox is a trademark of the Mozilla Organization (www.mozilla.org/).
As technology advances it becomes necessary for software companies to drop support for older operating systems and
third-party software. It is the responsibility of the customers to keep their computers, networks, operating systems, and
third-party software up-to-date and functional. Although Renaissance Learning will not discontinue support for older
products immediately, we will continue to evaluate system requirements and do our best to provide advance notice when
it becomes necessary to raise our requirements.
8/2015 SELRP
Contents
Welcome to STAR Early Literacy Enterprise . . . . . . . . . . . . . . 1
Who Can Take the STAR Early Literacy Enterprise Test? . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
How It Works in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Programs You Will Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
STAR Early Literacy Enterprise Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Note to STAR 360 Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Renaissance Place Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Other Software You May Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Tour of the Home Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Tour of the STAR Early Literacy Enterprise Home Page . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
How to Access the Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Alerts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Did You Know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Tools to Help You with STAR Early Literacy Enterprise . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Manuals and Other Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Help in the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Live Chat Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Free Online Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Need More Help? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Logging In (Personnel) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Setup Checklist for STAR Early Literacy Enterprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Navigating the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Changing the School Year You Are Working In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Switching Roles and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Logging Out and Closing the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Software Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Current Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Checking for the Supporting Software You Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Server Name or Address/Hosted Site URL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
RPID (Renaissance Place ID) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
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Getting Ready for a New School Year . . . . . . . . . . . . . . . . . . 22
Renaissance Place Tasks for the New School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Technology/Computer Coordinator Tasks for the New School Year . . . . . . . . . . . . . . . .23
STAR Early Literacy Enterprise Tasks for the New School Year . . . . . . . . . . . . . . . . . . . . .24
Renaissance Data Integrator (RDI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Using an iPad® with STAR Early Literacy Enterprise . . . . . . 26
Before Students Take a Test on an iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Download the STAR Apps on iPad® and Connect to Renaissance Place . . . . . . . . . . . . .26
Share Settings with Another iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
How Students Log In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
How Students Log In on a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
How Students Log In on an iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
If Students Forget Their User Names or Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Find User Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Search in Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Troubleshooting and Frequently Asked Questions
(FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
A student is unable to take a test. What might be the cause? . . . . . . . . . . . . . . . . . . . . . . . . . . .31
The student may be locked out of Renaissance Place and cannot log in
to take a test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
The connection to the server may have been lost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
The student capacity limit may have been reached. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Internet Explorer’s security settings might be making the browser “hang”
when the student selects Take a Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
The web browser settings may be interfering with the Renaissance
Place program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
As a security measure, your school may limit the computers that can
connect to your server (IP Restrictions). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Frequently Asked Questions (FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
STAR Early Literacy and Renaissance Place: General Questions . . . . . . . . . . . . . . . . . . . . . . . .33
Do I need additional software to use STAR Early Literacy Enterprise? . . . . . . . . . . . . . .33
How do I make STAR Early Literacy available to a class? . . . . . . . . . . . . . . . . . . . . . . . . . .34
How do I add or delete a student from a class? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
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Can I take a sample STAR Early Literacy test? Does STAR Early Literacy
have a “demo mode” that I can try? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
How do I keep students from taking STAR tests at home? . . . . . . . . . . . . . . . . . . . . . . . . .34
How do I find my students’ user names and passwords? . . . . . . . . . . . . . . . . . . . . . . . . . .34
How do I find personnel and/or parent user names and passwords? . . . . . . . . . . . . . . .34
I am unable to log in to Renaissance Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Testing Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
How do I pause or stop a test? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Are there time limits in STAR Early Literacy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Sometimes my students accidentally close the web browser or STAR Apps
on iPad® and the test disappears. Is there a way to go back in or do they have
to start the test over? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Students seem to be having their tests ended abruptly, or they get logged
out of the system unexpectedly. What might be causing this? . . . . . . . . . . . . . . . . . . . . .36
Can I change the amount of time a student can spend on a test question
(extend time)? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
What if the student cannot pass the practice? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Am I allowed to read questions to the students? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
After the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Can I delete a test? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Is it okay to retest a student if I know he or she can do better? . . . . . . . . . . . . . . . . . . . . .37
Can I see which questions a student missed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
How do I view last year’s STAR information for a student? . . . . . . . . . . . . . . . . . . . . . . . .38
STAR Apps on iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
What devices will support testing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Where can I find the system requirements? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Where can I get the App? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Can anyone download the App and start testing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Are there plans to create apps for other mobile devices? . . . . . . . . . . . . . . . . . . . . . . . . . .39
Can students take tests from home on their own personal iPad®? . . . . . . . . . . . . . . . . . .39
What if a student tries to cheat while taking a test on an iPad®? . . . . . . . . . . . . . . . . . . .39
Testing Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Taking the Test on a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
How Students Take the Test on an iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Stopping a Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Stopping a Test on a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Stopping a Test on an iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Resuming an Unfinished Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Resuming an Unfinished Test on the Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Resuming an Unfinished Test on the iPad® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Deactivating and Reactivating a STAR Early Literacy Test . . . . . . . . . . . . . . . . . . . . . . . . .58
Deactivating a Student’s STAR Early Literacy Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Reactivating a Deactivated STAR Early Literacy Test for a Student . . . . . . . . . . . . . . . . . . . . .60
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Accelerated Reader and STAR Early Literacy Enterprise . . 63
Screening, Progress Monitoring & Intervention . . . . . . . . . 64
Cut Scores, Benchmarks, and Benchmark Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Opening the View Benchmarks Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Viewing Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Editing Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
School Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Editing School Benchmark Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Editing School Cut Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
District Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Editing District Benchmark Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Editing District Cut Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Default Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Setting Default Benchmarks: District Administrators and District Staff . . . . . . . . . . . . .76
Setting Default Benchmarks: School Administrators and School Staff . . . . . . . . . . . . .77
Screening Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Viewing Screening Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Adding or Editing Screening Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Managing STAR Early Literacy Enterprise Screening, Progress Monitoring
& Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Interventions and Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Setting Up or Editing Intervention Goals for Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . .81
Starting from a Student Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Starting from a Screening Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Setting or Editing the Intervention Goal (Student Detail Page) . . . . . . . . . . . . . . . . . . . . .83
Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Managing Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Creating a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Adding or Removing Students from Groups: Method I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Adding Students to Groups: Method II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Editing a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Deleting a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Record Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Alternative Core Progress Skills View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Use and Navigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Instructional Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Editing Instructional Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Student Details Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Suggested Skills Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
What Is a Trend Score? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Viewing Instructional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
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Contents
Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
STAR Early Literacy Enterprise Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
List of STAR Early Literacy Enterprise Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Check for a PDF Viewer (such as Adobe Reader) Before You Generate Reports . . . . . 107
Which Report Should I Use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Selecting Students for Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Reporting Parameter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Annual Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Diagnostic Report - Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Diagnostic Report - Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Growth Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Growth Proficiency Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Growth Proficiency Chart: District Administrators and District Staff . . . . . . . . . . . . . . . . . . .121
District View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Teacher View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Class View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
Student View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
Growth Proficiency Chart: School Administrators and School Staff . . . . . . . . . . . . . . . . . . . .128
School View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Teacher View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Class View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Student View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Growth Proficiency Chart: Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
My Classes View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Student View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Instructional Planning Report - Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Instructional Planning Report - Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Longitudinal Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Parent Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
How to Print the STAR Early Literacy Enterprise Parent Report . . . . . . . . . . . . . . . . . . . . . . . .149
How Parents Print the STAR Early Literacy Enterprise Parent Report . . . . . . . . . . . . . . . . . .150
Score Distribution Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Screening Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
State Standards Report - Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
State Standards Report - District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
State Standards Report - Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Student Progress Monitoring Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Summary Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Test Activity Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Test Record Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
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Contents
Definitions of Scores and Other Terms . . . . . . . . . . . . . . . . 169
Cut Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Domains and Sub-domain Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Estimated Oral Reading Fluency (Est. ORF) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Grade Placement (GP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Literacy Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Emergent Reader (300–674) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Transitional Reader (675–774) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Probable Reader (775–900) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Normal Curve Equivalent (NCE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Percentile Rank (PR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Risk Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Scaled Score (SS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Skill Set Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Student Growth Percentile (SGP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Trend Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Word Borders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Zone of Proximal Development (ZPD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Copying Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Preferences Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Access the Preferences Page from the Home Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Access the Preferences Page from the STAR Early Literacy Enterprise Home Page . . . . . .178
Testing Password (Monitor Password) Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Things to Remember About the Testing Password (Monitor Password) Preference . . . . . .179
Setting the Testing Password (Monitor Password) Preference . . . . . . . . . . . . . . . . . . . . . . . .180
Setting the Demonstration Video Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Setting the Hands-On Exercise Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Growth Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Viewing Growth Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Setting Growth Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Generating Growth Expectation Extracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
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Contents
Historical Extract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
What Is a Historical Extract? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Sample Historical Extract Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
How to Create a Historical Extract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Reports for Parents and Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Parent’s Guide to STAR Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Parent Access to Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
How Parents and Guardians Log In to Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . 197
How Parents Print Reports from Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Things to Remember About Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
User Groups in the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
STAR Early Literacy Enterprise Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
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Welcome to STAR Early Literacy Enterprise
STAR Early Literacy Enterprise is a computer-adaptive, criterion-referenced
diagnostic assessment. It measures the emerging reading skills of students in
grades pre-K through 3, but STAR Early Literacy Enterprise may be administered to
students in grades 4 and beyond as well. STAR Early Literacy Enterprise’s
computer-adaptive testing offers you easy-to-use tools that help you match your
instruction to individual student needs.
In STAR Early Literacy Enterprise, the student works through a short,
assisted-response (multiple-choice) test. If a student misses a question, the
difficulty level of the next question is reduced. If a student’s response is correct,
the difficulty is increased. This system minimizes frustration and provides more
accurate scores for both high-performing and low-performing students.
Who Can Take the STAR Early Literacy Enterprise Test?
The STAR Early Literacy Enterprise test is intended for students in grades pre-K
through 3, or roughly, ages 3–9. Older students can take the test too, if
appropriate. There are no grade or age restrictions in the software that would
prevent administration to an older student. Students can use the mouse or the
keyboard to enter answers. All STAR Early Literacy Enterprise questions are
administered with audio instructions. Demonstration videos, hands-on training
exercises, and practice questions at the beginning of the test familiarize the
student with how to respond to questions. If a student can work through the
hands-on training and practice questions unassisted, that student should be able
to take a STAR Early Literacy Enterprise test.
Your student capacity limit determines how many students can take the STAR
Early Literacy Enterprise test in a school year or subscription year. For more
information about student capacity, see the Renaissance Place Software Manual.
How It Works in Your Classroom
A typical STAR Early Literacy Enterprise test session operates like this:
1. The test monitor or teacher explains the test to the students using the Pretest
Instructions. These instructions show students what the test looks like, how to
answer questions, and what happens when a question is not answered within
the allotted time.
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Welcome to STAR Early Literacy Enterprise
How It Works in Your Classroom
2. The next actions depend on the device being used to test with.
Throughout this
manual, “computer”
refers to a desktop,
laptop, or tablet computer
that accesses STAR Early
Literacy Enterprise via
Renaissance Place using a web
browser. “iPad®” refers to an
iPad® running STAR Apps on
iPad® (see page 26).
Computer
iPad®
a. Start the web browser at each
computer, go to the URL for your
STAR Early Literacy Renaissance
Place server, and on the Login page,
select I’m a Student.
b. The first student logs in with his or
her user name and password and
then selects STAR Early Literacy.
a. Open STAR Apps on iPad® and let the
first student log in with his or her
user name and password.
b. The student taps STAR Early
Literacy, then taps Next.
3. If the student is in more than one STAR Early Literacy class, the student
chooses a class.
4. If prompted, the test monitor or teacher enters the monitor password. For
more information about the monitor password, see page 179.
5. The student views a demonstration video showing him or her how to use the
mouse, keyboard, or iPad® to answer questions. To change if and when
students see the demonstration video, use the Demonstration Video
preference. See page 182.
6. The student answers hands-on exercise questions to show that he or she
knows how to use the mouse, keyboard, or iPad®. To change if and when
students complete the hands-on exercise questions, use the Hands-On
Exercise preference. See page 185.
7. The student answers practice questions to show that he or she knows how to
take the test.
8. After the student passes the practice test, the student answers actual test
questions.
9. When the student finishes the test, the student is automatically logged out so
the next student can log in.
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Welcome to STAR Early Literacy Enterprise
Programs You Will Use
Programs You Will Use
STAR Early Literacy Enterprise Software
The STAR Early Literacy Enterprise software (accessible from the Home page) will
manage the testing in your classrooms and keep track of students’ test results.
Use STAR Early Literacy Enterprise to:
STAR Early Literacy™
Software Manual
See Page
Get manuals and other documents to help you use STAR Early Literacy
Enterprise in your classroom
11
Set preferences
176
Set benchmarks and cut scores
64
View screening information, monitor progress, manage groups, set up
interventions and goals, and print related reports
64
Set or View Growth Expectations
188
Perform historical extracts (district administrators and school
administrators)
193
Test your students
40
Print reports
105
3
Welcome to STAR Early Literacy Enterprise
Programs You Will Use
Note to STAR 360 Users
If you are using STAR Early Literacy as part of the STAR 360 Suite, you can access
the program and all of its functions by selecting Early Literacy Assessments on
the Home page.
Throughout this manual, for any instruction that reads “Select STAR Early
Literacy,” substitute “Select Early Literacy Assessments.”
Renaissance Place Management
Renaissance Place management tools let you view and manage district, school,
student, teacher, parent, course, and class information in the Renaissance Place
database, which is shared by all Renaissance Place software used in your district
or school.
The tasks you can perform depend on your user group. For more information
about user groups, see “Capabilities” on page 200.
Sample tasks may include:
STAR Early Literacy™
Software Manual

Adding, editing, or deleting courses and classes

Assigning teachers and students to classes

Selecting a different school year to work in

Viewing student information

Clearing locked accounts (when students or personnel can’t log in)

Printing reports with data from multiple Renaissance Place programs
4
Welcome to STAR Early Literacy Enterprise
Programs You Will Use
Other Software You May Need
PDF Viewer (such as Adobe Reader)
To view or print reports, a PDF viewer (such as Adobe Reader) must be available
on the computer being used.
To install Adobe Reader, use the downloads page. See page 19.
Also, on the bottom of the Reports page, you can select Get Adobe Reader. You
will go to a site where you can download Adobe Reader.
STAR Apps on iPad®
Students can take the STAR Early Literacy Enterprise test on an iPad® by using
STAR Apps on iPad® if it is installed on the device.
For more information, see page 26.
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Welcome to STAR Early Literacy Enterprise
Tour of the Home Page
Tour of the Home Page
For more information on the Home page and the program functions that can be
accessed from it, see either the Help or the Renaissance Place Software Manual.
The dashboards and reports give you a way to
quickly get an overall view of how your
school(s) are performing.
If you belong to more than one user
group, or are assigned to more than
one school, use this drop-down list to
change your role (or to log out).
For help, select the ?, then:
 Select Help to open a help
page related to the software
page you’re viewing.
 Select Manuals to access all
the products’ software
manuals.
Select the live support icon
to chat with a member of
our support staff.
Select the home icon to return
to the Home page.
Each program used by your
school is listed on the Home page.
Select a program to see links that
allow you to go to specific
program features. For in-depth
explanations of its program
features, see each program’s help
or software manual.
Alerts let you know when there is new information
about your software or if it needs administrative
attention (for example, a subscription renewal).
STAR Early Literacy™
Software Manual
Did you know? articles provide information about
program functions and resources to help you use
the software more effectively.
6
Welcome to STAR Early Literacy Enterprise
Tour of the STAR Early Literacy Enterprise Home Page
Tour of the STAR Early Literacy Enterprise Home Page
Select STAR Early Literacy on the Home page, then select Enterprise Home.
The STAR Early Literacy Enterprise Home page has links to a number of features
and reports:
A Choose the school you want to
work with from the School
drop-down list.
School administrators, school staff,
and teachers will not see the
School drop-down list unless they
are assigned to more than one
school.
A
B Preferences: See page 176.
If you are not working in the current
school year, this link will be
disabled. For more information, see
either the Help or the Renaissance
Place Software Manual.
B
C Benchmarks: See page 68.
C
Screening Dates: See page 78.
If you are not working in the current
school year, this link will be
disabled. For more information, see
B (above).
D
D Record Book: See page 94.
E To open the Reading Learning
Progressions, select Enter Core
Progress. The Reading Learning
Progressions include definitions
and examples to help you plan your
instructional program.
E
F Historical Extract allows district
administrators and school
administrators to export STAR Early
Literacy, STAR Reading, and STAR
Math (excluding algebra and
geometry) test scores from
previous school years for
evaluation. See page 193.
STAR Early Literacy™
Software Manual
F
For the rest of the STAR
Early Literacy
Enterprise Home page,
see page 8.
7
Welcome to STAR Early Literacy Enterprise
Tour of the STAR Early Literacy Enterprise Home Page
G Reports and Consolidated
Reports: See page 105.
G
H Diagnostic Report: Takes you to
For the rest of the STAR
Early Literacy Enterprise
Home page, see page 7.
the Diagnostic Report - Student.
See page 116.
I Instructional Planning Report Student: See page 142.
H
Instructional Planning Report Class: See page 14.
J Longitudinal Report: See page
145.
K Growth Proficiency Chart: See
page 120.
L State Standards Report -
I
Student: See page 160.
State Standards Report - Class:
See page 154.
State Standards Report - District:
See page 157.
J
K
L
STAR Early Literacy™
Software Manual
8
Welcome to STAR Early Literacy Enterprise
Dashboard
Dashboard
How to Access the Dashboard
The Dashboard gives administrators, staff, and teachers a way to quickly get an
overall view of how their school(s) are performing in several different areas.
To open the Dashboard, go to the Home page and select Summary Dashboard A.
A
STAR Early Literacy Enterprise data is included in the STAR Learning to Read
section B.
For more information about the Dashboard, select Help in the upper-right corner
of the Dashboard or refer to the Renaissance Place Software Manual.
B
STAR Early Literacy™
Software Manual
9
Welcome to STAR Early Literacy Enterprise
Alerts
Alerts
When you log in to Renaissance Place, you may see one or more alerts A at the
bottom of the Home page. The alerts you see and the actions you can take in
response to the alerts depend on your role.
A
There are three types of alerts:

General product information
: Inform you of new product features or
other changes to your software. For example, if the server hosting
Renaissance Place for you will be undergoing maintenance, you would be
notified in an alert.

Action necessary
: You must take specific action in the software. For
example, if a parent has requested access to Renaissance Place, you will see
an alert here so you can view the request and choose to accept or deny it.

Immediate attention
: You must take immediate action. For example, if
the terms of the Renaissance Place License Agreement change, you will need
to agree to the new terms before you can use the software.
Alerts will have whatever links are necessary for you to take action, view more
information, or dismiss the alert. License agreement alerts and subscription alerts
require special attention:

License agreement alerts: District administrators and school administrators
will be presented with a notice that they must view and accept the terms of
the Renaissance Place License Agreement. They will be provided with a link to
view the license; on the license page, they can choose to accept or not accept
the agreement.
If an administrator-level user does not accept the agreement within 30 days
after the alert first appears, the alert will appear on the Home pages for
district staff, school staff, and teachers. At least one user per site must agree
to the license agreement.
STAR Early Literacy™
Software Manual
10
Welcome to STAR Early Literacy Enterprise
Did You Know?

Subscription alerts: When 90 days remain before your subscription runs out,
an alert appears to remind you. This alert can be dismissed, but it will
reappear again when the subscription is down to 60 days, then 30, then 15.
During this time frame, if your subscription is renewed, Renaissance Learning
will enter the new subscription code and this alert will not reappear until 90
days prior to the end date of the new code (next year).
Did You Know?
On the Home page, the “Did you know?” section A displays information about
program features to help you use the software more effectively. The panel will
automatically cycle from one topic to the next each time the Home page is
refreshed.
A
B
C
D
To move through the topics at your own pace, select the left or right arrows at the
bottom of the panel B.
To go to a new page where all the current topics (and some of the previously
featured items) can be seen, select View All C.
To access more information for each topic, select Learn more D.
Tools to Help You with STAR Early Literacy Enterprise
These tools will help you use STAR Early Literacy Enterprise.

Manuals and other documents (see below)

Help in the software (see page 12)

Live Support (Chat)

Training (see page 13)

Resources (see page 176)
Manuals and Other Documents
To access the software manuals and other useful documents, select Manuals in
the upper-right corner of any page (or select the ? and then Manuals on the Home
page). Selecting that link lists the documents available for the Renaissance Place
STAR Early Literacy™
Software Manual
11
Welcome to STAR Early Literacy Enterprise
Tools to Help You with STAR Early Literacy Enterprise
programs on your server. For STAR Early Literacy, you’ll find these documents
helpful:
Document
Includes
Pretest Instructions

Instructions you can read to students to explain how the
test works
Software Manual


General information about the program
Step-by-step instructions for working with the program
Tips for Getting Started

Helpful hints to get you started using the program
Technical Manual

Technical information about how STAR Early Literacy was
developed and about its reliability and validity
Renaissance Place
Software Manual

Procedures for managing all school and district
information
Instructions for consolidating data and generating
custom reports

Help in the Software
To access the help, select the ? or Help in the header of any page. The help opens
in a separate window, as shown below.
A
A
B
C
D
STAR Early Literacy™
Software Manual
E

The Help link A is on every page in the program. To get more information
about the page currently displayed in the program, or to search for
information, select this link.

This logo B lets you know you’re in the STAR Early Literacy Enterprise help. If
you go to another program’s help, the logo for that program will appear.
12
Welcome to STAR Early Literacy Enterprise
Tools to Help You with STAR Early Literacy Enterprise
Presently, STAR Apps
on iPad® does not
have an online help
system, but you can look up
information about the app
using the online help for STAR
Early Literacy Enterprise as
described here.

To search, use the search field at the top of the help page. Enter words to look
for in the help, and select the search icon
C to see the results. When you
do this, the program searches the help for all the installed Renaissance Place
programs. Since the search covers all available help, this is the best way to
find what you need.

To navigate the help, use the links on the contents tab D. Select the Other
Products tab E to see a list of all the Renaissance Place products; select a
product to open that product’s help.
To print the current help topic, select the print icon
.
Live Chat Support
Select Live Chat Support or the chat icon (as
shown to the right) to chat with a member of the
support staff. By default, you can access chat
from any Renaissance Place page; however, district administrators can set a
preference to make it accessible from the Home page only or to turn it off entirely.
For details, see the Renaissance Place Software Manual.
Free Online Training
Renaissance Learning provides free online training and additional resources for its
products through the Renaissance Customer Center. Visit
www.renaissance.com/customer-center and choose from a variety of learning
opportunities, including:

Recorded Webinars: View a pre-recorded tour of Renaissance software.

On-Demand Sessions: These short tutorials cover essential step-by-step
guidance on specific software tasks.

Getting Results Guides: Printable resources that provide practical guidance
on techniques and best practices to help you maximize implementation of
Renaissance products.
Resources
The STAR Early Literacy software contains resources to help you use STAR Early
Literacy in your classroom. Select STAR Early Literacy on the Home page, then select
Resources to find definitions, conversion charts, benchmark and cut score
information, technical manuals, Core Progress for reading, and other helpful
documents.
STAR Early Literacy™
Software Manual
13
Welcome to STAR Early Literacy Enterprise
Need More Help?
Need More Help?
STAR Early Literacy™
Software Manual

Knowledge Base: For technical support information, search the Renaissance
Learning Knowledge Base on the web at: support.renaissance.com/techkb/.

Email: Send general questions to: answers@renaissance.com. Send technical
questions to: support@renaissance.com (or worldsupport@renaissance.com
for worldwide support).

Phone: For assistance, call (800) 338-4204. Outside the US, call
1.715.424.3636.
14
Getting Started
Logging In (Personnel)
Use these instructions to log in to Renaissance Place and access the STAR Early
Literacy Enterprise program.
1. Start the web browser and go to the Renaissance Place address (URL) (see
page 20).
2. On the Welcome page, select I’m a Teacher/Administrator.
If you have forgotten
your user name or
password, select
Forgot Your User Name or
Password? A . You can use
your email address or security
questions to verify your identity
and retrieve your user name or
reset your password.
You can only use this feature if
you have previously entered
your email address on the
Login Settings page in
Renaissance Place and verified
that address. For more
information, see the
Renaissance Place Software
Manual.
3. Enter your user name and password.
A
4. Select Log In.
If the Home page opens, you have successfully logged in. See page 6.
If the Login Settings page opens, you have to change your password (either
your system administrator wants you to change your password for security
reasons or the software wants you to change your password. You must change
your password once a year).
If you see an error message, you have entered an invalid user name or
password. You can try to log in again (make sure to enter your user name and
password correctly) or you can select Forgot Your User Name or Password?
STAR Early Literacy™
Software Manual
15
Getting Started
Setup Checklist for STAR Early Literacy Enterprise
Setup Checklist for STAR Early Literacy Enterprise
The tasks listed below must be performed before you use STAR Early Literacy
Enterprise in your classroom. You may or may not be the one required to complete
any of these tasks.
Usually Performed By
District
Task
School
Admin.
Staff
Admin.
Staff
Teacher
Add school administrators and district staff


Add teachers, school staff, and students; add
parents, if desired


Add school marking periods

Add courses and classes. As you add the classes,
you select the primary teacher and products; you
should also add the students.




Get a list of student user names and passwords





Make sure each computer and iPad® (used by
teachers and students) has the necessary
software installed





Set up school benchmarks


Set up district benchmarks


Set up screening dates


Set/check your preferences
 The Demonstration Video preference and the
Hands-On Exercise preference must be set for
an individual class (you cannot select “All
School Classes” or “All My Classes”).
 If a STAR Early Literacy class is copied into the
current school year from the prior school year,
the settings for that class’s Testing Password,
Demonstration Video preference and the
Hands-On Exercise preferences are also
copied over into the new school year.

Where to Find
Instructions
Renaissance
Place Software
Manual


Note: Check the students’ grade levels when you
enroll them. Each student should have a grade
level assigned from pre-K to 3 (or higher).
Students without a grade level can’t take the
test.
STAR Early Literacy™
Software Manual
Page 19
(computer)
Page 26 (iPad®)

Page 72


16
Page 68

Page 80


Page 176
Getting Started
Navigating the Software
Navigating the Software
The navigation bar at the top of each page shows you where you are in the
software, as shown here.
To go back to a previous page, use the links in the navigation bar rather than the
web browser’s Back button, which can sometimes give you unexpected results.
For example, if you’re on the Reports page and you want to go to the Home page,
select Home in the navigation bar.
Changing the School Year You Are Working In
The school year that you are working in now is shown to the right of your name in
the upper-right section of any Renaissance Place program page.
You may want to work in a different school year if you are adding information for
the next school year or reviewing results from a previous school year. To work in
another school year, follow these steps:
1. On the Home page, select School Years.
2. On the School Years page, select Work in a Different School Year.
3. Select the school year that you want to work in. You will return to your Home
page; the new active school year will be shown at the top of the page.
If you choose to work in a past or future school year, you will see a gold bar A
toward the top of every page with a message reminding you of the school year
you are working in.
A
A
STAR Early Literacy™
Software Manual
17
Getting Started
Switching Roles and Schools
Switching Roles and Schools
You may also see this
drop-down list if you
have been given extra
capabilities, even if you do not
have more than one role in your
school or district. If you have
been granted more capabilities
and you do not see the links you
need, check for this drop-down
list on the Home page and
choose the role that applies to
the task.
Some people in your district or school may be assigned more than one role, or
they may be assigned to more than one school. For example, a school librarian
might also teach reading classes.
Renaissance Place keeps track of these multiple user types, school assignments,
and capabilities. You can switch between roles or schools after you log in or any
time while you are using the software.
People normally change their user types in order to
perform tasks in the program that are restricted to
specific user groups. If you are trying to perform a
task and finding you don’t have access, try switching
your user type in the drop-down list on the Home
page.
Logging Out and Closing the Software
Automatic logout
after 80 minutes. If
you do not use any
Renaissance Place product for
about 80 minutes, you’ll
automatically be logged out
and you’ll have to log in again
when you return to the
software.
STAR Early Literacy™
Software Manual
When you’ve finished working in STAR Early Literacy Enterprise, log out to keep
your data secure.
1. Select Log Out in the upper-right corner of any page. (On the Home page, use
the drop-down list next to your name and select Log Out.)
2. Close the software by closing your web browser.
18
Software Requirements
Current Requirements
For the most up-to-date software, hardware, operating system, and browser
requirements for Renaissance Place, visit www.renaissance.com/customercenter#systemrequirements.
Checking for the Supporting Software You Need
If any programs need
to be installed or
updated, make sure
you are logged into the
computer with the rights or
permissions required to install
software for all users. If you do
not know whether you have
those rights at the computer, or
if you don’t have those rights,
contact your school’s
technology/computer
coordinator.
Many Renaissance Place programs require additional software programs, such as
a PDF viewer such as Adobe Reader to view and print reports. The additional
software must be installed on each individual computer used to work with
Renaissance Place programs.
If the additional software is not installed, or is outdated, you or your students may
see messages about the missing software.
There are two ways to go to the downloads page:
Before logging in:
1. On the Login page, select Check Software Requirements A.
2. To see which downloads are available or required, select Downloads.
A
After logging in:
1. On the Home page, select Product Administration.
2. On the Product Administration page, below Setup and Maintenance, select
Download Supporting Software.
3. Select Downloads to see which Renaissance Place and third party downloads
are available or required.
STAR Early Literacy™
Software Manual
19
Software Requirements
Checking for the Supporting Software You Need
For more information, refer to either the Help or the Renaissance Place Software
Manual.
Server Name or Address/Hosted Site URL
There are two ways to find your hosted site URL (web address):
1. Go to the Downloads page, either before logging in or after logging in (see
page 19).
2. Select Downloads.
The URL of your hosted site is shown beside “Server Name/IP Address.”
or
1. Go to your Renaissance Place Welcome page and look in the address bar.
RPID (Renaissance Place ID)
The RPID is a unique identifier that provides a shortcut to your Renaissance Place
site.
Renaissance Place ID can be used during the setup of Renaissance products on
iPad®, iPhone®, and iPod® touch devices. The Renaissance Place ID can be used
wherever you see the RPID image.
There are two ways to find your RPID:
1. Go to the Downloads page, either before logging in or after logging in (see
page 19).
2. On the left, select Downloads.
The RPID is shown beside “Renaissance Place ID.”
STAR Early Literacy™
Software Manual
20
Software Requirements
Checking for the Supporting Software You Need
or
1. Go to your Renaissance Place Login page. The RPID is shown in the lower-right
corner of the page A.
A
STAR Early Literacy™
Software Manual
21
Getting Ready for a New School Year
Renaissance Place Tasks for the New School Year
Do not perform the
steps in this section if
your school uses RDI
(see page 24).
Before you get STAR Early Literacy Enterprise ready for the new school year,
administrators or other non-teaching staff need to perform these tasks in
Renaissance Place. For more information, see the Renaissance Place Software
Manual.
 Add the new school year (must be performed by district administrators or
district staff).
 Add the marking periods for each school (used for goals and reports) or copy
the marking periods from the previous school year.
 Add the days off for each school (used for report calculations) or copy the days
off from the previous school year.
 Set reporting periods for consolidated reports (must be performed by district
administrators or district staff).
You can also import
student, personnel,
class, and course
information (including
updates to student
enrollments and personnel
assignments), if you have a
properly formatted file from
another source (such as a
student information system).
For more information, see the
appendix in the Renaissance
Place Software Manual.
 Review the list of personnel in the software and make changes as necessary.
You may need to:

Add personnel. Have new personnel provide the information requested
on the Login Settings page. By providing this information, personnel will
be able to change their own passwords if they forget them.

Edit personnel personal information (name changes)

Change school assignments

Delete any personnel who are no longer with your school(s)
 Review the list of students in the software and make changes as necessary.
You may need to:

Add students

Edit student information or characteristics

Transfer students from one school to another

Unenroll or delete any students who are not returning to your school(s)
 Review the course list for each school and add, edit, or delete courses as
needed. Courses automatically carry over from one year to the next. Courses
are used to organize classes.
STAR Early Literacy™
Software Manual
22
Getting Ready for a New School Year
Technology/Computer Coordinator Tasks for the New School Year
 Classes: Classes do not automatically carry over from one year to the next.
If your classes are similar to those from a previous school year, your school
can copy the classes from that year. The class preference settings are also
copied. See “Preferences” on page 176.
If classes are copied, assigned teachers, assigned products, and enrolled
students can also be copied.
If you did not copy classes, you will need to add classes. As you add classes,
choose the primary teacher, select the products the class will use, and add
students to the classes.
 Assign personnel to your classes and choose the products the class will use. If
you imported the personnel class assignments, you will use similar steps to
choose the products.
 Enroll students in each class.
Technology/Computer Coordinator Tasks for the New School Year
For the most up-to-date software, hardware, operating system, and browser
requirements for Renaissance Place, visit www.renaissance.com/customercenter#systemrequirements.
Task

Check for required supporting software on new and
updated computers, and recheck other computers to
make sure they have the latest versions of the
software.
Where to Find
Instructions
See “Checking for the
Supporting Software You
Need” on page 19.
Note: You must be logged in to each computer with
the rights required to install software for all users.

STAR Early Literacy™
Software Manual
If you will be using an iPad® with STAR Early Literacy,
make sure:
 STAR Apps on iPad® is downloaded and installed
on the iPad®.
 You have established settings by connecting to
Renaissance Place from one iPad®, and are sharing
those settings with every other iPad® you will be
using.
23
See “Using an iPad® with
STAR Early Literacy
Enterprise” on page 26.
Getting Ready for a New School Year
STAR Early Literacy Enterprise Tasks for the New School Year
STAR Early Literacy Enterprise Tasks for the New School Year
Unless otherwise noted, these tasks can be performed by district administrators,
school administrators, and teachers.
Task

Check/set the preference settings for each
STAR Early Literacy Enterprise class.
Where to Find Instructions
See page 176.
If classes are copied from a previous
year, the settings for the Testing
Password Preference, Demonstration
Video Preference, and Hands-On
Exercise Preference will also be copied.
If classes are not copied from a previous
year, set the testing password (monitor
password) requirements, and if and
when the demonstration video and
hands-on exercises are presented to the
student.

Set up benchmarks (administrators and
nonteaching staff only).
See page 68.

Set screening dates (administrators and
nonteaching staff only).
See page 78.

Set up student groups if necessary.
Groups carry over from year to year, but
you may need to make changes.
See page 87.

Set up growth expectations (district
administrators only)
See page 188.
Renaissance Data Integrator (RDI)
If you have the Renaissance Data Integrator (RDI) service, your Renaissance Place
database is automatically linked to your student information system (SIS) data.
This means that Renaissance Place is linked to a database controlled by your
school. You will need to understand where and when to make changes to
information. This will help you to avoid losing information when your school
database updates the information in Renaissance Place.
If you aren’t sure if your school uses RDI or not, you can:
STAR Early Literacy™
Software Manual

Ask your administrator at your school

Contact Renaissance Learning (see page 14)

Look for confirmation in Renaissance Place
24
Getting Ready for a New School Year
Summer School
To Look for Confirmation

Go to the Home page.
Look at the list of alerts. If your school uses RDI, and if you are logged in as an
district administrator, you will see an RDI Run Status alert, which will tell you
the last time an update occurred.

Go to the Home page and select Courses and Classes.
Look in the table of courses. If your school uses RDI, the Course ID column will
be populated.
To Find Your Technical Services Consultant
Contact Renaissance Learning. See page 14.
Summer School
To use your Renaissance Place programs during summer school, refer to
Knowledge Base article 7901571 at: support.renaissance.com/techkb/techkb
/7901571e.asp.
STAR Early Literacy™
Software Manual
25
Using an iPad® with STAR Early Literacy
Enterprise
Although you can take a STAR Early Literacy Enterprise test on an iPad® using a
web browser, you also have the option of using STAR Apps on iPad®. The testing
experience using STAR Apps on iPad® is almost identical to testing in a web
browser, but the procedures are slightly modified to integrate better with the
operating system used on the iPad.®
Throughout this manual, if you are using a web browser on the iPad® instead of
STAR Apps on iPad®, follow the instructions for testing on a computer.
Before Students Take a Test on an iPad®
You must complete the following steps before students take a test on a iPad®:

Establish an Internet connection.

Download the STAR Apps on iPad®. Note: You must have established and
verified an iTunes® account with an Apple® ID before you can download the
STAR Apps on iPad®.

Establish settings by connecting to Renaissance Place on one iPad®.

Share those settings with each iPad® students will be using to take STAR Early
Literacy tests.
Download the STAR Apps on iPad® and Connect to Renaissance
Place
Note: If the iPad® has the Accelerated Reader App already installed, the STAR Apps
on iPad® will automatically connect to that URL or RPID.
1. Download the STAR Apps on iPad® from the iTunes Store® or App
StoreSM. For more information about system requirements, see the
store where you downloaded the STAR Apps on iPad®.
2. Launch the STAR Apps on iPad® by tapping STAR.
3. The first time you launch the STAR Apps on iPad®, tap Connect to Renaissance
Place to connect to Renaissance Place.
If this is not your first time launching the app, tap Settings to connect to
Renaissance Place.
STAR Early Literacy™
Software Manual
26
Using an iPad® with STAR Early Literacy Enterprise
Share Settings with Another iPad®
4. On the Settings page, tap the Connect to Renaissance Place field A, type your
web address (URL) or Renaissance Place ID (RPID) on the keyboard, and tap
Join B. Your connection will be validated. If it is not validated, try this step
again.

Sample web address: http://hosted123.renaissance.com/456789

Sample RPID: RLI-123XYZ
C
A
B
5. Tap Done C. You will be taken to the student login screen.
Share Settings with Another iPad®
Instead of typing the web address or RPID on each iPad®, you can share the
settings of one iPad® with another iPad®, enabling students to start testing more
quickly. To share the settings of one iPad® (such as a teacher iPad®) with another
iPad® (such as a student iPad®), follow these steps.
1. On the teacher’s iPad®, launch the STAR Apps on iPad® and tap Settings.
2. On the teacher’s iPad®, tap Share My Settings. Keep this screen up on the
iPad® whose settings will be shared as you complete the following steps.
3. On the student’s iPad® (that will be using those shared settings for STAR
testing), launch the STAR Apps on iPad®.
4. Tap Settings.
5. Tap Find Shared Settings.
6. Tap the settings you want the student’s iPad® to use. You will go back to the
Settings screen and the connection will be validated.
7. Tap Done to go to the student login screen.
8. If you don’t have another iPad® to share settings with, go to step 9.
If you do have another iPad® to share settings with, repeat steps 3–7 on each
iPad®.
STAR Early Literacy™
Software Manual
27
Using an iPad® with STAR Early Literacy Enterprise
Share Settings with Another iPad®
9. Back on the teacher’s iPad®, tap Settings on the Share My Settings screen,
then tap Done to stop sharing your settings and go to the student login screen.
Your students will still be connected through your shared settings and will be
able to take a test.
STAR Early Literacy™
Software Manual
28
How Students Log In
How Students Log In on a Computer
1. Start the web browser and go to the Renaissance Place address (URL).
2. On the Login page, select I’m a Student.
3. The student enters his or her user name and password, and then selects Log In.
How Students Log In on an iPad®
1. Start the STAR Apps on iPad®.
2. The student enters his or her user name and password, and then taps Go.
STAR Early Literacy™
Software Manual
29
How Students Log In
If Students Forget Their User Names or Passwords
If Students Forget Their User Names or Passwords
Find User Name
When logging in on a computer, students who don’t know their user names can
select Forgot Your User Name? The software will ask the student to choose the
school and search for his or her name; then it will fill in the user name. Students
cannot search for their passwords.
The ability to find user names is a security option in Renaissance Place that can be
turned on or off; if the Forgot Your User Name? link is not visible, contact your
administrator.
Search in Renaissance Place
Note: If you are a teacher, you can only search for students in your own classes.
For more information
about searching for
students, see the
Renaissance Place Software
Manual.
1. Select Users on the Home page.
2. Select View Students on the Personnel and Students page.
3. Use the View Students page to search for the students whose information you
want to view. Then, select Search to see the search results.
4. On the search results page, select the Passwords tab to see the user names
and passwords for all the students that were found in the search.
5. Select Print Page on the right side of the screen to print the list.
STAR Early Literacy™
Software Manual
30
Troubleshooting and Frequently Asked Questions
(FAQs)
Troubleshooting
A student is unable to take a test. What might be the cause?
The student may be locked out of Renaissance Place and cannot log in
to take a test.
Students (and personnel) may be temporarily locked out of all Renaissance Place
software if they attempt to log in too many times with an incorrect password.
If an account is locked, it will automatically be unlocked the next day.
Clear Locked Student Accounts
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
All locked student accounts are automatically unlocked at midnight.
1. Go to the Home page and select Users.
2. On the Personnel, Students, and Parents page, under Students, select Clear
Locked Students.
The Clear Locked Students page will list all students whose accounts are
locked.
3. To clear locks for all students at once, select Clear All Student Locks.
To clear locks for individual students, select Clear in the row for each student.
4. When you have finished clearing the locks, select Done.
The connection to the server may have been lost.
If there are connection problems between the server which is hosting Renaissance
Place and the computer or iPad® that the student is testing on, the test may be
interrupted.
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Troubleshooting and Frequently Asked Questions (FAQs)
Troubleshooting
The following error messages describe the problem and tell you what to do next.
Trying to connect or Please wait
Network delays have caused the program to
slow down temporarily. The program will
continue to try to re-establish a connection.
Connection error
The program was unable to re-connect to the
server, or the user selected Cancel in the
“Trying to connect” message.
Log out of Renaissance Place, and then log
back in again.
The student capacity limit may have been reached.
Your STAR Early Literacy Enterprise student capacity limit determines how many
students can take a test during your subscription. Your school or district
purchased this capacity with the software.
If you reach your student capacity limit, students who have not yet tested during
this subscription period will not be allowed to take the test. The program will
notify you that you have reached the student capacity limit.
If you need to view or reallocate your existing capacity, or you need to purchase
additional capacity, see the Renaissance Place Software Manual.
Internet Explorer’s security settings might be making the browser
“hang” when the student selects Take a Test.
This is can happen when the “Active scripting” security setting in Internet Explorer
(versions 7 and above) has been disabled. To re-enable the setting:
1. Open Internet Explorer.
2. In the Tools menu, select Internet Options.
3. Select the Security tab.
4. If your Renaissance Place site or domain is in the list of trusted sites, select the
Trusted sites zone. Otherwise, select the Internet zone.
5. Select Custom level.
6. In the “Scripting” section, change “Active scripting” back to the default
Enable.
7. Select OK. If prompted, select Yes to confirm the change.
8. Select Apply if available, then select OK again.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
The web browser settings may be interfering with the Renaissance
Place program.
If a student is unable to take a test on a computer, a setting or feature in your web
browser might be the cause. You may need to:

Clear the browser’s cache

Disable pop-up blockers

Disable third-party toolbars

Enable ActiveX controls
Consult your web browser’s help for instructions on how to perform these actions.
As a security measure, your school may limit the computers that can
connect to your server (IP Restrictions).
IP addresses identify the computer being used. IP restrictions are used to
determine the computers that can connect to your school’s server. Renaissance
Learning recommends that schools set restrictions within the software such as
monitor passwords (see page 180) and IP restrictions. Both monitor passwords
and IP restrictions will help prevent testing from outside the school.
This is Renaissance Learning’s recommendation for all schools, regardless of what
devices the schools are using to ensure that testing takes place in a secure,
monitored environment.
For more information about IP restrictions, see the Renaissance Place Software
Manual.
Frequently Asked Questions (FAQs)
STAR Early Literacy and Renaissance Place: General Questions
Do I need additional software to use STAR Early Literacy Enterprise?
Go to http://doc.renlearn.com/KMNet/R004312127GJB43D.pdf for the system
requirements and additional software needed to work with Renaissance Place and
STAR Early Literacy.
If a student will test with an iPad®, the student has the option of using the STAR
Apps on iPad®. See “Using an iPad® with STAR Early Literacy Enterprise” on
page 26.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
How do I make STAR Early Literacy available to a class?
View the class information to make sure that the class has a primary teacher
assigned to it and that STAR Early Literacy is an assigned product for the class.
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.
1. On the Home page, select Courses and Classes.
School administrators and school staff members assigned to more than one
school should use the drop-down list on the Home page to choose the school
they want to view classes for.
2. On the Courses and Classes page, select the course in which you can find the class.
3. The next page shows you more information about the course you selected,
including tabs with lists of Complete and Incomplete classes. Select the name
of the class that you want to view.
4. On the next page you can see the class information, including the primary
teacher and assigned products.
If the primary teacher or products assigned to a class need to be changed, see the
Renaissance Place Software Manual.
How do I add or delete a student from a class?
By default, district administrators, district staff, and school administrators can
add or delete a student from a class. This is completed in Renaissance Place. For
more information, see the Renaissance Place Software Manual.
Can I take a sample STAR Early Literacy test? Does STAR Early Literacy
have a “demo mode” that I can try?
There is no “demo mode” for taking a STAR Early Literacy test. To see what the test
procedure is like, please watch a short video, “STAR Early Literacy—Administering
the Assessment,” at www.renaissance.com/asp/video/video.asp?M=10356.
How do I keep students from taking STAR tests at home?
Internet protocol (IP) restrictions can be set up to limit student testing to the
computers at your school. For more information, see the Renaissance Place
Software Manual.
How do I find my students’ user names and passwords?
You can view or print the list from Renaissance Place (see page 30).
How do I find personnel and/or parent user names and passwords?
For security reasons, you cannot view or print a list of passwords for teachers, staff
members, administrators, or parents. User names may be viewed by
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
administrators. Passwords cannot be viewed, but they can be changed/reset by
administrators.
Personnel who know their current passwords can change their password on the
Login Settings page in Renaissance Place. If they enter an email address on that
page, personnel can also retrieve their user name or reset a forgotten password
later by selecting Forgot Your User Name or Password? on the login page.
For more information, see the Renaissance Place Software Manual.
I am unable to log in to Renaissance Place.
Personnel and parents may be temporarily locked out of all Renaissance Place
software if they attempt to log in too many times with an incorrect password.
If an account is locked, it will automatically be unlocked at midnight.
Clear Locked Personnel or Parent Accounts
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
All locked accounts (except district administrators) are automatically unlocked at
midnight.
This procedure will not work for a locked district administrator account (contact
Renaissance Learning (see page 14).
1. Go to the Home page and select Users.
2. For personnel: On the Personnel, Students, and Parents page, under
Personnel, select Clear Locked Personnel.
For parents: On the Personnel, Students, and Parents page, under Parents,
select Clear Locked Parents.
The next page will list all personnel or parents whose accounts are locked.
3. For personnel:
To clear locks for all personnel at once, select Clear All Personnel Locks.
To clear locks for individual personnel, select Clear in the row for each
person.
For parents:
To clear locks for all parents at once, select Clear All Parent Locks.
To clear locks for individual parents, select Clear in the row for each parent.
4. When you have finished clearing the locks, select Done.
Testing Procedures
How do I pause or stop a test?
See “Stopping a Test” on page 53.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
Are there time limits in STAR Early Literacy?
The STAR Early Literacy test itself does not have an overall time limit. However, each
test question has its own time limit. If a student does not enter an answer within that
time limit, the program moves on to the next question.
During the development of STAR Early Literacy, the time it took for students to
answer questions was noted. The time limits used in STAR Early Literacy are based
on those observed times—most students will be able to answer a question in the
time allotted. See the STAR Early Literacy Technical Manual for more information
on the program’s development.
Students’ scores are not determined by the time it takes them to complete a STAR
Early Literacy Enterprise assessment.
Sometimes my students accidentally close the web browser or STAR
Apps on iPad® and the test disappears. Is there a way to go back in or
do they have to start the test over?
This is known as an interrupted test. Students can resume interrupted tests.
See “Resuming an Unfinished Test” on page 56.
Students seem to be having their tests ended abruptly, or they get
logged out of the system unexpectedly. What might be causing this?
Students may try to open additional browser windows, tabs, or other programs
during a test. If a student performs any of these actions, or otherwise “loses focus”
by performing actions outside the test window, the student will have a few
seconds to return to the test by returning to the test window and selecting OK.
If the student does not return to the test, the student is logged out of the system,
and must log back in again (the incomplete test is considered “interrupted” and
can be resumed; see page 56).
Can I change the amount of time a student can spend on a test
question (extend time)?
No. STAR Early Literacy Enterprise does not allow you to change the time allowed
to answer questions.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
What if the student cannot pass the practice?
The practice session is primarily meant to gauge the student’s ability to work with
the program’s interface, to see if the student understands how to select and enter
an answer. Have the student try another practice, and carefully observe the
student.

If the student understands how to answer questions, but keeps giving
incorrect answers, this may indicate that the student is not ready to have his
or her abilities assessed by STAR Early Literacy.

If the student does not understand how to answer questions, review the
testing procedures with the student. The Pretest Instructions are an excellent
resource for performing such a review (on the Home page, select STAR Early
Literacy, then select Resources, then select Pretest Instructions).
Am I allowed to read questions to the students?
No. One of the things the STAR Early Literacy test is assessing is a student’s
independent reading ability. Reading the test questions to the student would
defeat the purpose and have an adverse effect on the validity of the test results.
After the Test
Can I delete a test?
You cannot permanently delete a test from a student’s record, but a district
administrator, district staff, or school administrator can deactivate it (see page
58). Deactivating a test removes the test-taking data and the test results from any
reports or calculations for that student. If necessary, a deactivated test can be
reactivated at a later time.
Is it okay to retest a student if I know he or she can do better?
Yes, if you know a student has rushed through a test or not taken it seriously.

If the student retests before midnight (on the same day as the test you don’t
want to count), only the retest data appears on most reports.

If the student tests after midnight (of the day as the test you don’t want to
count), the retest is treated as a separate test.
If a student tests more than once during a screening period, data from the last test
taken is shown on the Screening Report (see page 152).
The Test Activity Report (see page 166) lists both completed and not completed
(interrupted and stopped) tests (see “Stopping a Test” on page 53).
STAR Early Literacy Enterprise doesn’t record scores for unfinished tests.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
Can I see which questions a student missed?
No. With computer-adaptive tests, the student’s performance on individual items
is not as meaningful as the pattern of responses to the entire test.
How do I view last year’s STAR information for a student?
If you are a teacher, you must be granted the capability (see page 200) to View
Student’s Historical STAR Early Literacy Assessments. For more information, see
the Renaissance Place Software Manual.
STAR Early Literacy data always stays with the student. Use the Test Record
Report (see page 168) to view a student’s results from a different year. Use the
Report Options page to pick last year’s dates.
For more information, see Knowledge Base Article 11025315 at
support.renaissance.com/techkb/techkb/11025315e.asp.
STAR Apps on iPad®
What devices will support testing?
The STAR Apps on iPad® is available for Apple’s iPad® with iOS 5.x or later. For
more information, see page 26.
Where can I find the system requirements?
There are two sets of system requirements you will need: those for the iPad® and
those for Renaissance Place.

For the iPad®, see the store where you downloaded the STAR Apps on iPad®.

For Renaissance Place,
www.renaissance.com/customer-center#systemrequirements.
Where can I get the App?
The STAR Apps on iPad® is available in the iTunes Store® and the App StoreSM.
Note: You must have established and verified an iTunes® account with an
Apple® ID before you can download STAR Apps on iPad®.
Can anyone download the App and start testing?
Anyone can download the STAR Apps on iPad®. However, only those who have
STAR Early Literacy Enterprise and have an iPad® connected to Renaissance Place
can take actual tests.
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Troubleshooting and Frequently Asked Questions (FAQs)
Frequently Asked Questions (FAQs)
Are there plans to create apps for other mobile devices?
Renaissance Learning is exploring the option of creating apps for other devices
and welcomes customer suggestions.
Can students take tests from home on their own personal iPad®?
Each iPad® needs to be configured to work with a school’s STAR software. In
addition, Renaissance Learning recommends that schools set restrictions within
the software such as monitor passwords and IP restrictions to prevent testing from
outside the school. This is our recommendation for all schools, regardless of what
devices they are using to ensure that testing takes place in a secure, monitored
environment.
What if a student tries to cheat while taking a test on an iPad®?
If a student leaves the test screen by pushing the Home button on any device, after
5 seconds he or she will be logged out of the STAR Apps on iPad®. When that
student logs back in, that test will be an unfinished test and a monitor password
will be required for the student to finish the test (see “Resuming an Unfinished
Test on the iPad®” on page 57).
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Testing Students
Taking the Test on a Computer
1. Use the Pretest Instructions to explain the testing process to your students.
2. The student logs in (see page 29).
3. On the Home page the student selects STAR Early Literacy (or Take an Early
Literacy Test if you are using the STAR 360 Suite) A.
A
A
4. If the student is in more than one STAR Early Literacy class, the student should
select the correct class, then Next B.
B
5. The student selects Start C to begin taking the test.
C
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Testing Students
Taking the Test on a Computer
6. What happens next depends on the settings of several preferences:
Testing Password Preference (see page 179)
Off
On
Teacher or test monitor enters
See step 7.
the monitor password.
Demonstration Video Preference (see page 182)
Never
Once
Always
Student has seen the
demonstration video before?
Student will watch a short
See step 8.
video explaining how to select
answers to test questions.
No
Yes
Hands-on Exercise Preference (see page 185)
Never
Until
Passed
Always
Student has already passed
the hands-on exercise?
No
Student will perform the
hands-on exercise to practice
using the mouse or keyboard. See step 9.
Yes
The test begins with the
practice questions.
See step 10.
Yes
Student passes the
hands-on exercise?
No
The test ends; the
student is instructed to
ask for assistance.
7. If STAR Early Literacy Enterprise asks for a monitor password (determined by
the Testing Password Preference; see page 180), the teacher or test monitor
enters it and selects Start D.
D
If no password is required, the student goes ahead to step 8.

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You cannot substitute your teacher password for the monitor password.
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Testing Students
Taking the Test on a Computer

If you forget to enter a password before selecting OK, or you enter the
wrong password, you can try again.
However, if you fail to enter the correct password three times in a row, you
will not be able to start the student’s test. Check the Testing Password
Preference (see page 180) to make sure you are using the correct monitor
password.
Use the
Demonstration Video
Preference (see page
198) to determine if and when
the student will see the
demonstration video.
8. By default, the student will see a demonstration video, which shows the
student how to use the mouse or keyboard to choose an answer and how to
use the Listen option to hear a question repeated.
Note: If the student does not need to watch the demonstration video, the
student goes ahead to step 9.
Use the Hands-On
Exercise Preference
(see page 198) to
determine if and when the
student will need to complete
the hands-on exercise.
9. The hands-on exercise teaches students to properly use the mouse and/or
keyboard.
Note: If the student does not need to perform the hands-on exercise, go ahead
to step 10.
Students must correctly answer three questions in a row. The hands-on
exercise contains up to 10 questions.
If the student is unfamiliar with the use of the mouse or the keyboard, you may
help the student during the hands-on exercise until the student becomes
comfortable using the mouse or keyboard.
Students listen to the instructions, then use the mouse or the keyboard to
select the correct object on the screen. Two of the answer choices are blank,
which allows the student to focus on how to select an answer (instead of
having to figure out the correct answer).
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Testing Students
Taking the Test on a Computer
How to Choose an Answer
To select an answer:

Mouse: To choose an answer, click on an image. Using the mouse permits
very young students to be evaluated, because they do not have to
recognize numbers or letters on the keyboard to answer questions.

Keyboard: Press the number (1, 2, or 3) that corresponds to the desired
answer.
A box E appears around the selected answer. This does not mean that the
selected answer is correct. If students are using the keyboard, and the box
does not appear around the answer choice, ask the students to use the mouse
to select anywhere on the test screen, then use the keyboard to select an
answer.
The student’s selection moves up onto the blank line F.
If the student doesn’t choose an answer within 10 seconds of the first
instructions, the program repeats the instructions.
To hear the question again, students select the Listen button G or press the L
key on the keyboard.
The hands-on exercise questions have a 35-second time limit.
If the student has not chosen an answer 25 seconds after the question first
appeared, the program asks the student to choose an answer and a clock icon
flashes on the screen H.
H
F
G
E
If the student is using the keyboard during the hands-on exercise, he or she
must press Enter after selecting an answer. If the student does not do this, he
or she will be prompted (after 10 seconds) to press Enter.
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Testing Students
Taking the Test on a Computer
If time runs out before the student chooses an answer, the program tells the
student to ask the teacher for help. The teacher must select the map in the
alert I to resume the hands-on exercise.
I
When the student has successfully completed the hands-on exercises, the
practice test starts; go ahead to step 10.
10. The practice questions ensure that the student is capable of completing the
test questions.
The practice questions have three choices, just like the test questions.
Students listen to the questions and select answers just as they did for the
hands-on exercise.
Each practice test question has a 60-second time limit. If the student does not
choose an answer within 10 seconds after hearing the question, the program
repeats the question.
If the student still has not chosen an answer 45 seconds after the question first
appeared, the program asks the student to choose an answer and a clock icon
flashes on the screen.
If time runs out before the student chooses an answer, the program tells the
student to ask the teacher for help.
If the student answers five practice questions without getting three correct,
STAR Early Literacy Enterprise ends the practice and a message tells the
student to ask for help.
Answers are considered correct if the student chooses and enters the correct
answer.
Answers are considered incorrect if the student
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
Chooses, but does not enter, the correct answer

Chooses and enters the wrong answer

Chooses the wrong answer, but does not enter it before time runs out.

Does not choose an answer and time runs out
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Testing Students
Taking the Test on a Computer
After the student answers three practice questions correctly, a message tells
the student that the actual test is about to start.
11. The student answers the actual test questions, which are similar to the practice
test questions. All of the test questions have three answer choices.
Do not help the student use the mouse or keyboard, or select the correct
answer to any of the test questions.
Answers are considered correct if the student:

Chooses and enters the correct answer

Chooses, but does not enter, the correct answer
Answers are considered incorrect if the student:

Chooses and enters the wrong answer

Chooses the wrong answer, but does not enter it before time runs out

Does not choose an answer and time runs out
The student will answer up to 27 test questions. Each question has a 90-second
time limit.
If the student does not choose an answer within 10 seconds after hearing the
question, the program repeats the question. If the student still has not chosen
an answer 75 seconds after the question first appeared, the program asks the
student to choose an answer and a clock icon flashes on the screen.
If time runs out before the student chooses an answer, the program goes on to
the next question and the unanswered question is treated as an incorrect
answer.
After an answer has been entered, students cannot change their answer or go
back to a previous question. The next question is presented automatically.
12. When the test is over, STAR Early Literacy Enterprise notifies the student. Then,
the student is automatically logged out so the next student can log in.
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Testing Students
How Students Take the Test on an iPad®
How Students Take the Test on an iPad®
1. Use the Pretest Instructions to explain the testing process to your students.
2. The student logs in (see page 29).
3. The student taps STAR Early Literacy A, then taps Next B.
A
B
Note: If the student has mistakenly logged in (as the wrong student, or at the
wrong time), the student should tap Log Out in the upper-left corner of the
Choose a Test page C, then tap Log Out Now D.
C
D
4. If the student is in more than one STAR Early Literacy class, the student should
select the correct class, then tap Next E.
E
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Testing Students
How Students Take the Test on an iPad®
5. The student taps Start to begin taking the test F.
F
G
If the student chose the wrong app to take a test in (for example, STAR
Reading), the student should tap Cancel G. This will return the student to the
Choose a Test page.
6. What happens next depends on the settings of several preferences:
Testing Password Preference (see page 179)
Off
On
Teacher or test monitor enters
See step 7.
the monitor password.
Demonstration Video Preference (see page 182)
Never
Once
Always
Student has seen the
demonstration video before?
Student will watch a short
See step 8.
video explaining how to select
answers to test questions.
No
Yes
Hands-on Exercise Preference (see page 185)
Never
Until
Passed
Always
Student has already passed
the hands-on exercise?
No
Student will perform the
hands-on exercise to practice
selecting answers.
Yes
Student passes the
hands-on exercise?
See step 9.
Yes
The test begins with the
practice questions.
See step 10.
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No
The test ends; the
student is instructed to
ask for assistance.
Testing Students
How Students Take the Test on an iPad®
7. If STAR Early Literacy asks for a monitor
password (determined by the Testing
Password preference; see page 180), the
teacher or test monitor enters it and taps
Continue H.
If no password is required, the student goes
ahead to step 8.

You cannot substitute your Renaissance
Place password for the monitor password.

If you forget to enter a password before
tapping Continue, or if you enter the wrong
password, you can try again I.
H
I
However, if you enter the wrong password
three times in a row, you will not be able to
start the student’s test. Check the Testing
Password preference (see page 180) to
make sure you are using the correct
monitor password.
Use the
Demonstration Video
Preference (see page
198) to determine if and when
the student will see the
demonstration video.
Use the Hands-On
Exercise Preference
(see page 198) to
determine if and when the
student will need to complete
the hands-on exercise.
8. By default, the student will see a demonstration video, which shows the
student how to choose an answer and how to use the Listen option to hear a
question repeated.
Note: If the student does not need to watch the demonstration video, the
student goes ahead to step 9.
9. The hands-on exercise teaches the student how to select answers.
Note: If the student does not need to perform the hands-on exercise, go ahead
to step 10.
Students must correctly answer three questions in a row. The hands-on
exercise contains up to 10 questions.
Students listen to the instructions, then tap the screen to select the correct
object. Two of the answer choices are blank, which allows the student to focus
on how to select an answer (instead of having to figure out the correct answer).
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Testing Students
How Students Take the Test on an iPad®
How to Choose an Answer
The student can choose an answer by tapping it. STAR Early Literacy highlights
the chosen answer and puts it in the blank line above J.
M
L
J
K
Once the student is satisfied that he or she has chosen the correct answer, the
student enters the answer by tapping Next K.
The student can choose a different answer by tapping a different answer, but
only before tapping Next. Once the answer is entered, it cannot be changed.
If the student doesn’t choose an answer within 10 seconds of the first
instructions, the program repeats the instructions. To hear the question again,
students tap Listen L.
The hands-on exercise questions have a 35-second time limit.
If the student has not chosen an answer 25 seconds after the question first
appeared, the program asks the student to choose an answer and a clock icon
flashes on the screen M.
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Testing Students
How Students Take the Test on an iPad®
If time runs out before the student chooses an answer, the program tells the
student to ask the teacher for help. The teacher must select the map in the
alert N to resume the hands-on exercise.
N
When the student has successfully completed the hands-on exercises, the
practice test starts; go ahead to step 10.
10. The practice questions ensure that the student is capable of completing the
test questions.
The practice questions have three choices, just like the test questions.
Students listen to the questions and select answers just as they did for the
hands-on exercise.
Each practice test question has a 60-second time limit. If the student does not
choose an answer within 10 seconds after hearing the question, the program
repeats the question.
If the student still has not chosen an answer 45 seconds after the question first
appeared, the program asks the student to choose an answer and a clock icon
flashes on the screen.
If time runs out before the student chooses an answer, the program tells the
student to ask the teacher for help.
If the student answers five practice questions without getting three correct,
STAR Early Literacy Enterprise ends the practice and a message tells the
student to ask for help.
Answers are considered correct if the student chooses and enters the correct
answer.
Answers are considered incorrect if the student
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
Chooses, but does not enter, the correct answer

Chooses and enters the wrong answer
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Testing Students
How Students Take the Test on an iPad®

Chooses the wrong answer, but does not enter it before time runs out

Does not choose an answer and time runs out
If the student is having difficulty answering the practice questions, he or she
will be told to ask for help.
If the student does not successfully complete the practice questions, STAR
Early Literacy ends the practice and the test will not start. The student is told to
ask for help.
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Testing Students
How Students Take the Test on an iPad®
The student must answer three of the five practice questions correctly to move
on to the test questions.
11. The student answers the actual test questions, which are similar to the practice
questions. The time limits and the methods used for choosing and entering
answers are the same as those used for the practice questions.
Answers are considered correct if the student:

Chooses and enters the correct answer

Chooses, but does not enter, the correct answer
Answers are considered incorrect if the student:

Chooses and enters the wrong answer

Chooses the wrong answer, but does not enter it before time runs out

Does not choose an answer and time runs out
The student will answer up to 27 test questions. Each question has a 90-second
time limit.
If the student does not choose an answer within 10 seconds after hearing the
question, the program repeats the question. If the student still has not chosen
an answer 75 seconds after the question first appeared, the program asks the
student to choose an answer and a clock icon flashes on the screen.
If time runs out before the student chooses an answer, the program goes on to
the next question and the unanswered question is treated as an incorrect
answer.
After an answer has been entered, students cannot change their answer or go
back to a previous question. The next question is presented automatically.
12. When you have finished the test, the app will tell you that the test is over. It will
automatically log you out of the app so another student can take the test.
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Testing Students
Stopping a Test
Stopping a Test
Situations may arise in the classroom which interrupt a test (for example, a
surprise fire drill). If this happens, the teacher or test monitor can stop the test,
either pausing it so the student can return to it later, or stopping it entirely so the
student can start over on a new test.
Stopping a Test on a Computer
1. Select Stop Test in the upper-right corner of the
screen A:
A
2. Select one of the following options:
B
Option
B Resume Later
C
D
Choose When...
Notes
You want to stop the test, but plan to
come back to it later.



C Stop Test
D Cancel
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Test score will be recorded after test is resumed and
completed.
Test will resume on the same question number, but
the question presented will be different (see page
56).
Resume Later can only be used during the actual
test, not during the practice session. (Stop Test and
Cancel are the only options available during the
practice session.)
You want to stop the test; you are
finished with it and have no plans to
come back to it.


Test score will not be recorded.
The next time the student logs in to take a test, the
student will begin a new test.
You want to continue taking the test now
instead of pausing or stopping it.

Test continues as usual.
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Testing Students
Stopping a Test
3. Enter the monitor password and select Stop Test E.
To find the monitor
password, see the
Testing Password
preference (page 179). You
may not need to use the
monitor password to start a
test, but you always need to
use it to stop, pause, or resume
a test.
E

You cannot substitute your Renaissance Place password for the monitor
password.

If you forget to enter a
password before selecting
Stop Test, you will be
reminded to enter it, and you
can try again.

If you enter the wrong
password, you can try again.
However, if you enter the wrong
password three times in a row, you will
not be able to stop the student’s test. To
make sure you are using the correct
monitor password, check the Testing
Password preference (see page 180).
Once the correct monitor password is
entered, the test is stopped or paused.
Note: STAR Early Literacy doesn’t record scores for stopped tests. The Test
Activity Report lists all tests. See “Test Activity Report” on page 166.
Stopping a Test on an iPad®
1. Tap the Share button A in the upper-left corner of the screen.
2. Tap one of the following options.
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Testing Students
Stopping a Test
To close this menu and return to the test (without stopping or pausing the test)
tap the main screen.
A
B
C
Option
Choose When...
B Resume Later
You want to stop the test,
but plan to come back to it
later.
Notes



C Stop Test
You want to stop the test;
you are finished with it and
have no plans to come
back to it.


Test score will be recorded after test is resumed and completed.
Test will resume on the same question number, but the question
presented will be different (see page 56).
Resume Later can only be used during the actual test, not during
the practice session. (Stop Test is the only option available during
the practice session.)
Test score will not be recorded.
The next time the student logs in to take a test, the student will
begin a new test.
3. To stop or pause the test, enter the monitor password and tap Continue D.
To find the monitor
password, see
“Setting the Testing
Password (Monitor Password)
Preference” on page 180. You
may not need to use the
monitor password to start a
test, but you always need to
use it to stop or resume a test.
E
D
E
To continue taking the current test (you do not want to stop or pause the test):
Tap Cancel E.

You cannot substitute your Renaissance
Place password for the monitor password.

If you forget to enter a password before
tapping Continue, or if you enter the wrong
password, you can try again.
However, if you enter the wrong password
three times in a row, you will not be able to
stop or pause the student’s test. Check the
Testing Password preference (see page 180)
to make sure you are using the correct
monitor password.
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Testing Students
Resuming an Unfinished Test
Once the correct monitor password is entered, the test is stopped.
Note: STAR Early Literacy doesn’t record scores for stopped, paused, or
interrupted tests. The Test Activity Report (see page 166) lists all tests.
Resuming an Unfinished Test
An unfinished test can be resumed if the test was interrupted in one of the
following ways:

If the test was intentionally paused by the teacher or test monitor (see page
53).

If the student lost connection to the server, accidentally closed the browser or
app during the test, or “lost focus” by opening another browser window, tab,
or another program.
Notes:

Paused or interrupted tests must be resumed within eight (8) days of the
interruption. Multiple resumptions are allowed. Stopped tests cannot be
resumed.

When the test is resumed, the student returns to the question he or she was on
when the test was interrupted or paused. However, the content of the
question will be different. This is to prevent pausing the test in order to give a
student more time to work on a particular question.

A test can only be resumed on the platform on which it started. A test that was
paused in a web browser cannot be resumed in STAR Apps on iPad®, and
vice-versa.

STAR Early Literacy doesn’t record scores for incomplete tests (stopped and
unfinished), but it does record the total number of incomplete tests for each
student in the Test Activity Report (see page 166).
Resuming an Unfinished Test on the Computer
1. Log in to the student program. See page 29.
2. A message reminds the student that he or she has an unfinished test.
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Testing Students
Resuming an Unfinished Test
To find the monitor
password, see
“Setting the Testing
Password (Monitor Password)
Preference” on page 180. You
may not need to use the
monitor password to start a
test, but you always need to
use it to stop, pause, or resume
a test.
The teacher or test monitor should enter the monitor password and select
Start A.
A
3. A message will confirm that the test is resuming, and then the student can
finish taking the test.
Resuming an Unfinished Test on the iPad®
1. Log in to the STAR Apps on iPad®. See page 29.
2. A message reminds the student that he or she has an unfinished test.
The student taps Start to resume the unfinished test A.
A
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Testing Students
Deactivating and Reactivating a STAR Early Literacy Test
To find the monitor
password, see
“Setting the Testing
Password (Monitor Password)
Preference” on page 180. You
may not need to use the
monitor password to start a
test, but you always need to
use it to stop, pause, or resume
a test.
3. The teacher or test monitor should enter the monitor password and tap
Continue B.
B
4. A message will confirm that the test is resuming, and then the student can
finish taking the test.
Deactivating and Reactivating a STAR Early Literacy Test
Although you cannot permanently delete a STAR Early Literacy test from a
student’s test record, you can deactivate a test. Deactivating a test removes the
test-taking data and the test results from any reports or calculations for that
student. If necessary, a deactivated test can be reactivated at a later time.
Note: Only tests taken during the current school year can be deactivated and
reactivated.
Deactivating a Student’s STAR Early Literacy Test
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
1. Select STAR Early Literacy on the Home page, then select Deactivate STAR
Tests (only district administrators, district staff, and school administrators will
see this link).
 School Staff
 Teachers
Learn more about
capabilities on page 200.
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Testing Students
Deactivating and Reactivating a STAR Early Literacy Test
2. On the Deactivate Tests page, select the student’s school, teacher, and class
from the appropriate drop-down lists A.

Only district administrators, district staff, and school administrators
assigned to more than one school will need to choose a school from the
School drop-down list.

Teachers and classes are listed alphabetically.
A
B
C
F
D
E
3. Select Search B.
4. The first student in the class (in alphabetical order by last name) will have his
or her test history for the current school year shown, including the date and
time when each test was started and the student’s Grade Placement, Scaled
Score, and Percentile Rank scores C. The Scaled Score column also includes a
colored square indicating the benchmark category that the score places the
student in.
If the student shown is not the one who needs to have a test deactivated,
choose the correct student, either with the Students drop-down list or by
selecting < Previous Student D or Next Student > E (which will take you
through the list of students in alphabetical order).
5. Select the row for the test you want to deactivate; then, select Deactivate Test
F.
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Testing Students
Deactivating and Reactivating a STAR Early Literacy Test
6. A message will show information about the chosen test and explain the effects
of test deactivation. Double-check the information to make sure you are
deactivating the correct test (select Cancel if you have chosen the wrong one).
G
H
7. Fill in the required information G explaining why the test is being deactivated.
8. Select Deactivate Test H.
9. You will return to the Deactivate Tests page, with a list of deactivated tests at
the bottom of the page I. An asterisk will appear after the student’s name in
the Students drop-down list, indicating that the student has had one or more
tests deactivated.
I
10. You can use the drop-down lists at the top of the page to choose another test
to deactivate; or, if you are finished deactivating tests, select Done.
Reactivating a Deactivated STAR Early Literacy Test for a Student
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
1. Select STAR Early Literacy on the Home page, then select Deactivate STAR
Tests (only district administrators, district staff, and school administrators will
see this link)
2. On the Deactivate Tests page, select the student’s school, teacher, and class
from the appropriate drop-down lists A.

Only district administrators, district staff, and school administrators
assigned to more than one school will need to choose a school from the
School drop-down list.

Teachers and classes are listed alphabetically.
Learn more about
capabilities on page 200.
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Testing Students
Deactivating and Reactivating a STAR Early Literacy Test
A
B
C
D
G
E
F
3. Select Search B.
4. The first student in the class (in alphabetical order by last name) will have his
or her test history shown, including the date and time of each test that was
taken C. A list of deactivated tests for that student is shown at the bottom of
the page D.
If the student shown is not the one who needs to have a test reactivated,
choose the correct student, either with the Students drop-down list or by
selecting < Previous Student E or Next Student > F (which will take you
through the list of students in alphabetical order).
5. Select the row for the test you want to reactivate; then, select Reactivate Test
G.
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Testing Students
Deactivating and Reactivating a STAR Early Literacy Test
6. A message will show information about the chosen test and explain the effects
of test reactivation. Double-check the information to make sure you are
reactivating the correct test (select Cancel if you have chosen the wrong one).
H
I
7. Fill in the required information H, explaining why the test is being reactivated.
8. Select Reactivate Test I.
9. You will return to the Deactivate Tests page; the test you have reactivated will
be in the list of tests at the top of the page.

If the student no longer has any deactivated tests, there will not be an
asterisk next to the student’s name in the Student drop-down list.
10. You can use the drop-down lists to choose another test to reactivate; or, if you
are finished reactivating tests, select Done.
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Accelerated Reader and STAR Early Literacy
Enterprise
Data from your students’ STAR Early Literacy Enterprise tests does not carry over
automatically into Accelerated Reader goal setting.
STAR Early Literacy Enterprise provides the Scaled Score for a student.
You can use this information to match Early Readers with books.
For more information, refer to the section “Match Early Readers With Books” in the
STAR Early Literacy Technical Manual.
Where to Find the Technical Manual
The Technical Manual is found in two places.
Resources Page
1. Select STAR Early Literacy on the Home page, then select Resources.
2. Select Technical Manual.
Manuals Page
1. On any page in Renaissance Place, in the upper-right corner, select Manuals.
2. Below STAR Early Literacy, select Technical Manual.
The manual will open in Adobe Reader or your default PDF reader.
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Screening, Progress Monitoring & Intervention
Cut Scores, Benchmarks, and Benchmark Structures
For more information
about benchmarks
and cut scores, select
STAR Early Literacy on the
Home page, then select
Resources, then select
Benchmarks and Cut Scores.
Several of the STAR Early Literacy Enterprise reports use cut scores, benchmarks,
and benchmark structures (defined below) to identify students who are having
difficulty. Once those students have been identified, you can begin to organize
your intervention plan. Students who are not reaching a specific benchmark can
be further divided into groups to help you focus your resources on the students
who need the most help.

A cut score is simply a Percentile Rank (PR) score. Grade-by-grade
distributions of STAR Early Literacy Enterprise scores from the Calibration and
Validation studies are used as the basis for the Percentile Rank score reported
in STAR Early Literacy Enterprise.

Cut scores that are chosen as targets for students to meet or surpass are
benchmarks.

School benchmarks are targets that apply to every student in a school
(each grade has its own benchmarks).

District benchmarks are targets that apply to every student in a school
district.
Each type of benchmark can have different values; for example, school
benchmarks may be set higher than district benchmarks. One of these
benchmarks can be chosen as a default benchmark (to be used in situations
where a benchmark is required but one hasn’t been chosen).

Category
The number of categories, the category names, and the minimum proficiency
level chosen create a benchmark structure. There are four categories by
default (see below), but the number of categories in the structure can be
changed to include from two to five categories.
Description
Default Cut Score
At/Above Benchmark (green)
Students meeting or exceeding
the benchmark score
At/Above 40 PR
On Watch (blue)
Students slightly below the
benchmark score
Automatically calculated as the range between
“At/Above Benchmark” and “Intervention”
Intervention (yellow)
Students below the benchmark
score
Below 25 PR
Urgent Intervention (red)
Students far below the
benchmark score
Below 10 PR
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Screening, Progress Monitoring & Intervention
Opening the View Benchmarks Page
This chapter explains how to change the number of categories in the structure and
the cut scores/benchmarks that define them.
Opening the View Benchmarks Page
All of the procedures for viewing and editing benchmarks and cut scores (for both
schools and districts) start from the View Benchmarks page. There are two ways to
reach this page:

From the STAR Early Literacy Enterprise Home page

From the Screening, Progress Monitoring & Intervention page
Use whichever method you prefer to get to this page, then go to step 1 of the
procedure’s instructions (listed in the table at the bottom of this page):
From the STAR Early Literacy Enterprise
Home Page
a. Select STAR Early Literacy on the Home page,
then select Enterprise Home.
b. On the STAR Early Literacy Enterprise Home page,
in the Important Features section, below
“Benchmark Options”, select Benchmarks A .
A
From the Screening, Progress Monitoring & Intervention Page
a. Select STAR Early Literacy on the
Home page, then select Screening,
Progress Monitoring & Intervention.
b. In the gray sidebar under “Setup”,
select View Benchmarks A .
If you can’t select View Benchmarks,
the selected school does not have any
screening dates. Make sure you see
the name of the school you want to
work with in the School drop-down
list. (To set screening dates, see page
78.)
A
Procedure
Page
Viewing benchmarks
66
Editing benchmarks
School
District
Selecting a default
benchmark
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Editing school benchmark structure
68
Editing school cut scores
70
Editing district benchmark structure
72
Editing district cut scores
74
District administrators and district staff
76
School administrators and school staff
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Screening, Progress Monitoring & Intervention
Viewing Benchmarks
Viewing Benchmarks
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
In the top section of the View Benchmarks page (see page 65):
1. To choose which type of benchmark you want to view, select the appropriate
tab: School A or District B.
The current setting for the default benchmark is shown at the top of the page
C. The Edit Default Benchmark link beneath it will only appear if the user
group you belong to is allowed to set the default benchmark (see page 76).
Learn more about capabilities
on page 200.
C
The default
benchmark C is the
benchmark that is
used throughout STAR Early
Literacy Enterprise. In some
places (such as the Screening
Report options), you are
allowed to choose different
benchmarks to use. If no choice
is made in these situations, the
default benchmark shown
here is the one that will be
used.
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B
A
a. If you choose school benchmarks A:

Use the School drop-down list D to select which school’s benchmarks
to view. Note: School administrators, school staff, and teachers can only
view school benchmarks for their own school.

The number of categories and the minimum proficiency level for the
chosen school are shown in the Benchmark Structure section of the page
E. The Edit Benchmark Structure link beneath F will only appear if
the user group you belong to is allowed to edit school benchmark
structures (see page 68).

The benchmarks for each grade in the chosen school are in the Cut
Scores table. The Edit Cut Scores link above the table G will only
appear if the user group you belong to is allowed to edit school cut
scores (see page 70).
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Screening, Progress Monitoring & Intervention
Viewing Benchmarks
A
E
F
D
G
b. If you choose district benchmarks B:

The number of categories and the minimum proficiency level for the
district are shown in the Benchmark Structure section of the page H.
The Edit Benchmark Structure link beneath I will only appear if the
user group you belong to is allowed to edit the district benchmark
structure (see page 72).

The Cut Scores table will only have one row; a single district benchmark
is applied to all grades in all the schools in the district. The Edit Cut
Scores link above the table J will only appear if the user group you
belong to is allowed to edit district cut scores (see page 74).
B
H
I
J
2. When you have finished viewing the benchmarks, select Done.
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Screening, Progress Monitoring & Intervention
Editing Benchmarks
Editing Benchmarks
School Benchmarks
The task of editing school benchmarks in STAR Early Literacy Enterprise is broken
into two separate procedures:
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.

Editing school benchmark structure (see the next section) allows you to choose
how many categories are used for the schools, the names assigned to those
categories, and which category should serve as the minimum proficiency level
students should try to achieve. The same school benchmark structure is used
by all schools in the district.

Editing school cut scores (see page 70) allows you to change the default values
of the PR scores used as benchmarks. Each school can set its own values for
the school cut scores.
Editing School Benchmark Structure
In the top section of the View Benchmarks page (see page 65):
1. Select the School tab A.
2. Use the School drop-down list B to choose which school to edit school
benchmark structures for.
3. Select Edit Benchmark Structure C.
A
C
B
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Editing Benchmarks
If you change the
number of
categories, the cut
scores will revert to their
default values (see the
diagram on page 71).
4. On the Edit School Benchmark Structure page, use the Number of Categories
drop-down list D to choose how many categories you want in the structure
(from 2–5; the default is 4).
D
E
You can restore the
category names and
the Minimum
Proficiency Level back to their
default settings by selecting
Default G .
F
G
5. If you want to change the names of the categories, type the names you want in
the appropriate fields next to the colored boxes E. The default names differ
based on the number of categories being used:
2 Categories
3 Categories
4 Categories
5 Categories
At/Above Benchmark
At/Above Benchmark
At/Above Benchmark
Above Benchmark
Below Benchmark
On Watch
On Watch
At Benchmark
Intervention
Intervention
On Watch
Urgent Intervention
Intervention
Urgent Intervention
6. The Screening Report (see page 152) has a graph showing which students fall
into each of the categories. Choose one of those categories to serve as the
“bar” that students must reach in the Minimum Proficiency Level column F.
When a Screening Report is printed, a horizontal line will be placed on the
graph at the chosen level, making it easier to see students who are “reaching
the bar” and those who are not. (The lowest category cannot be chosen as the
minimum proficiency level.)
7. When you have finished making your changes, select Save. To leave this page
without saving your changes, select Cancel.
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Screening, Progress Monitoring & Intervention
Editing Benchmarks
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.
Editing School Cut Scores
In the top section of the View Benchmarks page (see page 65):
1. Select the School tab A.
2. Use the School drop-down list B to select which school’s cut scores to edit.
Note: School administrators and school staff can only edit cut scores for their
own school.
3. Select Edit Cut Scores C.
A
C
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Screening, Progress Monitoring & Intervention
Editing Benchmarks
4. On the Edit School Cut Scores page, use the drop-down lists in the row for a
grade to change the PR values that define the categories for that grade. The
values must be in ascending order from left to right.
D
D In this example (where 4 categories are used), On Watch is automatically calculated
as the range of scores between Intervention and At/Above Benchmark. The
category that is automatically calculated changes depending on the number of
categories used; see the diagram below.
There can be from 2–5 categories for school benchmarks (the default number
is 4). The values for some categories are automatically calculated based on the
scores you choose for the other categories. The default PR values for the
categories (along with their default names) are shown below:
Below Benchmark:
Calculateda
Number of Categories
2
3
Intervention:
Below 25 PR
Urgent
4 Intervention:
Below 10 PR
Urgent
5 Intervention:
Below 10 PR
At/Above Benchmark:
At/Above 40 PR
On Watch:
Calculatedb
At/Above Benchmark:
At/Above 40 PR
Intervention:
10–24 PR
On Watch:
Calculatedb
At/Above Benchmark:
At/Above 40 PR
Intervention:
10–24 PR
On Watch:
25–39 PR
At
Benchmark:
Calculatedc
Above Benchmark:
At/Above 50 PR
a. Below Benchmark is automatically calculated to be from 1 to (At/Above Benchmark – 1). For example, if At/Above Benchmark is
At/Above 40 PR, Below Benchmark is 1–39 PR.
b. On Watch is automatically calculated as the range of scores between At/Above Benchmark and Intervention. For example, if At/Above
Benchmark is At/Above 40 PR and Intervention is Below 25 PR, On Watch is 25–39 PR.
c. At Benchmark is automatically calculated as the range of scores between Above Benchmark and On Watch. For example, if Above
Benchmark is At/Above 50 PR and On Watch is Below 40 PR, At Benchmark is 40–49 PR.
5. To save the changes you have made to the cut scores, select Save.
To exit this page without saving your changes, select Cancel.
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Editing Benchmarks
District Benchmarks
The task of editing district benchmarks in STAR Early Literacy Enterprise is broken
into two separate procedures:
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers

Editing district benchmark structure (see the next section) allows you to
choose how many categories are used for the district, the names assigned to
those categories, and which category should serve as the minimum
proficiency level students should try to achieve.

Editing district cut scores (see page 74) allows you to change the default values
of the PR scores used as benchmarks.
Editing District Benchmark Structure
In the top section of the View Benchmarks page (see page 65):
1. Select the District tab A.
2. Select Edit Benchmark Structure B.
Learn more about capabilities
on page 200.
A
B
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Editing Benchmarks
If you change the
number of
categories, the cut
scores will revert to their
default values (see the
diagram on page 71).
3. On the Edit District Benchmark Structure page, use the Number of Categories
drop-down list C to choose how many categories you want in the structure
(from 2–5; the default is 4).
C
You can restore the
category names and
the Minimum
Proficiency Level back to their
default settings by selecting
Default F .
E
D
F
4. If you want to change the names of the categories, type the names you want in
the appropriate fields next to the colored boxes D. The default names differ
based on the number of categories being used:
2 Categories
3 Categories
4 Categories
5 Categories
At/Above Benchmark
At/Above Benchmark
At/Above Benchmark
Above Benchmark
Below Benchmark
On Watch
On Watch
At Benchmark
Intervention
Intervention
On Watch
Urgent Intervention
Intervention
Urgent Intervention
5. The Screening Report (see page 152) has a graph showing which students fall
into each of the categories. Choose one of those categories to serve as the
“bar” that students must reach in the Minimum Proficiency Level column E.
When a Screening Report is printed, a horizontal line will be placed on the
graph at the chosen level, making it easier to see students who are “reaching
the bar” and those who are not. (The lowest category cannot be chosen as the
minimum proficiency level.)
6. When you have finished making your changes, select Save. To leave this page
without saving your changes, select Cancel.
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Editing Benchmarks
Editing District Cut Scores
In the top section of the View Benchmarks page (see page 65):
Who Can Do This?
 District Administrators
 District Staff
1. Select the District tab A.
2. Select Edit Cut Scores B.
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.
A
B
3. On the Edit District Cut Scores page, use the drop-down lists to change the PR
values that define the categories for the district. The values must be in
ascending order from left to right.
C
C In this example (where 4 categories are used), On Watch is automatically calculated
as the range of scores between Intervention and At/Above Benchmark. The
category that is automatically calculated changes depending on the number of
categories used; see the diagram below.
There can be from 2–5 categories for district benchmarks (the default number
is 4). The values for some categories are automatically calculated based on the
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Editing Benchmarks
scores you choose for the other categories. The default PR values for the
categories (along with their default names) are shown below:
Below Benchmark:
Calculateda
Number of Categories
2
3
Intervention:
Below 25 PR
Urgent
4 Intervention:
Below 10 PR
Urgent
5 Intervention:
Below 10 PR
At/Above Benchmark:
At/Above 40 PR
On Watch:
Calculatedb
At/Above Benchmark:
At/Above 40 PR
Intervention:
10–24 PR
On Watch:
Calculatedb
At/Above Benchmark:
At/Above 40 PR
Intervention:
10–24 PR
On Watch:
25–39 PR
At
Benchmark:
Calculatedc
Above Benchmark:
At/Above 50 PR
a. Below Benchmark is automatically calculated to be from 1 to (At/Above Benchmark – 1). For example, if At/Above Benchmark is
At/Above 40 PR, Below Benchmark is 1–39 PR.
b. On Watch is automatically calculated as the range of scores between At/Above Benchmark and Intervention. For example, if At/Above
Benchmark is At/Above 40 PR and Intervention is Below 25 PR, On Watch is 25–39 PR.
c. At Benchmark is automatically calculated as the range of scores between Above Benchmark and On Watch. For example, if Above
Benchmark is At/Above 50 PR and On Watch is Below 40 PR, At Benchmark is 40–49 PR.
4. To save the changes you have made to the cut scores, select Save.
To exit this page without saving your changes, select Cancel.
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Editing Benchmarks
Default Benchmarks
The default benchmark is the benchmark that is used throughout STAR Early
Literacy Enterprise. In some places (such as the Screening Report options; see
page 152), you are allowed to choose different benchmarks to use. If no choice is
shown, the default benchmark will be used.
District administrators and district staff can either choose the default benchmark,
which will apply to all schools in the district, or allow school administrators and
school staff to choose their own benchmark, which will only apply in their own
school.
Setting Default Benchmarks: District Administrators and District Staff
In the top section of the View Benchmarks page (see page 65):
Who Can Do This?
1. Select Edit Default Benchmark A.
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
A
Learn more about capabilities
on page 200.
2. On the Set Default Benchmark page, if you want to let school administrators
choose which benchmark to use as the default benchmark in their own school,
select Allow school administrators to set B.
B
C
D
E
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Editing Benchmarks
If you want to choose the default benchmark yourself, select Apply the
following to all schools C, and then choose one of the benchmarks listed to
serve as the default:

School benchmarks D: Each school will use the school benchmark (see
page 68) as the default.

District benchmark E: The district benchmark (see page 72) will be the
default for all schools.
3. To save your changes, select Save.
To leave this page without saving changes, select Cancel.
Setting Default Benchmarks: School Administrators and School Staff
School administrators and school staff can only set default benchmarks for their
own school, and only if they have been given permission by the district
administrator or district staff (see step 2 on page 76).
In the top section of the View Benchmarks page (see page 65):
1. Select Edit Default Benchmark A.
A
If the Edit Default
Benchmark link A is
not shown, you do not
have permission to edit default
benchmarks (see step 2 on
page 76).
2. On the Set Default Benchmark page, choose one of the benchmarks listed to
serve as the default:
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
School benchmarks B: All grades in your school will use the school
benchmark (see page 68) as the default.

District benchmark C: The district benchmark (see page 72) will be the
default for all grades in your school. If some schools in the district do not
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Screening, Progress Monitoring & Intervention
Screening Dates
have an Enterprise subscription, the district benchmark will not be used for
those schools.
B
C
3. To save your changes, select Save.
To leave this page without saving changes, select Cancel.
Screening Dates
STAR Early Literacy Enterprise uses three default screening dates for Screening
Reports and Student Progress Monitoring Reports:

Fall (September 1–September 15)

Winter (January 1–January 15)

Spring (May 1–May 15)
These dates can be edited, and more screening dates can be added (up to a
maximum of 10 for the school year).
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
To view screening dates, see page 79.

To add or edit screening dates, see page 80.
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Screening, Progress Monitoring & Intervention
Screening Dates
Viewing Screening Dates
Note: By following these steps, teachers will open the View Screening Dates page.
Other users who follow these steps will open the Edit Screening Dates page, where
they can view and edit the screening dates. See “Adding or Editing Screening
Dates” on page 80.
There are two ways to open View Screening Dates (or Edit Screening Dates) page:

From the STAR Early Literacy Enterprise Home page

From the Screening, Progress Monitoring & Intervention page
Use whichever method you prefer.
Method 1: From the STAR Early Literacy Enterprise
Home Page
Method 2: From the Screening, Progress Monitoring &
Intervention Page
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
a. Select STAR Early Literacy
on the Home page, then
select Screening, Progress
Monitoring & Intervention.
b. If necessary, use the School drop-down list to choose which
school to view the screening dates for.
b. If necessary, use the School
drop-down list to choose
which school to view the
screening dates for.
c. On the STAR Early Literacy Enterprise Home page, in the
Important Features section, below “Benchmark Options”,
select Screening Dates A .
A
c. In the gray sidebar under
“Setup”, select View
Screening Dates A .
A
The table on the View Screening Dates page shows the name, start date, and end
date for all of the screening dates at the chosen school. When you have finished
viewing the screening dates, select Done.
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Screening Dates
Adding or Editing Screening Dates
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
1. Open the Edit Screening Dates page, using one of the methods described on
page 79.
2. Make your changes to the screening dates:
 Teachers
Learn more about
capabilities on page 200.
A
C
D
B
The following
restrictions apply to
editing and creating
Screening Dates:
F
E
 Screening Dates cannot
overlap.
 Screening Dates cannot range
over more than 30 calendar
days. It is best if the range falls
within a single calendar
month.
 The names of Screening Dates
cannot exceed 35 characters.

To set the same screening dates for all schools in the district at the same
time, district administrators and district staff can choose All Schools from
the School drop-down list A.

To change the name of an existing Screening Date, delete the current name
B and type in a new name.

To change the dates, select the Start Testing date C and/or End Testing
date D for an existing Screening Date and type in new dates. You can also
select the calendar buttons next to these fields to choose dates.

To add a new Screening Date, select Add Screening Dates E. A new row
will appear in the table; add the information you want as described above.
Once the limit of 10 Screening Dates has been reached, the Add Screening
Dates link will not be available.

To remove a Screening date, select Remove F at the end of a row for the
Screening Date. It is possible to remove all of the Screening Dates (including
the three defaults), but if you remove all of them, you will be unable to
create a Screening Report.
3. To save your changes, select Save.
To leave this page without saving your changes, select Cancel.
The Screening Dates will automatically rearrange themselves by calendar date.
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Managing STAR Early Literacy Enterprise Screening, Progress Monitoring & Intervention
Managing STAR Early Literacy Enterprise Screening, Progress
Monitoring & Intervention
For more information
about capabilities,
see page 200.
Manage STAR Early Literacy Enterprise Screening, Progress Monitoring &
Intervention is a capability for STAR Early Literacy Enterprise. This capability
allows users to view screening and progress monitoring scores and set Response
to Intervention (RTI) goals for all STAR Early Literacy Enterprise students in a
school.
By default, all users have this capability. Teachers who have had this capability
removed will still be able to view and manage screening, progress monitoring and
intervention data, but only for their own students.
Interventions and Goals
Setting Up or Editing Intervention Goals for Progress Monitoring
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
For students requiring additional help, you will need to start an intervention and
set goals. Interventions and goals are set for individual students, and can only be
set after a student has taken his or her first STAR Early Literacy Enterprise test.
Note: Teachers who have had the “Manage STAR Early Literacy Screening,
Progress Monitoring & Intervention” capability removed (see page 200) can only
set up and edit intervention goals for their own students.
The procedure for setting up or editing an intervention starts on the Student Detail
page. There are two ways to reach that page:

From a student search (see page 81)

From a screening preview (see page 82)
Use whichever method you prefer.
Starting from a Student Search
For teachers who
have had the
“Manage STAR Early
Literacy Screening, Progress
Monitoring & Intervention”
capability removed, choosing
All Classes from the Class
drop-down list C will only
return search results from their
own classes.
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1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. Use the School drop-down list to choose a school, if necessary.
3. Select the Progress Monitoring & Goals tab A.
4. In the Search for Student area of the screen B, you can enter all or part of a
student’s name in the appropriate fields to use as search criteria, or you can
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Interventions and Goals
enter the student’s ID number. You may also use the Grade or Class drop-down
lists C to narrow your search to students in a particular grade or class.
A
F
B
C
D
E
5. Select Search D.
For advice on setting
goals, select Learn
more about goals on
the Progress Monitoring &
Goals tab F .
6. A list of students matching your search criteria will be presented E. Students
who fit your search criteria but have not taken a test yet will have a dash shown
in place of a PR score.
Select the name of a student, and continue with “Setting or Editing the
Intervention Goal (Student Detail Page)” on page 83.
Starting from a Screening Preview
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, to make sure you are using the Screening Status view, select the
Screening Status tab A and use the School and Class drop-down lists B to
choose your school and class.
A
B
C
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3. Select Preview in the row for a grade C. A grade will not appear in this list
until at least one student in that grade has taken a test.
Note: For a teacher who has had the “Manage STAR Early Literacy Screening,
Progress Monitoring & Intervention” capability removed, a grade will not
appear in this list until at least one of that teacher’s students in that grade has
taken a test.
4. On the Screening Preview page, select View Students in the row for a Cut
Score Category D to view the students that are in that category.
D
5. On the View Students page, select a student’s name E to go to the Student
Detail page. Continue with “Setting or Editing the Intervention Goal (Student
Detail Page)” below.
E
Setting or Editing the Intervention Goal (Student Detail Page)
1. On the Student Detail page, you will see the name of the student, the school
the student is enrolled in, the date of the student’s most recent STAR Early
Literacy Enterprise test, and the student’s Scaled Score and Percentile Rank.
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Interventions and Goals

To set up an initial goal for a student that doesn’t have one yet, select Add
Goal A.
A

To edit an existing goal, select Edit Goal B (or select the goal itself C).
B
D
C

To delete the current goal, select Delete Goal (D above). Be careful: once
you delete a goal, all references to it will be deleted. Be very certain that you
want to delete it. After you delete a goal, you can add or edit goals (as
described above in this step) or select Done if you are finished.
2. If you are adding a goal, skip this step and go to step 3.
If you are editing a goal, your choices for the next option are based on whether
the student took a test after the goal was set:

If the student has not taken a test since the goal was set, select Change
duration or goal of existing intervention E.

If the student has taken a test since the goal was set, select Set up new
intervention and goal F. (This option will not be available if the student
has not taken a test since the goal was set.)
E
F
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3. In the Intervention Name field G, type a title for the intervention (maximum of
100 characters). This title will appear on any Student Progress Monitoring
Reports created for the student.
G
L
H
I
J
If the student has
only taken one test,
there will not be a
Starting test drop-down list.
The date and scores from that
test will serve as the student’s
starting test information.
K
4. Select the date you want the student to reach the goal by H. You can either
type in a date or use the calendar button to select one.
5. In the Goal section, use the Starting test drop-down list I to choose which
test should serve as the student’s starting test information (the date of the test
and the student’s Scaled Score and Percentile Rank on that test). Two
calculations are automatically performed based on this information:
For additional
information about
the scores and the
functions they serve in the
Screening and Student
Progress Monitoring Reports,
select Interpretations &
Guidance at the top of the
Intervention Details table L .

The number of Scaled Score points the student would have to gain every
week in order to maintain his or her current Percentile Rank.

The number of Scaled Score points the student would have to gain every
week in order to reach the benchmark (unless the student has already
reached the benchmark, in which case that achievement will be listed here
instead). See “Cut Scores, Benchmarks, and Benchmark Structures” on
page 64.
Beneath these calculations J, select a rate-of-progress goal for the student,
then click Calculate Goal K:
See “Default
Benchmarks” on
page 76 for
information about minimum
proficiency levels.
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
The Moderate goal tells you how many Scaled Score points the student
would need to gain every week to have an SGP of 50.

The Moderately Ambitious goal tells you how many Scaled Score points the
student would need to gain every week to have an SGP of 66.

You can also set a custom goal by using the drop-down list to choose Scaled
Score or Percentile Rank and entering the goal for the student.
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Interventions and Goals
Examples of custom goals: Jacinta has taken her first STAR Early Literacy
Enterprise test. Her Scaled Score (SS) is 399 and her Percentile Rank (PR) is
39. The teacher sets up an intervention and goal for Jacinta to reach in 8
weeks.

If the teacher wants to set a goal based on Scaled Score (SS), the teacher
selects Scaled Score from the drop-down list, enters the SS Jacinta should
reach within 8 weeks (for this example, 425), and then selects Calculate
Goal. The number of SS points Jacinta’s score needs to increase by every
week will be displayed (3.3 SS/week), as well as the PR score that is
equivalent to the goal of 425 SS (48 PR).

If the teacher wants to set a goal based on Percentile Rank (PR), the teacher
selects Percentile Rank from the drop-down list, enters the PR Jacinta
should reach within 8 weeks (for this example, 53), and then selects
Calculate Goal. The number of Scaled Score points Jacinta’s score needs to
increase by every week will be displayed (4.3 SS/week), as well as the SS
that is equivalent to the goal of 53 PR (437 SS).
6. When you have finished entering all the data for the student’s intervention and
goals, select Save. To leave this page without saving any of the data, select
Cancel.
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Groups
Groups
Students can be placed in groups so that Screening Reports or Student Progress
Monitoring Reports can be created just for the students in that group. A student
can belong to more than one group.
Note: Use caution when working with groups. Administrators can delete groups
that were made in other classes or by other users.
Managing Groups
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, use the School drop-down list to choose which school’s groups
you want to work with.
3. In the gray sidebar on the left side of the page, select Manage Groups.
4. The first table on the Manage Groups page shows all the groups created for
STAR Early Literacy Enterprise at the selected school that you are a member of.
You will also see a list of any other groups that you have created or which you
have been assigned to (these groups can be created in some of the other
Renaissance Place programs).
Teachers who have
had the Manage STAR
Early Literacy
Screening, Progress
Monitoring & Intervention
capability removed can only
manage their own students in
groups.
There are several tasks you can perform on the Manage Groups page:

To open a window where you can enter the name of a new group, select
Create Group A. See “Creating a Group” on page 88.

To edit the name of the group or the personnel assigned to it, in the row for
a group, select Edit B. See “Editing a Group” on page 92.

To change the students assigned to a group, select Add/Remove Students
C. See “Adding or Removing Students from Groups: Method I” on page 89.

To delete a group, select Delete D. See “Deleting a Group” on page 93.
A
B
C
E
5. When you have finished making changes to groups, select Done E.
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Screening, Progress Monitoring & Intervention
Groups
Creating a Group
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, use the School drop-down list to choose a school.
3. On the left side of the page, in the gray sidebar, select Manage Groups.
4. Select Create Group.
5. On the Create Group page, enter or update the following information for the
group:

The name of the group
A.

The personnel assigned
to the group B. You can
choose a single person
from the Personnel
drop-down list, or select
Select Multiple
Personnel to assign more
than one personnel
member to the group.
E
A
B
C
D

The programs the group will be used with C. STAR Early Literacy Enterprise
will already be checked. If there are other programs on your server that can
use this group, they will be listed here; check the boxes for them if you want
to use this group for those programs as well.

You can type a short description of the group in the Description field D
(optional).
Note: The school the group belongs to E is the school you chose in 2. If you
need to create the group for a different school, select Cancel, use the
School drop-down list on the Manage Groups page to choose the correct
school, and then select Create Group again.
6. To save the new group, select Save.
To leave this page without saving any changes, select Cancel.
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Groups
Adding or Removing Students from Groups: Method I
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, use the School drop-down list to choose a school.
3. On the left side of the page, in the gray sidebar, select Manage Groups.
4. On the Manage Groups page, select Add/Remove Students in the row for the
group you want to work with.
5. Search for the students you want to add to the group by using one or more of
the criteria available and selecting Search A.
Note: Since this procedure started by selecting a link under STAR Early Literacy
Enterprise the search process described below will only find students in STAR
Early Literacy Enterprise classes.
For an alternate way
to add students to
groups, see page 90.
F
E
A
Teachers who have
had the Manage STAR
Early Literacy
Screening, Progress
Monitoring & Intervention
capability removed can only
add or remove their own
students from groups.
C
D
B
6. Select the students you want to add.
To select individual students, check the box by each student you want added.
To select all the students listed on the page, check the Student box at the top
of the column B.
If the list of students in the search results goes to more than one page, select
<< Previous or Next >> C to move through the list.
7. Select < Add D.
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Groups
8. If you want to remove students from a group.
To remove an individual student from the group, select Remove by the student
you want to remove E.
To remove all the students from the group, select Remove All F.
9. When you are finished, select Save.
To leave this page without saving any changes, select Cancel.
Adding Students to Groups: Method II
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. To make sure you are using the Screening Status view, select the Screening
Status tab A
3. Use the School and Class drop-down lists B to choose your school and class.
4. Select Preview in the row for a grade C. A grade will not appear in this list
until at least one student in that grade has taken a test during the current
screening period.
Note: For a teacher who has had the “Manage STAR Early Literacy Screening,
Progress Monitoring & Intervention” capability removed, a grade will not
appear in this list until at least one of that teacher’s students in that grade has
taken a test.
A
B
C
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Groups
For an alternate way
to add students to
groups, see page 89.
5. On the Screening Preview page, select Add Students to Groups in the row for a
Cut Score Category D to view the students that are in that category.
Teachers who have
had the Manage STAR
Early Literacy
Screening, Progress
Monitoring & Intervention
capability removed can only
add their own students to
groups.
D
6. On the Add Students to Groups page, check the name of each student you want
to add to a group. To select all the students on the page at once, check the
Student box at the top of the column E. The names of any groups the student
currently belongs to is also listed F.
G
H
I
E
F
7. Select the group you want to add the selected students to from the Group
drop-down list G. Then, select Add Selected Students H to add the students
to the group. The list of groups the student belongs to will automatically
update.
8. You can also create a new group by selecting Create a new Group I (or
Create Group if no groups exist). See “Creating a Group” on page 88.
9. When you are finished adding students to groups, select Done.
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Groups
Editing a Group
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, use the School drop-down list to choose a school.
3. On the left side of the page, in the gray sidebar, select Manage Groups.
4. On the Manage Groups page, select Edit in the row for the group you want to
edit.
5. On the Edit Group page, update the following information for the group:

The name of the group A.

The personnel assigned to the group B. You can choose a single person
from the Personnel drop-down list, or select Select Multiple Personnel to
assign more than one personnel member to the group.

The programs the group will be used with C. STAR Early Literacy Enterprise
will already be checked. If there are other programs on your server that can
use this group, they will be listed here; check the boxes for them if you want
to use this group for those programs as well.

You can type a short description of the group in the Description field if you
prefer D (optional).
A
B
C
D
6. To save the changes you’ve made, select Save.
To leave this page without saving any changes, select Cancel.
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Groups
Deleting a Group
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
1. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
2. If necessary, use the School drop-down list to choose a school.
3. In the gray sidebar on the left side of the page, select Manage Groups.
4. To delete the group, in the row for the desired group, select Delete A.
Learn more about
capabilities on page 200.
It is possible for
administrators to
delete groups made
by other people, and deletion
of a group cannot be undone,
so be very careful when
deleting groups.
A
5. If you are sure you want to delete this group for all personnel, select OK. If not,
select Cancel.
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Record Book
Record Book
Viewing Record
Books:
 District administrators and
district staff can view any
school, class, group, or
student in the district in a
Record Book.
 School administrators, school
staff, and teachers can view
any class, group, or student in
their own school in a Record
Book.
 The Record Book is only
accessible if today’s date falls
within the current school year.
The Record Book integrates STAR Early Literacy Enterprise assessment data and
Core Progress. It gives teachers the ability to view the date of each student’s last
assessment, the Scaled Score from the last assessment, the benchmark category
based on the last assessment, and the Instructional Group each student belongs
to (if students have been assigned to Instructional Groups). Users can select a
single student or multiple students from a Record Book list and go directly into
Core Progress from there. The skills highlighted depend on the students chosen:

For one student, the skills that that student is ready to learn are displayed.

For multiple students, skills based on the median Scaled Score of all the
students are displayed.
The Record Book lists all students in a class or group regardless of whether or not
they have taken a test.
There are two ways to access the Record Book. Use whichever method you prefer,
then go to “Use and Navigation” on page 96.
Method 1
Method 2
On the STAR Early Literacy Enterprise Home page, in
the Important Features section at the top of the page,
select Record Book A .
Select STAR Early Literacy on the Home page, then select
Record Book A .
A
A
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Alternative Core Progress Skills View
The section “Use and Navigation” on page 96 describes how to use the Record
Book to search for a particular student or instructional group and then view the
suggested core progress skills for that student or group.
It is possible to view information about the skills (such as terminology,
prerequisite skills, and so on) without going through the Record Book. When you
do this, you will see all the skills and additional information about them, but none
of them will be highlighted as a suggested skill for a specific student or group. The
amount and type of information presented varies from one skill to another.
There are two ways to get to the alternative view. Use whichever method you
prefer, then go to “Suggested Skills Page” on page 100.
Method 1
Method 2
On the STAR Early Literacy Enterprise Home page, in the
Important Features section at the top of the page, select Enter
Core Progress A .
Select STAR Early Literacy on the Home page, then select
Resources A ; then, on the Resources page, select Enter Core
Progress for Math B or Enter Core Progress for Reading C .
A
B
C
A
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Use and Navigation
A
B
C
D
E
F
A Use the links in the sidebar to go back to the
E Use the Sort by drop-down list to sort the information
Renaissance Place Home page (Return to Home), view
and edit benchmarks (Screening, Progress Monitoring
& Intervention; (see page 64), or print a report
(Reports; see page 105).
in the table: you can sort by student’s names, ascending
or descending Scaled Scores, test dates, or the
instructional groups the students belong to. To change
the number of instructional groups and which students
are assigned to them, to the right of the list, select Edit
Instructional Groups (see page 97).
B If you are a district administrator, district staff member,
or are assigned to more than one school, choose the
school you want to work with from the School
drop-down list.
F The table shows each student’s name, Scaled Score,
test date, and which instructional group the student
belongs to, if any. A dash means the student is not in an
instructional group. To see the Student Details page for
a student (see page 99), select that student’s name.
C Use the Class or Group drop-down list to choose the
class or group (see page 87) you want to view data for.
D Use the Benchmark drop-down list to choose the
benchmark you want to compare students’ Scaled
Scores to (see page 66). To see a key for the available
benchmarks, to the right of the list, select Legend.
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When sorting by instructional group E, the table is broken into separate
sub-tables, one for each instructional group, with the median Scaled Score for the
students in that group listed above it:
G
To see skills that the students in the instructional group are ready to learn, select
View Suggested Skills above an instructional group’s table G. See page 100.
For any students in the Unassigned group, the median Scaled Score will not be
shown, and the View Suggested Skills link will not be available.
Instructional Groups
Instructional groups
created in the Record
Book are not the same
as those created for reporting
purposes (as described on
page 112).
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Instructional groups allow teachers and personnel to create and edit custom sets
of students at will, and to see which skills the students in the instructional group
are ready to learn based on their median Scaled Scores.
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Editing Instructional Groups
1. In the Record Book, choose the students whose data you want to view by using
the School, Class or Group, Benchmark, and Sort by options (see page 96).
2. To the right of the Sort by drop-down list, select Edit Instructional Groups.
A
B
3. On the Edit Instructional Groups page, use the Instructional Groups
drop-down list A to decide how many instructional groups you want to put
the students in.
You can have from 1–10 instructional groups, plus one Unassigned group.
4. To assign a student to an instructional group, select the intersection of the
student’s row and the instructional group’s column B.

A student can only belong to one instructional group or the Unassigned
group.

You do not have to place students in every group you create; you can keep a
group empty and move students into it later if you prefer.
5. When you are finished, select Save.
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Student Details Page
The Student Details page shows information about a specific student’s test
history, including the student’s current Scaled Score and a projection of what you
can expect that score to be at the end of the school year. This projection is based
on proprietary research by Renaissance Learning; it equals the amount of growth
that 50% of students at the same level are expected to achieve.
You open the Student Details page for a student by selecting that student’s name
in the Record Book.
A
B
C
D
E
F
A You can choose different options from the drop-down
C This is a graphical representation of the student’s
lists at the top of the page; the information shown
below will automatically update based on your choices.
Scaled Score (both from the most recent test and
projected) in relation to the chosen benchmark. To see
a key for the available benchmarks, select Legend (at
the top of the page, to the right of the Benchmark
drop-down list).
B This table shows the student’s latest test date, current
Scaled Score, projected Scaled Score, Literacy
Classification, and Estimated Oral Reading Fluency (Est.
ORF). The projected Scaled Score is calculated based on
the date chosen for the end of the school year in
Renaissance Place. Based on research, 50% of the
students who are at the same level as the current
student can be expected to achieve this much growth
by the end of the school year.
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D This table shows the student’s test dates and Scaled
Scores since the start of the school year.
E To see the skills this student is ready to learn, select
View Suggested Skills (see page 100).
F When you are finished viewing the student’s details,
select Done.
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Suggested Skills Page
You cannot view
suggested skills for
students “grouped”
as Unassigned, but you can
still view suggested skills for
an individual unassigned
student by selecting the
student’s name and then
selecting View Suggested
Skills on the Student Details
page.
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Suggested skills are skills within the learning progression that the chosen
student(s) should be ready to learn. For a single student, the skills presented are
based on the student’s Scaled Score; for an instructional group of students, the
skills presented are based on the median Scaled Score of all the students in the
instructional group.
There are two ways to reach the Suggested Skills page:

For one student: On the Student Details page, select View Suggested Skills.

For all students in an instructional group: In the Record Book, choose
Instructional Groups in the Sort by drop-down list, then select View
Suggested Skills above the table for a specific group.

To get to an alternative view of this page, select STAR Early Literacy on the
Home page, then select Enter Core Progress (or Enter Core Progress for
Reading or Enter Core Progress for Math on the STAR Early Literacy
Resources page (see page 94)). If you use one of these methods to reach the
Suggested Skills page, several items (any information connected to a specific
student or instructional group) will not be shown; see the right-hand column
of the table on next page to see which items are excluded in the alternative
view.
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Screening, Progress Monitoring & Intervention
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A
C
B
E
D
F
G
H
I
Shown in the
Alternative
View?
A The View drop-down list shows the student or instructional group these skills are for. You can use
No
B When one student is chosen, that student’s Scaled Score is shown here. When an instructional
No
C Individual students can use the trend score (presuming they have one; see page 102) instead of their
No
D The suggested skills from the Core Learning Progression are shown here, sorted by grade. Focus
Yes
E To see (and highlight) the skills the student or instructional group is most likely to be ready to learn,
No
F When you select the description of a skill, you will see information about that skill, such as instructional
Yes
H To print the list of suggested skills, select the printer icon. The icon also appears on instructional
Yes
I When you are finished, select Done.
Yes
the drop-down list to choose a different student or instructional group.
group is chosen, the median Scaled Score for the students is shown.
most recent Scaled Score to determine which skills are shown.
skills have a double-angle quotation mark (») in front of them.
select Go to suggested skills.
resources, ELL support, prerequisite skills, and so on (the amount and type of information presented
varies from one skill to another). If instructional resources are available, select View Instructional
Resources G to see teacher activities, skill probes, and other resources to help you teach the skill
effectively (see page 103).
resources, allowing you to print them as well.
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What Is a Trend Score?
A trend score cannot
be calculated for a
student who has taken
two or fewer tests.
A trend line is a straight line intersecting a group of data points on a graph; its
location and slope are determined through statistical analysis. Once a student has
taken at least three STAR Early Literacy Enterprise tests, a trend line can be
calculated using the Scaled Scores as data points. The Scaled Score that falls on
the trend line at a particular time is the trend score.
Imagine that a student has taken five STAR Early Literacy Enterprise tests since the
beginning of the school year. That student’s Scaled Scores (blue dots) are shown
below, along with the calculated trend line (red).
Less than a month later, the student takes another STAR Early Literacy Enterprise
test, and gets a Scaled Score of 550, which is a significant jump for such a short
period of time; the test prior to this was only a little over 400. The student’s
teacher evaluates the suggested skills, and thinks they are too difficult for the
student at this time. It is possible that the student just made several lucky guesses
during the most recent test, explaining the unusually large rise in the Scaled Score.
If the teacher chooses to use the trend score when viewing suggested skills, the
skills will be based on the score the student would have gotten on that same
testing date if the student had continued on the trend line (in this case, 496).
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A trend score gives a teacher a way to change the skills suggested for the student if
the teacher believes the student’s performance on the most recent test was far
outside the norm for that student, without the risk of having skills suggested that
are too easy or too difficult.
Viewing Instructional Resources
If you get to this page
by starting from the
Record Book (see page
94), there will be a Return to
STAR Record Book link on the
page.
This link will not appear if you
get to this page from the
alternative suggested skills
view (see page 95).
After selecting View Instructional Resources for a skill (see G on page 101), that
skill is presented on a skill card A, which has detailed information such as the skill
area, content-area vocabulary, conceptual knowledge, linguistic competencies,
ELL support information, and standards. The instructional resources related to the
skill and links to those resources are shown below the card B. Resources might
include teacher activities, skill probes/sample items, lessons, performance tasks,
or videos.
A
B
Below the name of each resource, you will see the overall average ratings given to
each resource (if any). (In the example above, the DOK Item is rated 4 stars based
on 1 rating.) Ratings can come from any user of Renaissance Place software. If you
move the cursor over the stars, you can see the overall average rating for each
category: Overall Quality, Skill Alignment, and Thoroughness.
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To rate a resource, select Rate this resource C if you haven’t rated the resource
before. If you want to change your rating for a resource, select your rating (such as
“4 out of 5” in the example below D).
D
C
In the window that opens, select a rating for each category; then, select Submit E.
E
For more
information...
 ...about the Learning
Standards Preference: see the
Renaissance Place Software
Manual or the help for
Renaissance Place (on the
Home page, select ?, then
Help).
 ...about the Reading
Dashboard, on the Home
page, select ?, then Help, then
the Other Products tab, then
Reading Dashboard.
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After you rate a resource, you will go back to the page, where you will see your
rating to the right. Your rating will be included in the overall average (the stars)
within a few minutes; you may need to refresh the page to see this.
Note: Although this interface is similar to what you would see on the Reading
Dashboard, the suggested skills and resources presented for a student via STAR
Early Literacy may not be the same as what you would see on the Reading
Dashboard. This is because the Reading Dashboard bases its selections on the
setting of the Learning Standards Preference in Renaissance Place; STAR Early
Literacy shows skills from the learning progression for your district, which was
selected when your site was set up (either Core Progress or Core Progress built for
Common Core State Standards).
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Reports
STAR Early Literacy Enterprise Reports
Select STAR Early Literacy on the Home page, then select Reports A to open the
Select Report page. Use this page to generate reports about your students’ STAR
Early Literacy Enterprise tests.
There is often more than one way to begin printing a report; alternate printing
instructions are provided where appropriate. Refer to the individual report
sections later in this chapter.
A
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Reports
List of STAR Early Literacy Enterprise Reports
List of STAR Early Literacy Enterprise Reports
Report
Description
Page
Annual Progress Report
Graphs student progress over a school year.
113
Diagnostic Report - Class
Diagnostic information about a class’s early literacy skills.
115
Diagnostic Report - Student
Diagnostic information about individual students’ early literacy
skills.
116
Growth Report
Shows growth for a group of students over time, with emphasis on
Student Growth Percentile.
118
Growth Proficiency Chart
Plots Student Growth Percentile and proficiency on a quadrant
graph; companion to the Growth Report.
120
Instructional Planning Report - Class
Provides list of recommended skills for class or group instruction
based on most recent assessment.
138
Instructional Planning Report - Student
Provides list of recommended skills for individualized instruction
based on most recent assessment.
142
Longitudinal Report
Shows growth over multiple years.
145
Parent Report
Presents informational letter (in English or Spanish) for parents and
guardians.
149
Score Distribution Report
A skill score distribution for each of the ten STAR Early Literacy
sub-domains.
151
Screening Report
Graphs students’ placement above/below benchmarks based on
STAR scores.
152
State Standards Report - Class
Groups students by estimated mastery of State Standards or
Common Core State Standards based on STAR Enterprise Scaled
Score.
154
State Standards Report - District
Estimates mastery of State Standards or Common Core State
Standards for groups of students based on STAR Enterprise Scaled
Score.
157
State Standards Report - Student
Estimates a student’s mastery of State Standards or Common Core
State Standards based on STAR Enterprise Scaled Score.
160
Student Progress Monitoring Report
Graphs an individual student’s progress toward goal.
163
Summary Report
Summarizes student test results for a specific date range.
165
Test Activity Report
Shows students who have and have not tested during a specific date
range.
166
Test Record Report
Shows individual results for tests taken within a specific date range.
168
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Reports
Check for a PDF Viewer (such as Adobe Reader) Before You Generate Reports
Check for a PDF Viewer (such as Adobe Reader) Before You Generate
Reports
With the exception of the Growth Proficiency Chart (see page 120) and the
Longitudinal Report (see page 145), STAR Early Literacy Enterprise uses a PDF
viewer (such as Adobe Reader) to generate reports.
When you select Reports (on the Home page, after selecting STAR Early Literacy),
STAR Early Literacy Enterprise checks for this software.
If your computer does not have a PDF viewer, you will see a message about
missing software. For more information, see “Checking for the Supporting
Software You Need” on page 19.
Which Report Should I Use?
The following table should help you decide which report(s) can best serve your
needs. If more than one report is listed, read the report descriptions to narrow the
choices down.
Task/Information Needed
Report to Use
Page
STAR Early Literacy Enterprise Classes and Test-Taking Data
Date of students’ most recent STAR Early Literacy Enterprise test
Test Activity Report
166
How many STAR Early Literacy Enterprise tests students have/have not
finished in a specific time period
Test Activity Report
166
Which STAR Early Literacy Enterprise students have not taken a test yet
Growth Report
118
Screening Report
152
Test Activity Report
166
Diagnostic Report - Student
116
Test Activity Report
166
Compare students’ reading progress across a school year to Literacy
Classification criteria or Risk Categories
Annual Progress Report
113
Compare students’ Student Growth Percentile (SGP)
Growth Proficiency Chart
174
Growth Report
118
Which students are enrolled in more than one STAR Early Literacy
Enterprise class
Scores
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Reports
Which Report Should I Use?
Task/Information Needed
Report to Use
Estimate what students’ Scaled Scores (SS) will be by a specific date
Page
Instructional Planning Report Student
142
State Standards Report - Class
154
State Standards Report - District
157
State Standards Report - Student
160
Summary Report
165
Test Record Report
168
Diagnostic Report - Student
116
Growth Report
118
Instructional Planning Report Student
142
Screening Report
152
Summary Report
165
Growth Report
118
Summary Report
165
Test Record Report
168
Diagnostic Report - Student
116
Growth Report
118
Instructional Planning Report Student
142
Parent Report
149
Screening Report
152
Summary Report
165
View students’ Literacy Domain Score distribution
Summary Report
165
View students’ Literacy Domain Scores
Diagnostic Report - Student
116
Growth Report
118
Summary Report
165
Test Record Report
168
View all of a student’s test scores over a specific time period
View students’ Estimated Oral Reading Fluency (Est. ORF)
View students’ Grade Placement (GP)
View students’ Literacy Classifications
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Reports
Which Report Should I Use?
Task/Information Needed
Report to Use
View students’ Scaled Scores (SS)
Page
Annual Progress Report
113
Diagnostic Report - Student
116
Growth Report
118
Parent Report
149
Screening Report
152
Student Progress Monitoring Report
163
Summary Report
165
Test Record Report
168
View Skill Score distribution for a group of students for each of the
Literacy Domains to help plan instruction
Score Distribution Report
151
View students’ Skill Set scores
Diagnostic Report - Student
116
View students’ Student Growth Percentile (SGP)
Growth Proficiency Chart
120
Growth Report
118
Assign students to instructional groups based on their benchmark
achievements
Instructional Planning Report - Class
138
Get suggestions for helping students below the 25th percentile to achieve
growth
Diagnostic Report - Student
116
See which Skill Sets a student is ready to learn and practice
Diagnostic Report - Student
116
See which skills students are ready to learn, based on a specific
benchmark
Instructional Planning Report - Class
138
Instructional Planning Report Student
142
See which students fall into specific Skill Set score ranges
Diagnostic Report - Class
115
View the Skill Score distribution for a group of students for each of the
Literacy Domains to help plan instruction
Score Distribution Report
151
Check mean student performance improvement between school years
Growth Report
118
Check mean student performance improvement between two dates
Growth Report
118
Check student growth across school years
Longitudinal Report
145
Check student performance improvement between school years
Growth Report
118
Check student performance improvement between two dates
Growth Report
118
Instructional Planning
Growth and Progress
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Reports
Which Report Should I Use?
Task/Information Needed
Report to Use
Page
Check student progress in STAR Early Literacy Enterprise across an entire
school year
Annual Progress Report
113
Compare the growth of this year’s nth graders vs. last year’s nth graders
(for example, this year’s 5th-grade students vs. last year’s 5th-grade
students)
Longitudinal Report
145
Get suggestions for helping students below the 25th percentile to achieve
growth
Diagnostic Report - Student
116
See all of a student’s test results over a specific time period
Summary Report
165
Test Record Report
168
Assign students to instructional groups based on their benchmark
achievements
Instructional Planning Report - Class
138
Compare students’ proficiency in relation to a particular benchmark
Growth Proficiency Chart
174
See which skills students are ready to learn, based on a specific
benchmark
Instructional Planning Report - Class
138
Instructional Planning Report Student
142
Which students are having trouble reaching a benchmark
Screening Report
152
Student Progress Monitoring Report
163
State Standards Report - Class
154
State Standards Report - District
157
State Standards Report - Student
160
State Standards Report - Class
154
State Standards Report - District
157
State Standards Report - Student
160
Parent Report
149
Benchmarks
State Standards, Proficiency, and Comparisons
Check if students are meeting Common Core state standards
Check if students are meeting state grade-level standards
Parents
Let parents know their child’s test scores, literacy classification, and
describe what skills he/she has likely to have mastered
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Selecting Students for Reports
Selecting Students for Reports
Many of the reports have a Select Students option that lets you decide which
students to include on a report. The choice is typically made with a drop-down list;
the options in the list vary depending on your position. Generally:

District administrators and district staff will be able to choose students from
any class in any school in the district.

School administrators and school staff will be able to choose students from
any class in their own school.

Teachers can only choose students in their own classes.
Some reports also allow you to choose one or more specific students, classes, or
groups. Reports that allow this will have the relevant links A below the
drop-down list:
A
Selecting one of these will take you to a new page where you can select the
students, classes, or groups you want.
To return to the Report Options page, select Save Selection B.
To select or deselect all the choices in a list, check the box at the top or bottom of
the list C.
B
B
C
C
C
B
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Reporting Parameter Groups
Reporting Parameter Groups
The reporting
parameter groups
you create in STAR
Early Literacy Enterprise are
also available in your other
Renaissance Place programs.
Reporting parameter groups let you limit reports to students with common traits.
When you customize some reports, you can choose a reporting parameter group
from a drop-down list on the Report Options page. You can also create or change a
group by selecting Create New or Edit Selected.
E D
A
B
C
If you do not see
ethnicity or
characteristics, it is
because the Filter Reports by
Ethnicity and Filter Reports by
Characteristics capabilities
have been removed. For more
information on capabilities,
see page 200.

Use the Reporting Parameter Group Name field A to name your group.

To select students enrolled in the school before the date you specify, enter the
desired date in the Enroll Date field B.

Each student’s ethnicity, gender, language, characteristics, and grade can
specified when the student is added to the database or when the student’s
information is edited.

Characteristics can be assigned C to students separately. You can also add
your own custom characteristics and assign them to students.
For more information, see the Renaissance Place Software Manual.
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Reports
Annual Progress Report
Annual Progress Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides a graphic display of a student’s reading progress across a
school year in comparison to Literacy Classification criteria or Risk Categories.
This report can also graph the average test scores of students in a class for a
school year. The audience for this report is primarily teachers who are using STAR
Early Literacy Enterprise for periodic progress monitoring.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Annual Progress.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students or
Classes to choose specific students or classes. See page 111.
Reporting Parameter
Group
See page 112.
Reporting Period
For the Annual Progress Report, the reporting period is always an entire school year.
Test Date Range
Use this option to choose a range of dates to include testing data from.
 You must have at least one date range chosen.
 You can add more date ranges (up to 10) to this report in order to compare multiple date
ranges.
 Date ranges should not overlap.
 In order to select a Test Date Range, you need to choose Class, Teacher, or Grade for the
Group By option (see below). You will not be able to select a Test Date Range if the Group
By option is set to Student.
Use with Class, Grade,
and Teacher groups
Group By
Choose how to group the information on the report: by class, teacher, grade, or student.
For more information about this option, see the Test Date Range (above) and the Print Report
Options (below).
 This report uses both the Group By and Sort By options; if a Group By option is chosen, it is
applied first on the report.
Comparison
Choose which graph to use to check the reading progress of a student or group of students:
Literacy Skills, Risk Category, or no graph.
Sort By
Choose how to sort information on the report: by students’ last names or by their student IDs.
 This report uses both the Group By and Sort By options; if a Group By option is chosen, it is
applied first on the report.
Show Student ID
Choose whether or not to include student IDs on this report.
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Annual Progress Report
Option
Print Report Options
Description
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones. If the Group By option is set to Student (see above), you will not be able to
use this option, and the report options will not appear on the report.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Reports
Diagnostic Report - Class
Diagnostic Report - Class
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides diagnostic information about a class’ early literacy skills. It
provides a table showing the students classified by Skill Set Score for each skill
and Skill Set Score range.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Diagnostic - Class.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students,
Classes, or Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
Group By
Choose how to group the information on the report: by class, grade, teacher, or not grouped.
Range By
Choose whether to include students’ weaknesses (scores below 25 or from 25–49), their
strengths (scores from 50–75 or above 75), or both.
Print Report Options
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Diagnostic Report - Student
Diagnostic Report - Student
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides individual skills assessment and other diagnostic information
for each of the students you have selected. This report helps teachers determine
how to improve their student’s performance. It also supports a direct discussion
with an individual student’s parents or guardians.
The report also includes suggestions for how the student can achieve additional
growth, especially if the student falls below the 25th percentile.
For each student’s most recent test, the report includes the student’s Scaled Score
(SS), Literacy Classification, Sub-domain Scores, Skill Set Scores, and Estimated
Oral Reading Fluency (ORF). See “Definitions of Scores and Other Terms” on
page 169.
Notes on the Diagnostic Report:

Each student’s report prints on a separate page.
There are two ways to access the Diagnostic - Student Report. Use whichever
method you prefer; then, go to step 1 on page 117.
From the STAR Early Literacy Reports Page
From the STAR Early Literacy Enterprise Home Page
a. Select STAR Early Literacy on the Home page,
then select Reports.
a. Select STAR Early Literacy on the Home page, then select Enterprise
Home.
b. Select your school from the School drop-down
list, if necessary.
b. Select your school from the School drop-down list, if necessary.
c. On the Select Report page, select Diagnostic Student.
c. On the Enterprise Home page, in the Enterprise Reports section, select
Diagnostic Report A .
A
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1. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students,
Classes, or Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
Group By
Choose how to group the information on the report: by class,
grade, teacher, or not grouped.
Sort By
Choose how to sort information on the report: by students’ last
names or by their student IDs.
Show Student ID
Choose whether or not to include student IDs on this report.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the
report.
2. When you have finished choosing options, select View Report.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Growth Report
Growth Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report shows the test results for the students you have selected and measures
their progress between two testing sessions. You can use this report to evaluate
your students’ improvement during the year or over many years.
The report includes each student's name, age, class, teacher, test date, grade
placement (GP), Scaled Score (SS), Estimated Oral Reading Fluency (Est. ORF),
Sub-domain Scores, Literacy Classification (reading development stage), and
Student Growth Percentile (SGP). The report also provides the average scores for
the entire group of students.
Notes on the Growth Report:

Only students who have taken more than one test appear on this report.

Teachers can only create a Growth Report for the current school year.

If a student takes two tests on the same day, only the last one will appear on
this report.

If your district administrator has set a Growth Expectation (see page 188), the
growth expectation will appear on this report, along with the percentage of
students who are meeting expectations and which students are performing
below expectations.

The teacher shown on the report is the teacher currently assigned to the class,
not necessarily the teacher of the class at the time the student took the tests.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Growth.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students,
Classes, or Groups to choose specific students, classes, or groups. Default is All Classes. See
page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group
See page 112.
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Option
Description
Pretest Reporting Period
The Growth Report shows data changes across two specific time periods: a pretest reporting
period and a posttest reporting period.
Posttest Reporting
Period
For each reporting period, you can use:
The entire school year
 A marking period that has been set up by a district administrator/school administrator for
your school.
 Your own range by choosing a starting and ending date.

Date ranges for pretest and posttest reporting periods cannot overlap.
Summary Only
Use this option to make the data in the report more manageable by only showing a concise
summary of it.
Note: If Yes is chosen for this option, the Sort By option will not be available.
Group By
Choose how to group the information on the report: by class,
grade, teacher, or not grouped.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the
report.
Sort By
Choose how to sort information on the report: by students’ last
names or by their student IDs.
Page Break
If you use this option, each group (as defined by the Group By option, above) will be
separated by a page break.
Print Report Options
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Growth Proficiency Chart
Growth Proficiency Chart
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
To view the Growth
Proficiency Chart, you
must be using one of
the following web browsers:
 Windows: Internet Explorer 9+
or Firefox 11+.
 Macintosh: Safari 5+ or Firefox
11+. You can also view the
chart on an iPad® running iOS
5+.
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The Growth Proficiency Chart is a dynamic scatterplot chart that provides a
customizable comparison of how specific schools, classes, teachers, and students
are performing in STAR Early Literacy Enterprise based on their Student Growth
Percentile (SGP) and their proficiency in relation to a particular benchmark.
Your user group determines what information is shown in the “default” view and
what options are available for drilling down further into the data.
Notes on the Growth Proficiency Chart:

You must be working in the current school year to use this chart: it cannot be
used to examine test data in prior school years.

This chart cannot be used until there is at least one student who has taken at
least two tests within different testing windows.

To be included in the calculations for this chart, a student needs to have
tested at least two times and the two scores from those tests must be able to
generate a valid SGP value.

SGP is calculated for students who have taken at least two tests within
different testing windows. It uses the most recent test and at least one
prior test from an earlier testing window (Fall, Winter, or Spring). The
calculation uses the first test in the Fall, the test closest to January 15 in
Winter, and the last test in Spring. Only tests taken in the last 18 months
are used in the calculation.

If a student takes more than one STAR Early Literacy Enterprise test on
the same day, the score from the last test taken that day will be used.

Students enrolled in multiple schools or classes will be counted multiple
times if their scores meet the SGP window criteria.
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There are two ways to access the Growth Proficiency Chart; use whichever method
you prefer, then go to the page listed for your user group:
Method 1: From the STAR Early Literacy Reports
Page
Method 2: From the STAR Early Literacy Enterprise Home Page
a. Select STAR Early Literacy on the Home page, then select Enterprise
Home.
a. Select STAR Early Literacy on the Home page,
then select Reports.
b. Select your school from the School drop-down list, if necessary.
b. Select your school from the School drop-down
list, if necessary.
c. On the Enterprise Home page, in the Enterprise Reports section, select
Growth Proficiency Chart A .
c. On the Select Report page, select Growth
Proficiency Chart.
A

District administrators and district staff: go to page 121

School administrators and school staff: go to page 128

Teachers: go to page 134
Growth Proficiency Chart: District Administrators and District Staff
When you view the chart, the following
default information is shown in the
upper-right corner:


A Proficiency is achieved when students
reach a benchmark (see page 66).

To edit the district benchmark, select
Customize B (see page 72).

The minimum proficiency level for
the benchmark is shown beneath it.
A
B
C
C Initially, data for all grades in all schools in the district is shown. Use the
Grade drop-down list to limit the data to a single grade.

Only grades that have STAR Early Literacy Enterprise classes will be in the
list. All Grades will show all grades in the district that have STAR Early
Literacy Enterprise classes. All Grades in STAR Early Literacy Enterprise
normally include students in K-3 classes.

Picking a single grade includes only students in that particular grade.
From this initial (district) view, you can drill down deeper into the data (see the
following sections and the diagram on page 127). At any time while viewing the
Growth Proficiency Chart:
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
You can choose a different grade C. The chart will automatically update
based on the choices you make.

If any of the circles (which may represent a school, teacher, class, or student)
overlap so that you cannot hover over a specific circle, the top of the pop-up
window that opens will change to a drop-down list of all the overlapping
items. You can make your choice from this list.
When you are finished with the chart, select Done.
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Growth Proficiency Chart
District View
Each of the blue circles on the chart D represents a single school in the district.
Hover the mouse over one of the circles to open a pop-up window with a school’s
name E and the following values:

Proficient: Percentage of students in that school who are achieving the
minimum proficiency level, as determined by the benchmark.

Median Growth: The median (middle) value of the SGP scores for all students
in that school.

Students Included: The number before the slash is the number of proficient
students. The number after the slash is the total number of students who have
qualifying scores for a bubble. For a student to have a qualifying score, the
student must have an SGP and a benchmark is set for that student’s grade.
Students who have not tested are not included.
To change to the teacher view, select View Teachers in the pop-up window F.
This allows you to view data for all STAR Early Literacy Enterprise teachers at the
chosen school. See page 124.
D
E
F
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Growth Proficiency Chart
Teacher View
Each of the blue circles on the chart G represents a teacher at the chosen school
who is assigned to a STAR Early Literacy Enterprise class. Hover the mouse over
one of the circles to open a pop-up window with a teacher’s name H and the
following values:

Proficient, Median Growth and Students Included: These values are
calculated the same way as they are in the district view (see page 123, but now
the data is limited to students of the chosen teacher at the school.

A Return to Schools link is added below the Grade drop-down list I. To
return to the district view, where all the schools in the district are shown,
select this link (see page 123).
To change to the class view, select View Classes in the pop-up window J. This
allows you to view data for all STAR Early Literacy Enterprise classes taught by the
chosen teacher at that school; see page 125.
I
G
H
J
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Growth Proficiency Chart
Class View

Each of the blue circles on the chart K represents a STAR Early Literacy
Enterprise class taught by the chosen teacher. Hover the mouse over one of
the circles to open a pop-up window with the class’ name L and the following
values:

At/Above Benchmark: The percentage of students in the class who have
reached or surpassed the benchmark.

Median Growth and Students Included are calculated the same way as
they were for the district view (see page 123), but now the data is limited
to students in the chosen class.

In the Grade drop-down list M, only grades that the teacher has classes
in will be listed.

The Return to Schools link N is now a Return to Teachers link. To
return to the teacher view, where all the teachers in the school are shown,
select this link; see page 124.
To change to the student view, select View Students in the pop-up window O .
This allows you to view data for all students in the chosen STAR Early Literacy
Enterprise class; see page 126.
M
N
K
L
O
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Growth Proficiency Chart
Student View

In this view, the horizontal axis P changes from Median Growth (SGP) to
Growth (SGP); the vertical axis Q changes from % Proficient to Scaled Score.

The benchmark is indicated by a green horizontal line R; students below this
line are not reaching the selected benchmark.
Each of the blue circles on the chart S represents a student in the chosen STAR
Early Literacy Enterprise class.
Hover the mouse over one of the circles to open a pop-up window with the
student’s name T and the following values:

Test scores: The student’s current SGP, the student’s Scaled Score and
Percentile Rank from the most recent test (including the test date), and the
Scaled Scores and dates of the tests that were used to calculate the student’s
current SGP.
The Return to Teachers link U is now a Return to Classes link. To return to the
class view, where all of a teacher’s classes in the school can be seen, select this link
(see page 125).
U
Q
T
S
P
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Growth Proficiency Chart
District view (page 123)—Initial view, showing all
schools in the district with STAR Early Literacy
Enterprise classes. Hover over the circle for a school
A ; then select View Teachers B to drill down to the
teacher view.
A
B
Teacher view (page 124)—Shows all STAR Early
Literacy Enterprise teachers at the chosen school.
Hover over the circle for a teacher C ; then select
View Classes D to drill down to the class view.
C
D
Class view (page 125)—Shows all STAR Early Literacy
Enterprise classes taught by the chosen teacher.
Hover over the circle for a class E ; then select View
Students F to drill down to the student view.
E
F
Student view (page 126)—Shows all students in the
chosen STAR Early Literacy Enterprise class. Hover
over the circle for a student G to view that student’s
test scores.
G
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Growth Proficiency Chart
Growth Proficiency Chart: School Administrators and School Staff
When you initially view the chart, the
following default information is shown in
the upper-right corner:


A Proficiency is achieved when
students reach a benchmark (see page
66).

To view the benchmark, select
View B (see page 66).

The minimum proficiency level for
the benchmark is shown beneath it.
A
B
C
C Initially, data for all grades in your school are shown. Use the Grade
drop-down list to limit the data to a single grade.

Only grades that have STAR Early Literacy Enterprise classes will be in the
list. All Grades will show all grades in the school that have STAR Early
Literacy Enterprise classes.

Picking a single grade includes only students in that particular grade.
From this initial view, you can drill down deeper into the data (see the following
sections and the diagram on page 133). At any time while viewing the Growth
Proficiency Chart:

You can choose a different grade C. The chart will automatically update
based on the choices you make.

If any of the circles (which may represent a teacher, class, or student) overlap
so that you cannot hover over a specific circle, the top of the pop-up window
that opens will change to a drop-down list of all the overlapping items. You
can make your choice from this list.
When you are finished with the chart, select Done.
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Growth Proficiency Chart
School View
The blue circle on the chart D represents your school. Hover the mouse over the
circle to open a pop-up window with the school’s name E and the following
values:

Proficient: Percentage of students in the school who are achieving the
minimum proficiency level, as determined by the benchmark.

Median Growth: The median (middle) value of the SGP scores for all students
in the school.

Students Included: The number before the slash is the number of students
whose scores were used to create this chart; the number afterwards is the
total number of students in the group.
To change to the teacher view, in the pop-up window, select View Teachers F.
This allows you to view data for all STAR Early Literacy Enterprise teachers in the
school; see page 130.
D
E
F
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Growth Proficiency Chart
Teacher View
Each of the blue circles on the chart G represents a teacher at the school who is
assigned to a STAR Early Literacy Enterprise class. Hover the mouse over one of
the circles to open a pop-up window with a teacher’s name H and the following
values:

Proficient, Median Growth and Students Included: These values are
calculated the same way as they are in the school view (see page 129), but
now the data is limited to students of the chosen teacher.

A Return to Schools link is added below the Grade drop-down list I. To
return to the school view, select this link (see page 129).
To change to the class view, select View Classes in the pop-up window J. This
allows you to view data for all STAR Early Literacy Enterprise classes taught by the
chosen teacher at the school; see page 131.
I
G
H
J
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Growth Proficiency Chart
Class View

Each of the blue circles on the chart K represents a STAR Early Literacy
Enterprise class taught by the chosen teacher. Hover the mouse over one of
the circles to open a pop-up window with the class’ name L and the following
values:

At/Above Benchmark: The percentage of students in the class who have
reached or surpassed the chosen benchmark.

Median Growth and Students Included are calculated the same way as
they were for the school view (see page 129), but now the data is limited
to students in the chosen class.

In the Grade drop-down list M, only grades that the teacher has classes
in will be listed.

The Return to Schools link N is now a Return to Teachers link. To
return to the teacher view, where all the teachers in the school are shown,
select this link; see page 130.
To change to the student view, select View Students in the pop-up window O .
This allows you to view data for all students in the chosen STAR Early Literacy
Enterprise class; see page 132.
M
N
K
L
O
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Growth Proficiency Chart
Student View

In this view, the horizontal axis P changes from Median Growth (SGP) to
Growth (SGP); the vertical axis Q changes from % Proficient to Scaled Score.

The benchmark is indicated by a green horizontal line R; students below this
line are not reaching the selected benchmark.
Each of the blue circles on the chart S represents a student in the chosen STAR
Early Literacy Enterprise class.
Hover the mouse over one of the circles to open a pop-up window with the
student’s name T and the following values:

Test scores: The student’s current SGP, the student’s Scaled Score and
Percentile Rank from the most recent test (including the test date), and the
Scaled Scores and dates of the tests that were used to calculate the student’s
current SGP.
The Return to Teachers link U is now a Return to Classes link. To return to the
class view, where all the teachers in the school can be seen, select this link (see
page 131).
U
Q
T
S
P
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School view (page 129)—Initial view, showing your
school. Hover over the circle for the school A ; then
select View Teachers B to drill down to the teacher
view.
A
B
Teacher view (page 130)—Shows all STAR Early
Literacy Enterprise teachers at the school. Hover
over the circle for a teacher C ; then select View
Classes D to drill down to the class view.
C
D
Class view (page 131)—Shows all STAR Early Literacy
Enterprise classes taught by the chosen teacher.
Hover over the circle for a class E ; then select View
Students F to drill down to the student view.
E
F
Student view (page 132)—Shows all students in the
chosen STAR Early Literacy Enterprise class. Hover
over the circle for a student G to view that student’s
test scores.
G
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Growth Proficiency Chart
Growth Proficiency Chart: Teachers
When you initially view the chart, the
following default information is shown in the
upper-right corner:
A
A Proficiency is achieved when students
reach a benchmark.
C



To view the benchmark, select View
B (see page 66).

The minimum proficiency level for
the benchmark is shown beneath it.
B
C Initially, data for all grades that you teach STAR Early Literacy Enterprise
classes in is shown. Use the Grade drop-down list to limit the data to a single
grade.

If you only teach STAR Early Literacy Enterprise classes for one grade,
there will not be a drop-down list.
From this initial view, you can drill down deeper into the data (see the following
sections and the diagram on page 137). At any time while viewing the Growth
Proficiency Chart:

You can choose a different grade C. The chart will automatically update
based on the choices you make.

If any of the circles (which may represent a class or a student) overlap so that
you cannot hover over a specific circle, the top of the pop-up window that
opens will change to a drop-down list of all the overlapping items. You can
make your choice from this list.
When you are finished with the chart, select Done.
My Classes View
Each blue circle on the chart D represents one of your STAR Early Literacy
Enterprise classes. Hover the mouse over the circle to open a pop-up window with
the class name E and the following values:

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At/Above Benchmark: The percentage of students in the class who have
reached or surpassed the chosen benchmark.
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
Median Growth: The median (middle) value of the SGP scores for all students
in the class.

Students Included: The number before the slash is the number of students
whose scores were used to create this chart; the number afterwards is the
total number of students in the group.
To change to the student view, select View Students in the pop-up window F.
This allows you to view data for all students in the chosen STAR Early Literacy
Enterprise class; see page 136.
D
E
F
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Student View

In this view, the horizontal axis G changes from Median Growth (SGP) to
Growth (SGP); the vertical axis H changes from % Proficient to Scaled Score.

The benchmark is indicated by a green horizontal line I; students below this
line are not reaching the selected benchmark.
Each of the blue circles on the chart J represents a student in the chosen STAR
Early Literacy Enterprise class.
Hover the mouse over one of the circles to open a pop-up window with the
student’s name K and the following values:

Test scores: The student’s current SGP, the student’s Scaled Score and
Percentile Rank from the most recent test (including the test date), and the
Scaled Scores and dates of the tests that were used to calculate the student’s
current SGP.
A Return to Classes link is added below the Grade drop-down list L. To return
to the class view, select this link (see page 134).
L
H
K
J
G
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My Classes view (page 134)—Initial view, showing
your STAR Early Literacy Enterprise classes. Hover
over the circle for a class A ; then select View
Students B to drill down to the student view.
A
B
Student view (page 136)—Shows all students in the
chosen STAR Early Literacy Enterprise class. Hover over
the circle for a student C to view that student’s test
scores.
C
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Instructional Planning Report - Class
Instructional Planning Report - Class
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides teachers with a list of recommended skills students may be
ready to learn for class or group instruction based on the most recent STAR Early
Literacy Enterprise assessment. (The Instructional Planning - Student Report does
this for individual students.)
Notes on the Instructional Planning Report - Class:

If no classes or groups have been set up yet (see page 88), you will not be able
to print an Instructional Planning - Class Report.

This report can only be viewed/generated during the current school year.
Printing this report is a two-stage process:

In the first stage (step 1 on page 139), you choose some preliminary options to
select the data that will be used in the actual report. You will be given an
opportunity to preview the report with the selected data, and you can change
the selection before proceeding.

In the second stage (step 2 on page 141), you choose additional options which
determine how the data will be arranged in the report.
The procedure for printing this report starts on the Instructional Report Groupings
page. There are two ways to reach that page (use whichever method you prefer,
then go to step 1 on page 139):
Method 1: From the STAR Early Literacy Enterprise
Reports Page
Method 2: From the STAR Early Literacy Enterprise Home Page
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
a. Select STAR Early Literacy on the Home page, then
select Reports.
b. Select your school from the School drop-down list, if necessary.
b. Select your school from the School drop-down list, if
necessary.
c. Below “Instructional Planning” in the Enterprise Reports
section of the page, select Class A .
c. On the Select Report page, select Instructional
Planning - Class.
A
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1. The table at the bottom of the Instructional Report Groupings page shows the
data that will be used to create the report. You can change the data that will be
used by choosing some preliminary options at the top of the page.
A
B
C
D
E
J
I
F
G
H
a. Use the Teacher A and the Class or Group drop-down lists B to choose a
specific class or group of students you want to show on the report. See
“Groups” on page 87. This option is similar to the “Select Students or Select
Specific Students | Classes | Groups” option on other reports, except that a
teacher must be selected first, and the class or group must be one that
belongs to that teacher.
The Teacher drop-down list is only available to district administrators,
district staff, school administrators, and school staff; teachers can only
create this report for their own classes.
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b. Use the Benchmark drop-down list C to
choose which benchmark will be used for
report calculations: School Benchmarks
or District Benchmarks. To see a key for
the available benchmarks (as shown to the
right), select Legend D.
c. Enter a testing end date in the blank field
E, either by typing one in or using the
calendar button. Assessment results on
STAR Early Literacy Enterprise tests taken
between this date and 30 days prior to this
date will be used when printing this report.
d. To see how the options you’ve chosen affect the data in the table at the
bottom of the Instructional Report Groupings page, select Update F.

If there are more than 50 students in the table, it will be broken to
multiple pages; to move between pages, select << Previous or Next >>
above the upper-right corner of the table G.

Initially, the number of Instructional Groups shown H will match the
number of available benchmarks; to change the number shown (from
2–5), use the Instructional Groups drop-down list. The default is 4.

Assign students to instructional groups by selecting the circle at the
intersection of a row with the student’s name and the column for a
group.

Students who have no STAR Early Literacy Enterprise assessment data
for the time period chosen will appear at the bottom of the table.
e. If you prefer, you can see a preview of the report as it would appear with
only these preliminary options chosen.
To see a
research-based
progression of
knowledge and skills, select
Enter Core Progress Learning
Progression N . This
progression will help you
identify knowledge gaps,
differentiate instruction, and
determine next steps.

To skip the preview and begin choosing additional report options, select
Next > I and go to step 2 on page 141.

To see the preview, select Preview Report J. The preview version of the
report will open:
K
L
M
After you’ve finished looking at the preview of the report, either
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
select Return to Instructional Report Groupings K to go back and
change the preliminary options you’ve chosen), or

select Customize this Report L to begin choosing additional report
options (go to step 2 on page 141).
2. Select whether you want a page break to occur after each group. If the box is
checked, a page break will be inserted between each group (this may increase
the number of pages required for the report).
To see a
research-based
progression of
knowledge and skills, select
Enter Core Progress Learning
Progressions N . This
progression will help you
identify knowledge gaps,
differentiate instruction, and
determine next steps.
M
3. When you have finished, select View Report M.
4. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
N
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Instructional Planning Report - Student
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides teachers with a list of recommended skills for individual
instruction based on a student’s most recent STAR Early Literacy Enterprise
assessment or trend score (see page 175). (The Instructional Planning - Class
Report does this for classes or groups.)
This report can only be viewed/generated during the current school year.
The procedure for printing this report starts on the Report Options page. There are
two ways to reach that page (use whichever method you prefer, then go to step 1
on page 143):
Method 1: From the STAR Early Literacy Enterprise
Reports Page
Method 2: From the STAR Early Literacy Enterprise Home Page
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
a. Select STAR Early Literacy on the Home page, then
select Reports.
b. Select your school from the School drop-down list, if necessary.
b. Select your school from the School drop-down list, if
necessary.
c. In the Enterprise Reports section of the page, below
“Instructional Planning”, select Student A .
c. On the Select Report page, select Instructional
Planning - Student.
A
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1. Use the Report Options page to select the options you want to customize for
this report.
A
B
C
D
E
F
Option
Description
Select Students A
To choose all of the students in a specific class, use the drop-down list. To choose
specific students, classes, or groups, select Students, Classes, or Groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Benchmark B
Choose which benchmark will be used for report calculations: the School Benchmark or
the District Benchmark.
Show Projected Growth C
This option predicts how much growth you can expect from students by a target date
based on their STAR Early Literacy Enterprise assessments to date. Use this option to
choose your target date:
 End of Year: This is the default setting, which uses the last day of your Renaissance
Place school year as the date.
 Custom Date: Enter a date in the blank field, or use the calendar button to choose
one.
 Do not show: The predicted growth will not be included on the report.
Shows projected Scaled Score
based on date chosen
Use Trend Score D
Choose whether to use the trend score (see page 102) or the student’s actual Scaled
Score from the most recent test to determine the student’s suggested skills.
Print Report Options E
Use this option to print a list of the options you’ve chosen on the report. If you decide to
run the report again at a later date, you can refer to this list of options to make sure
you’re using the same ones.
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2. When you have finished selecting options, select View Report F .
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
G
To see a
research-based
progression of
knowledge and skills, select
Enter Core Progress Learning
Progressions G . This
progression will help you
identify knowledge gaps,
differentiate instruction, and
determine next steps.
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Longitudinal Report
Longitudinal Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report uses STAR Early Literacy Enterprise assessment data to make two
different comparisons of growth:

The Longitudinal - Growth Report compares growth for the same group of
students across multiple years.

The Longitudinal - Cross Sectional Report compares growth for a specific
grade level (different students) across multiple years.
The procedure for printing this report starts on the Longitudinal Report page.
There are three ways to reach that page; use whichever method you prefer:
Method 1: From the STAR Early Literacy Enterprise Reports
Page
Method 2: From the Screening, Progress Monitoring &
Intervention Page
a. Select STAR Early Literacy on the Home page, then select
Reports.
a. Select STAR Early Literacy on the Home page, then select
Screening, Progress Monitoring & Intervention.
b. Select your school from the School drop-down list, if necessary.
b. Select your school from the School drop-down list, if
necessary.
c. On the Select Report page, select Longitudinal.
c. On the left side of the screen, in the gray sidebar, under
“Reports”, select Longitudinal.
d. Select either Growth or Cross Sectional A .
d. Select either Growth or Cross Sectional A .
A
A
e. If you selected Growth, go to step 1 on page 146; if you selected
Cross Sectional, go to step 1 on page 148.
e. If you selected Growth, go to step 1 on page 146; if you
selected Cross Sectional, go to step 1 on page 148.
Method 3: From the STAR Early Literacy Enterprise Home Page
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
b. Select your school from the School drop-down list, if
necessary.
c. In the Enterprise Reports section of the page, below
“Longitudinal”, select either Growth or Cross Sectional A .
d. If you selected Growth, go to step 1 on page 146; if you
selected Cross Sectional, go to step 1 on page 148.
A
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Longitudinal Report: Growth
1. Select the report options you want at the top of the page.
A
B
C
D
F
E
G
Option
Description
School A
To choose your school, use the School drop-down list.
Grade B
You can choose either a single grade (use the Grade drop-down list), All Grades, or select multiple grades
(select Select Specific Grades to the right of the drop-down list).
Method C
Growth has already been selected for Method. If you would rather print the Cross Sectional version of the
Longitudinal Report, choose Cross Sectional and go to “Longitudinal Report: Cross Sectional” on
page 148.
The Growth version of the report tracks the same group of students as they progress from one grade to
the next. It is possible that some students joined this group after they began taking STAR Early Literacy
Enterprise assessments (for example, by transferring in from another school), or it may be possible that
some students missed an assessment. Check the Only include students who tested in all timeframes
box to exclude these students from the data.
Timeframe
D
Use the Timeframe drop-down lists to choose the number of school years (Last 2 Years–Last 5 Years)
and which time of year to use for comparison—either Aug 1 - Sep 30 (Fall) or Apr 1 - May 31 (Spring).
2. To see how your choices affect the data shown in the table, select Update E.
After changing any of the options, select Update for the refreshed data to
appear. (While the data is updating, you can select Cancel to stop the update.)
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3. Once you’ve finished selecting options for this report and viewing the data, you
can either select Done F to return to the previous page, or Print G to print
the report.
Note: The browser setting to print background colors needs to be turned on to
print the color bars in this report. For additional printing tips, see our
Knowledge Base article at
support.renaissance.com/techkb/techkb/9201163e.asp.
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Longitudinal Report
Longitudinal Report: Cross Sectional
1. Select the report options you want at the top of the page.
A
B
C
D
E
F
G
Option
Description
School A
Use the School drop-down list to choose your school.
Grade B
Use the Grade drop-down list to choose either a single grade, All Grades, or select Select
Specific Grades to the right of the drop-down list to select multiple grades.
Method C
Cross Sectional has already been selected for Method. If you would rather print the Growth
version of the Longitudinal Report, choose Growth and go to “Longitudinal Report: Growth”
on page 146.
Timeframe D
Use the Timeframe drop-down lists to choose the number of school years (Last 2 Years–Last
5 Years) and which time of year to use for comparison—either Aug 1 - Sep 30 (Fall) or Apr 1 May 31 (Spring).
2. To see how your selections affect the data in the report, select Update E.
3. Once you’ve finished selecting options for this report and viewing the data, you
can either select Done F to return to the previous page, or Print G to print
the report.
Note: The browser setting to print background colors needs to be turned on to
print the color bars in this report. For additional printing tips, see our
Knowledge Base article at
support.renaissance.com/techkb/techkb/9201163e.asp.
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Parent Report
Parent Report
This report (available in either English or Spanish) presents a student’s test results
from a particular testing session for his or her parents or guardians. The Parent
Report is generated in an easy-to-read letter format with sections for a teacher’s
signature and additional comments about the student’s performance.
Each student’s report is printed on a separate page and shows the student’s name,
teacher, and class. The report shows Scaled Score (SS; see page 173) and places
the student in one of three Literacy Classifications (see page 172).
How to Print the STAR Early Literacy Enterprise Parent Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select either Parent - English or Parent - Spanish.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students or
Classes to choose specific students or classes. See page 111.
Reporting Parameter
Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
Group By
Choose how to group the information on the report: by class,
grade, teacher, or not grouped.
Sort By
Choose how to sort information on the report: by students’ last
names or by their student IDs.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the
report.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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How Parents Print the STAR Early Literacy Enterprise Parent Report
Parents can print the STAR Early Literacy Enterprise Parent Report themselves if
you do the following:

Add the parents to the Renaissance Place and assign their children.

Give the parents the address to Renaissance Place (URL, see page 20) to the
software and access to the server.

Send parents their user names and passwords.
To find out how to add parents and how parents can request access, see the
Renaissance Place Software Manual.
To view and print the
Parent Report, the
parents will need a
PDF viewer (such as Adobe
Reader) installed on their
computer. On certain
Macintosh computers, they
can use Preview instead. If they
do not have a PDF viewer
installed, they can select Get
Adobe Reader at the bottom of
their Home page.
1. After logging in, the parent selects his or her child from the drop-down list on
the Home page (if necessary).
If the selected student is enrolled in more than one school, the parent will also
have to select a school.
2. On the Home page, below STAR Early Literacy Enterprise, the parent selects
Parent Report to print an English Parent Report or Informe en Español Para
los Padres to print a Spanish Parent Report.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Score Distribution Report
Score Distribution Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report provides tables showing the skill set score distribution of a group of
students for each of the ten sub-domains in STAR Early Literacy Enterprise. It gives
you detailed information about the strengths and weaknesses of a class or group
of students. This report is useful for planning instruction.
See “Definitions of Scores and Other Terms” on page 169.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Score Distribution.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students or
Classes to choose specific students or classes. See page 111.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Screening Report
Screening Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report is used to identify students who are having difficulty reaching
benchmarks. Once those students have been identified, you can begin to organize
your intervention plan. (The Screening Report shows this data for multiple
students. The Student Progress Monitoring Report (see page 163) shows this data
for a single student.)
Students who are not reaching a specific benchmark can be further divided into
groups to help you focus your resources on the students who need the most help.
Notes on the Screening Report:

There are a number of setup procedures you may want to perform before
printing a Screening Report (creating groups, editing benchmarks, and so on).
See “Screening, Progress Monitoring & Intervention” on page 64.

The Screening Report can be run for any of the screening dates that have been
set for your district. To check or change the screening dates before running
the report, see page 78.

If no students have taken a test within the Current Screening Dates, you
cannot create a Screening Report.

This report can only be viewed/generated during the current school year.
The procedure for printing a Screening Report starts on the Report Options page.
There are three ways to reach that page; use whichever method you prefer, then
go to step 1 on page 153:
Method 1: From the STAR Early Literacy
Enterprise Reports Page
Method 2: From the Screening, Progress Monitoring & Intervention Page
a. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
a. Select STAR Early Literacy on the Home page,
then select Reports.
b. Select your school from the School drop-down list, if necessary.
b. Select your school from the School drop-down
list, if necessary.
c. On the left side of the screen, in the gray sidebar, under “Reports”, select
Screening.
c. On the Select Report page, select Screening.
Method 3: From a Screening Preview
a. Select STAR Early Literacy on the Home page, then select Screening,
Progress Monitoring & Intervention.
b. If necessary, select the Screening Status tab A to make sure you are
using the Screening Status view and use the School and Class
drop-down lists B to choose your school and class.
A
B
c. In the row for a grade, select Preview. (A grade will not appear in this
list until at least one student in that grade has taken a test.) Note: For a
teacher who has had the “Manage STAR Early Literacy Screening, Progress Monitoring & Intervention” capability removed, a grade
will not appear in this list until at least one of that teacher’s students in that grade has taken a test.
d. Select Generate Screening Report.
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Screening Report
1. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific grade, or select Students, Classes, or
Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting purposes.
See page 87.
 Teachers who have had the “Manage STAR Early Literacy Screening, Progress Monitoring &
Intervention” capability removed can only run this report for their own students.
Reporting
Parameter Group
See page 112.
Reporting Period
The Screening Report shows data for a single reporting period, either one of the default screening
dates or a range that has been set up by a district administrator or school administrator.
Benchmark
Use this option to choose which benchmark you want to show on this report: the school’s or the district’s.
Show Student
Details
Use this option to show the categories the students are in on the report. You can choose to show all
of the categories, none of them, or only specific ones.
 If you choose anything other than a specific grade level for the Select Students option, then
“Student details will be included for all categories” will be shown in place of the Show Student
Details options.
Group By
Choose how to group the information on the report: by grade, class,
or teacher.
Sort By
Choose how to sort information on the report: by students’ last
names or by their Scaled Scores (in descending order).
Print Report
Options
Use this option to print a list of the options you’ve chosen on the report. If you decide to run the report
again at a later date, you can refer to this list of options to make sure you’re using the same ones.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the report.
2. When you have finished choosing options, select View Report.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.

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The links above the report will differ based on how you began printing it:

If you began from the STAR Early Literacy Enterprise Reports page:
Select a Different Report will take you back to the STAR Early Literacy
Enterprise Reports page; Customize this Report will take you back to
the Report Options page.

If you began from the Screening, Progress Monitoring & Intervention
page or a Screening preview: Customize this Report will take you back
to the Report Options page; Return to Screening, Progress Monitoring
& Intervention will take you back to the Screening, Progress Monitoring
& Intervention page.
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Reports
State Standards Report - Class
State Standards Report - Class
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report shows estimates of students’ mastery of their state’s grade-level
standards or the Common Core State Standards. The report is designed to group
small groups of students, such as a class, by their estimated mastery of each state
standard, so that the teacher can group students for instruction.
This report can only be viewed/generated during the current school year.
There are two ways to reach the Report Options page (use whichever method you
prefer, then go to step 1 on page 155):
Method 1: From the STAR Early Literacy Enterprise
Reports Page
Method 2: From the STAR Early Literacy Enterprise Home
Page
a. Select STAR Early Literacy on the Home page, then select
Reports.
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
b. Select your school from the School drop-down list, if
necessary.
b. Select your school from the School drop-down list, if
necessary.
c. On the Select Report page, select State Standards - Class.
c. In the Enterprise Reports section of the page, below “State
Standards”, select Class A .
A
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1. Select the options you want to customize for this report on the Report Options
page.
A
B
C
D
E
F
G
H
I
J
K
Option
Description
Select Students A
To choose specific students, classes, or groups, select Students, Classes, or Groups. See
page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group B
See page 112.
Reporting Period C
The State Standards - Class report shows data from test scores spanning a 30-day period.
Enter the date you want to use as the end of this 30-day span. For example, if you choose
April 15 as the date, the report will show data from all STAR Early Literacy Enterprise tests
taken between March 17–April 15.
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Option
Description
Select Standards
to Show D
Choose which standards will be shown on the report: the assessment standards for your own
state, or the Common Core State Standards, which is a diverse group of standards that have
been adopted by multiple states. (The name of the state standards will vary depending on
your state.)
 If your state has no assessment standards, the Common Core State Standards will be
used.
Show Projected
Growth E
Projected growth is an estimate of how much improvement a student or group of students
should experience between the current date and a future date based on STAR Early Literacy
Enterprise test results to date.
 The end of the school year is the default date, but a different date can be selected; you can
also choose not to include this data in the report.
 If you enter a custom date for Show Projected Growth that is earlier than the date picked
for the Reporting Period C , then growth cannot be calculated for some or all of the
students.
Use Trend Score F
Choose whether to use the trend score (see page 102) or the student’s actual Scaled Score
from the most recent test to determine the student’s suggested skills.
Group By G
Choose how to group the information on the report: by grade,
teacher, or class.
Sort By H
Choose how to sort information on the report: by students’ rank
or name (alphabetical order).
Page Break I
Use this option to put the different standards (chosen in the Select Standards to Show option
D ) on separate pages.
Print Report Options J
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the
report.
2. When you have finished choosing options, select View Report K.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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State Standards Report - District
State Standards Report - District
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report shows estimates of students’ mastery of their state’s grade-level
standards or the Common Core State Standards. The report is designed to show
high-level information on large groups of students at in a district or school, and
give the user a number of options for breaking the data down.
This report can only be viewed/generated during the current school year.
There are two ways to reach the Report Options page (use whichever method you
prefer, then go to step 1 on page 158):
Method 1: From the STAR Early Literacy Enterprise Reports
Page
Method 2: From the STAR Early Literacy Enterprise Home
Page
a. Select STAR Early Literacy on the Home page, then select
Reports.
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
b. Select your school from the School drop-down list, if
necessary.
b. Select your school from the School drop-down list, if
necessary.
c. On the Select Report page, select State Standards District.
c. In the Enterprise Reports section of the page, below “State
Standards”, select District A .
A
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1. Use the Report Options page to select the options you want to use to
customize this report.
A
B
C
D
E
F
G
H
I
J
K
L
Option
Description
Schools A
If you have access to more than one school (such as a district administrator or district staff
member), you can choose one school to run the report for, or all schools for an entire district.
 Depending on the size of the district, it may take a while to generate this report. You will
see a reminder about this if you choose All Schools for the Schools option.
Grades B
To print the report a single grade, choose that grade. To print the report for all grades in the
school, choose All Grades.
Reporting Parameter
Group C
See page 112.
Reporting Period D
The State Standards - District report shows data from test scores spanning a 30-day period.
Enter the date you want to use as the end of this 30-day span.
For example, if you choose April 15 as the date, the report will show data from all STAR Early
Literacy Enterprise tests taken between March 17–April 15.
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Option
Description
Select Standards
to Show E
Choose which standards will be shown on the report: the assessment standards for your own
state, or the Common Core State Standards, which is a diverse group of standards that have been
adopted by multiple states. (The name of the state standards will vary depending on your state.)
 If your state has no assessment standards, the Common Core State Standards will be
used.
Show Projected
Growth F
Projected growth is an estimate of how much improvement a student or group of students
should experience between the current date and a future date based on STAR Early Literacy
Enterprise test results to date.
 The end of the school year is the default date.
 You can select a different date.
 You can also choose not to include this data in the report.
 If you enter a custom date for Show Projected Growth that is earlier than the date picked for
the Reporting Period D , then growth cannot be calculated for some or all of the students.
Group By G
Choose how to group the information on the report: by district
or school.
 Teachers, school administrators, and school staff will not see
the Group By option for this report. For these personnel, the
information is automatically grouped by school.
 If All Schools and All Grades are chosen for the Schools A
and Grades B options, the Group By option will be restricted
to District (Do Not Group).
List By H
This is a secondary “grouping” option. Once a Group By option G
has been chosen (District or School), this option determines how
grouped items are listed (by Teacher, Class, Group, or None).
 For teachers, the List By options are limited to Class or Group.
 If All Schools and All Grades are chosen for the Schools A
and Grades B options, the List By option will be restricted to
None.
Sort By I
Choose how to sort information on the report: by students’ rank
or name (alphabetical order).
Page Break J
Use this option to put the different standards (chosen in the Select Standards to Show option
E ) on separate pages.
Print Report Options K
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones.
If the report uses any
combination of Group By,
Sort By, and/or List By
options, they are applied
in the following order:
Group By, List By, Sort By.
2. When you have finished choosing options, select View Report L.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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State Standards Report - Student
State Standards Report - Student
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report shows estimates of students’ mastery of their state’s grade-level
standards or the Common Core State Standards. The report aligns state standards
to the STAR Early Literacy Enterprise Scaled Score (SS), so that the user can
compare where a student’s test is on the scale in relation to the standard.
This report can only be viewed/generated during the current school year.
There are two ways to reach the Report Options page (use whichever method you
prefer, then go to step 1 on page 155):
Method 1: From the STAR Early Literacy Enterprise
Reports Page
Method 2: From the STAR Early Literacy Enterprise Home
Page
a. Select STAR Early Literacy on the Home page, then select
Reports.
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
b. Select your school from the School drop-down list, if
necessary.
b. Select your school from the School drop-down list, if
necessary.
c. On the Select Report page, select State Standards
Report - Student.
c. In the Enterprise Reports section of the page, below “State
Standards”, select Student A .
A
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1. Select the options you want to customize for this report on the Report Options
page.
A
B
C
D
E
F
G
H
I
Option
Select Students A
Description
To choose all the students in a specific class, use the drop-down list.
To choose specific students, classes, or groups, select Students, Classes, or Groups. See
page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Period B
This report shows data from test scores spanning a 30-day period. Enter the date you want to
use as the end of this 30-day span.
For example, if you choose April 15 as the date, the report will show data from all STAR Early
Literacy Enterprise tests taken between March 17–April 15.
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Option
Description
Select Standards to
Show C
Choose which standards will be shown on the report: the assessment standards for your own
state, or the Common Core State Standards, which is a diverse group of standards that have
been adopted by multiple states. (The name of the state standards will vary depending on
your state.)
 If your state has no assessment standards, the Common Core State Standards will be
used.
Show Projected
Growth D
Projected growth is an estimate of how much improvement a student or group of students
should experience between the current date and a future date based on STAR Early Literacy
Enterprise test results to date.
 The end of the school year is the default date.
 You can select a different date.
 You can also choose not to include this data in the report.
 If you enter a custom date for Show Projected Growth that is earlier than the date picked
for the Reporting Period B , then growth cannot be calculated for some or all of the
students.
Use Trend Score E
Choose whether to use the trend score (see page 102) or the student’s actual Scaled Score
from the most recent test to determine the student’s suggested skills.
Show Standards Detail
There are three mastery standards that normally appear in tables on this report (Above,
Within, and Below Estimated Mastery Range).
F
Since you may not need or want to see data for all three standards, this option allows you to
remove some of the tables from the report.
Group By G
Choose how to group the information on the report: by grade, teacher, or class.
Show Student ID H
Choose whether or not to include student IDs on this report.
2. When you have finished choosing options, select View Report I.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Student Progress Monitoring Report
Student Progress Monitoring Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report is used to identify students who are having difficulty reaching
benchmarks. Once those students have been identified, you can begin to organize
your intervention plan. (The Student Progress Monitoring Report shows this data
for a single student. The Screening Report (see page 152) shows this same data for
multiple students.)
Students who are not reaching a specific benchmark can be further divided into
groups to help you focus your resources on the students who need the most help.
Notes about the Student Progress Monitoring Report:

There are a number of setup procedures you may want to perform before printing
a Student Progress Monitoring Report (creating groups, editing benchmarks, and
so on). See “Screening, Progress Monitoring & Intervention” on page 64.
The procedure for printing a Student Progress Monitoring Report starts on the
Report Options page. There are three ways to reach that page; use whichever
method you prefer, then go to step 1 on page 164:
Method 1: From the STAR Early Literacy Enterprise
Reports Page
Method 2: From the Screening, Progress Monitoring & Intervention
Page
a. Select STAR Early Literacy on the Home page, then
select Reports.
a. Select STAR Early Literacy on the Home page, then select
Screening, Progress Monitoring & Intervention.
b. Select your school from the School drop-down list, if
necessary.
b. Select your school from the School drop-down list, if necessary.
c. On the Select Report page, select Student Progress
Monitoring.
c. On the left side of the screen, in the gray sidebar, under “Reports,”
select Progress Monitoring.
Method 3: From a Student Search
a. Select STAR Early Literacy on the Home page, then
select Screening, Progress Monitoring & Intervention.
b. Select your school from the School drop-down list, if
necessary A .
B
c. Select the Progress Monitoring & Goals tab B .
A
C
d. In the Search for Student area of the screen C , you can
enter all or part of a student’s name in the appropriate
fields to use as search criteria, or you can enter the
student’s ID number. You may also use the Grade or
Class drop-down lists to narrow your search to students
in a particular grade or class. Note: For teachers who
have had the “Manage STAR Early Literacy Screening,
Progress Monitoring & Intervention” capability removed,
choosing All Classes from the Class drop-down list will
only include students from their own classes.
D
E
e. Select Search D .
f. A list of students matching your search criteria will be presented E . Students who fit your search criteria but have not taken a test
yet will have a dash shown in place of a PR score. Select the name of a student.
g. On the Student Detail page, select Generate Progress Report. (If you can’t select the Generate Progress Report button, it is
because the student has taken only one test, so progress across tests cannot be shown.)
This report can only be viewed/generated during the current school year.
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Student Progress Monitoring Report
1. Select the options you want to customize for this report on the Report Options
page. Note: To get the most out of the Student Progress Monitoring Report, it
is best to have intervention goals set for the students (see page 81, or select
Set Goals for Progress Monitoring above the Customization Options table).
When you customize this report, you can choose these options:
Option
Select Students
Description
To choose all the students in a specific class, use the drop-down list.
To choose specific students, classes, or groups, select Students, Classes, or Groups. See
page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
 Teachers who have the “Manage STAR Early Literacy Screening, Progress Monitoring &
Intervention” capability removed can only run this report for their own students.
Reporting Parameter Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time
period, choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
Show Student ID
Choose whether or not to include student IDs on this report.
2. When you have finished choosing options, select View Report.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Summary Report
Summary Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report summarizes students’ test results over time. It includes each student’s
name, age, last test date, Grade Placement (GP), Scaled Score (SS), Estimated Oral
Reading Fluency (Est. ORF), Sub-domain Scores, and Literacy Classification. The
report also shows the Sub-domain Score distribution. See “Definitions of Scores
and Other Terms” on page 169.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Summary.
4. Select the options you want to customize for this report on the Report Options
page.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students, Classes,
or Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the appropriate
blank fields. (You can also select the calendar buttons to choose the dates instead.)
Summary Only
Choose whether to include all details or only the summary. If you choose only the summary, you will
see the Sub-domain Score Distribution table and the number of students in each Scaled Score range
and Literacy Classification, but not the detailed information for each individual student.
Note: If Yes is chosen for this option, the Sort By option will not be available.
Group By
Choose how to group the information on the report: by class,
grade, teacher, or not grouped.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the report.
Sort By
Choose how to sort information on the report: by students’ last
name, test dates, or rank.
Print Report Options
Use this option to print a list of the options you’ve chosen on the report. If you decide to run the
report again at a later date, you can refer to this list of options to make sure you’re using the
same ones.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Test Activity Report
Test Activity Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report identifies students who have completed tests during a specific time
period. The report includes each student’s name, grade, class, teacher, the
number of tests completed, the number of tests not completed, and the date of
the last test.
It also indicates which students have not tested, which students are enrolled in
more than one STAR Early Literacy Enterprise class, and if historical data is
included on the report.
This report lists both completed and not completed (interrupted and stopped)
tests. For more information, see “Stopping a Test” on page 53. However, the count
for completed and not completed tests will change if a student resumes an
interrupted test [within eight (8) days of the interruption] and completes it.
Example: On Monday morning, a student begins a STAR Early Literacy
Enterprise test, but it is interrupted because the student accidentally closed
the browser window. On Monday afternoon, a teacher generates the Test
Activity Report. Assuming the student has not taken any other STAR Early
Literacy Enterprise tests, the report will show 0 completed tests and 1 not
completed test. Tuesday morning, the student resumes and completes the
interrupted test from Monday. Tuesday afternoon, a teacher generates the
Test Activity Report. Assuming the student has not taken any other STAR Early
Literacy Enterprise tests, the report will show 1 completed test and 0 not
completed tests.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Test Activity.
4. Select the options you want to customize for this report on the Report Options
page.
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When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students,
Classes, or Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the
appropriate blank fields. (You can also select the calendar buttons to choose the dates
instead.)
Group By
Choose how to group the information on the report: by class,
grade, teacher, or not grouped.
Sort By
Choose how to sort information on the report: by students’ last
names or by their most recent test date.
Print Report Options
Use this option to print a list of the options you’ve chosen on the report. If you decide to run
the report again at a later date, you can refer to this list of options to make sure you’re using
the same ones.
This report uses both the
Group By and Sort By
options; if a Group By
option is chosen, it is
applied first on the
report.
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Test Record Report
Test Record Report
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
This report is the easiest way to get a detailed look at a student’s test history,
providing an overview of the student’s growth over time. It is the only report that
includes all previous tests.
For each test, the report includes the test date, age, class, teacher, Grade
Placement (GP), Scaled Score (SS), and Sub-domain Scores. See “Definitions of
Scores and Other Terms” on page 169.
Notes about the Test Record Report:

The report will indicate if historical data is included.

Teachers typically will not see tests from previous classes and school years,
but administrators can grant them the capability to do this (see page 200).
District administrators and school administrators will see all tests for a
student unless this capability has been taken away.
To print the report:
1. Select STAR Early Literacy on the Home page, then select Reports.
2. Select your school from the School drop-down list, if necessary.
3. On the Select Report page, select Test Record.
4. Select the options you want to customize for this report on the Report Options
page (see the next page).
5. When you have finished choosing options, select View Report.
6. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
When you customize this report, you can choose these options:
Option
Description
Select Students
Use the drop-down list to choose all the students in a specific class, or select Students,
Classes, or Groups to choose specific students, classes, or groups. See page 111.
 “Groups” refers to groups of students that have been created specifically for reporting
purposes. See page 87.
Reporting Parameter
Group
See page 112.
Reporting Period
Choose the time period that you want the report to cover. Use the Predefined Date Range
drop-down list to choose a marking period or school year. To specify a different time period,
choose Custom Dates, then type the start and end dates for the time period in the appropriate
blank fields. (You can also select the calendar buttons to choose the dates instead.)
Show Student ID
Choose whether or not to include student IDs on this report.
Page Break
Use this option to have each student’s information begin printing on a new page.
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Definitions of Scores and Other Terms
These scores and other terms appear on STAR Early Literacy Enterprise reports.
For more information about the scores, see the STAR Early Literacy Technical
Manual. To find this manual:

Select STAR Early Literacy on the Home page, then select Resources. Select
Technical Manual.

On any page in the software, in the upper-right corner, select Manuals. Under
STAR Early Literacy, select Technical Manual.
Cut Scores
A cut score is simply a Percentile Rank (PR) score. Grade-by-grade distributions of
STAR Early Literacy Enterprise scores from the Calibration and Validation studies
are used as the basis for the Percentile Rank score reported in STAR Early Literacy
Enterprise.
Cut scores that are chosen as targets for students to meet or surpass are
benchmarks.
For more information, see “Screening, Progress Monitoring & Intervention” on
page 64.
You may also refer to this resource: Benchmarks and Cut Scores. For information
on accessing resources, see page 176.
Domains and Sub-domain Scores
The content of STAR Early Literacy Enterprise is organized into three (3) domains,
and ten (10) sub-domains.
The domains are:

Word Knowledge and Skills

Comprehension Strategies and Constructing Meaning

Numbers and Operations
Sub-domain scores range from 0–100.
Sub-domain scores represent the percentage of items a student would be
expected to answer correctly in each of ten areas:
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Estimated Oral Reading Fluency (Est. ORF)

Alphabetic Principle (AP): Assesses a student’s knowledge of letter names,
alphabetic letter sequences, and the sounds associated with letters.

Concept of Word (CW): Assesses a student’s understanding of print concepts
regarding written word length and word borders and the difference between
words and letters.

Visual Discrimination (VS): Assesses a student’s ability to differentiate both
upper- and lowercase letters, identify words that are different, and match
words that are the same.

Phonemic Awareness (PA): Assesses a student’s understanding of rhyming
words; blending and segmenting word parts and phonemes; isolating and
manipulating initial, final, and medial phonemes; and identifying the sounds
in consonant blends.

Phonics (PH): Assesses a student’s understanding of short, long, and variant
vowels and other vowel sounds; initial and final consonants; consonant
blends and digraphs; consonant and vowel substitution; and identification of
rhyming words and sounds in word families.

Structural Analysis (SA): Assesses a student’s understanding of affixes and
syllable patterns in decoding and identification of compound words.

Vocabulary (VO): Assesses a student’s knowledge of high-frequency words,
regular and irregular sight words; multi-meaning words; words used to
describe categorical relationships; position words; and synonyms and
antonyms.

Sentence-Level Comprehension (SC): Assesses a student’s ability to identify
the meaning of words in contextual sentences.

Paragraph-Level Comprehension (PC): Assesses a student’s ability to
identify the main topic of text and the ability to answer literal and inferential
questions after listening to or reading text.

Early Numeracy (EN): Assesses a student’s ability to identify and name
numbers; understand number-object correspondence; complete sequences;
compose and decompose groups of up to ten; and compare sizes, weights,
and volumes.
Estimated Oral Reading Fluency (Est. ORF)
Estimated Oral Reading Fluency (Est. ORF) is an estimate of a student’s ability to
read words quickly and accurately in order to comprehend text efficiently.
Students with oral reading fluency demonstrate accurate decoding, automatic
word recognition, and appropriate use of the rhythmic aspects of language (e.g.,
intonation, phrasing, pitch, and emphasis). Est. ORF is reported in correct words
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Grade Placement (GP)
per minute, and is based on a known relationship between STAR Early Literacy
Enterprise performance and oral reading fluency.
For instance, the score interpretation for a second-grade student with an Est. ORF
score of 60 would be that the student is expected to read 60 words correctly within
one minute on a passage with a readability level between 2.0 and 2.5.
STAR Early Literacy Enterprise reports estimated oral reading fluency only for
grades 1–3.
For more information, see the STAR Early Literacy Technical Manual.
The following reports include Est. ORF:

Diagnostic—Student Report (also called the Student Diagnostic Report Skill
Set Scores); see page 116

Instructional Planning—Student Report; see page 142

Growth Report; see page 118

Screening Report; see page 152

Summary Report; see page 165
Grade Placement (GP)
Grade placement (GP) is a numeric representation of a student’s grade level,
based on the specific month in which a student takes a STAR Early Literacy
Enterprise test.
STAR Early Literacy Enterprise considers the standard school year to run from
September through June and assigns increment values of 0.0 through 0.9 to these
months.
The software automatically assigns grade placements using a student’s grade
level and the month in which a STAR Early Literacy Enterprise test was taken.
For more information about Grade Placement, refer to Knowledge Base article
1857027 at support.renaissance.com/techkb/techkb/1857027e.asp.
For more information about interpreting test results, see Getting the Most Out of
STAR Enterprise.
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Literacy Classification
Literacy Classification
Emergent Reader (300–674)

Early Emergent Reader (300–487): Student is beginning to understand that
printed text has meaning. He or she is learning that reading involves printed
words and sentences, and that print flows from left to right and from the top
to the bottom of the page. The student is also beginning to identify colors,
shapes, numbers, and letters.

Late Emergent Reader (488–674): Student can identify most of the letters of the
alphabet and can match most of the letters to their sounds. He or she is
beginning to read picture books and familiar words around the home.
Through repeated reading of favorite books with an adult, students at this
stage are building their vocabularies, listening skills, and understanding of
print.
Transitional Reader (675–774)
Student has mastered his or her alphabet skills and letter-sound relationships. He
or she can identify many beginning and ending consonant sounds and long and
short vowel sounds. The student is probably able to blend sounds and word parts
to read simple words. He or she is likely using a variety of strategies to figure out
words, such as pictures, story patterns, and phonics.
Probable Reader (775–900)
Student is becoming proficient at recognizing many words, both in and out of
context. He or she spends less time identifying and sounding out words and more
time understanding what he or she has read. Probable readers start to blend
sounds and word parts to read words and sentences more quickly, smoothly, and
independently than they could previously.
Normal Curve Equivalent (NCE)
NCE scores were used as part of the validation study for STAR Early Literacy.
For more information about the validation study, see the STAR Early Literacy
Technical Manual.
Percentile Rank (PR)
Percentile Rank is a norm-referenced score, and it helps you interpret a student’s
achievement. It tells you the percentage of students who scored lower than a
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Definitions of Scores and Other Terms
Risk Categories
particular student. For example, let’s say a Scaled Score of 520 is equivalent to a
percentile rank of 85. This means the student performed better than 85 percent of
students nationwide in the same grade at the same time of year.
For more information about PR, see page 64.
You may also refer to this resource: Benchmarks and Cut Scores. For information
on accessing resources, see page 176.
For more information about interpreting test results, see Getting the Most Out of
STAR Enterprise.
Risk Categories
If you use the Annual Progress Report (see page 113), you can choose to use “Risk
Category” as a comparison method.
The risk categories (for acquiring reading skills) are:

At Risk

Some Risk

Low Risk
For more information, refer to the Screening Assessment section of the STAR Early
Literacy Enterprise Technical Manual.
Scaled Score (SS)
The Scaled Score (SS) is the most fundamental score produced by STAR Early
Literacy Enterprise tests. It ranges from 300–900 and spans the age range 3–9. It is
calculated based on the difficulty of the questions and the number of correct
responses. Scaled Scores are useful for comparing student performance over time
and across grades. STAR Early Literacy Enterprise uses the Scaled Score to classify
students into one of the three reading development categories (Emergent Reader,
Transitional Reader, or Probable Reader).
The Scaled Score is a raw score based on the difficulty of the questions that were
presented to the student and whether or not the student answered them correctly.
The Scaled Score is a good score for reporting growth.
The following reports include the Scaled Score:
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
Annual Progress Report; see page 113

Diagnostic—Student Report (also called the Student Diagnostic Report Skill
Set Scores); see page 116

Instructional Planning—Class Report; see page 138
173
Definitions of Scores and Other Terms
Skill Set Score

Instructional Planning—Student Report; see page 142

Growth Report; see page 118

Parent Report (English or Spanish); see page 149

Screening Report; see page 152

State Standards—Student Report; see page 160

Student Progress Monitoring Report; see page 163

Summary Report; see page 165

Test Record Report; see page 168
For more information about interpreting test results, see Getting the Most Out of
STAR Enterprise.
Skill Set Score
Skill Set Scores represent a student’s level of understanding of specific skills
assessed within a particular domain (see “Domains and Sub-domain Scores” on
page 169). They represent the percentage of items a student would be expected to
answer correctly within a set of skills. Skill Set Scores range from 0 to 100.
Student Growth Percentile (SGP)
The Student Growth Percentile (SGP), developed by Dr. Damian Betebenner,
provides the latest in growth projections, including Betebenner’s well-known
catch-up, keep-up growth projections to provide longitudinal SGP data.
SGP is calculated for students who have taken at least two tests within different
testing windows. It uses the most recent test and at least one prior test from an
earlier testing window (Fall, Winter, or Spring). The calculation uses the first test in
the Fall, the test closest to January 15 in Winter, and the last test in Spring. Only
tests taken in the last 18 months are used in the calculation.
SGP utilizes the historical growth trajectories of STAR examinees to map out what
the range of potential growth trajectories for each student will lead to, including
what growth is necessary for each student to reach or maintain proficiency. SGP is
updated regularly so that students projections are based upon the most recent
data available.
SGP appears on the Growth Report (see page 118) and the Growth Proficiency
Chart (see page 120). SGP is used to determine Growth Expectations (see page
188).
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Definitions of Scores and Other Terms
Trend Score
Trend Score
A trend line is a straight line intersecting a group of data points on a graph; its
location and slope are determined through statistical analysis. Once a student has
taken at least three STAR Early Literacy Enterprise tests, a trend line can be
calculated using the Scaled Scores as data points. The Scaled Score that falls on
the trend line at a particular time is the trend score. For more information, see
“What Is a Trend Score?” on page 102.
Word Borders
STAR Early Literacy assesses forty-one different skill sets in three key domains and
ten sub-domains of early literacy and numeracy. Word Borders is a skill found
under the sub-domain titled Concept of Word.
For more information, see “Domains and Sub-domain Scores” on page 169.
Zone of Proximal Development (ZPD)
STAR Early Literacy does not enter or calculate the ZPD for a student.
For more information about ZPD, see the STAR Early Literacy Technical Manual.
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Preferences
General Information
STAR Early Literacy Enterprise has these preferences:
Classroom Preferences
These three preferences can be set at the same time.

The Testing Password Preference (page 179) sets a monitor password that can
be required at the start of each STAR Early Literacy Enterprise test.

The Demonstration Video Preference (page 182) determines how many times
students will view the demonstration video at the beginning of a STAR Early
Literacy Enterprise test.

The Hands-On Exercise Preference (page 185) determines how many times
students will complete the hands-on exercise at the beginning of a STAR Early
Literacy Enterprise test.
Copying Preferences
If your classes are similar to those from a previous school year, your school can
copy the classes from that year. If classes are copied from a previous year, the
settings for the Testing Password Preference, Demonstration Video Preference,
and Hands-On Exercise Preference will also be copied.
For more information, see “Getting Ready for a New School Year” on page 22.
Preferences Page
Use the Preferences page to view and/or change the current preference settings.
All procedures described in this chapter start from the Preferences page.
There are two ways to reach the Preferences page:

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From the Home page (see page 177)
176
Preferences
Preferences Page

From the STAR Early Literacy Enterprise Home page (see page 178)
Access the Preferences Page from the Home Page
1. Select STAR Early Literacy on the Home page, then select Preferences A.
A
The Preferences page will display.
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Preferences
Preferences Page
Access the Preferences Page from the STAR Early Literacy Enterprise Home Page
1. Select STAR Early Literacy on the Home page, then select Enterprise Home A.
A
2. If necessary, at the top of the page, use the School drop-down list to select the
desired school B.
3. Under Important Features, STAR Early Literacy Test, select Preferences C.
B
C
C
The Preferences page will display.
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Preferences
Testing Password (Monitor Password) Preference
Testing Password (Monitor Password) Preference
Things to Remember About the Testing Password (Monitor Password) Preference
If your classes are similar to those from a previous school year, your school can
copy the classes from that year. If classes are copied from a previous year, the
settings for the Testing Password Preference, Demonstration Video Preference
and Hands-On Exercise Preference are also copied.
For more information about copying classes, refer to the Renaissance Place
Software Manual.
Make sure all test supervisors know the authorization password. You must use the
correct password during the test.
Even if you choose to start a test without using an monitor password, you must
always use an monitor password to stop or pause a test (see page 53) or to resume
a test (see page 56).
The monitor password is a different password from the password you use to login
to Renaissance Place (see page 15).
By default:
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
The teacher or teaching assistant must enter a monitor password before a
student can start a test.

The default monitor password is ADMIN.

District administrators and school administrators can set this preference for a
school or a specific class within a school.

Teachers can only set this preference for their own classes.

Your school can choose to copy class preference settings from one year to the
next.

Preference settings affect both a computer and an iPad®.

The testing password is also known as the monitor password.
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Preferences
Testing Password (Monitor Password) Preference
Setting the Testing Password (Monitor Password) Preference
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
If your school copied classes from a previous year, the Classroom Preferences
settings (Testing Password, Demonstration Video, and Hands-On Exercise) were
also copied.
For more information about copying classes, refer to the Renaissance Place
Software Manual.
1. Go to the Preferences page (see page 176).
From the Home page: Select STAR Early Literacy on the Home page, then
select Preferences.
or
From the STAR Early Literacy Enterprise Home page: If necessary, at the top
of the page, use the School drop-down list to select the desired school. Under
Important Features, STAR Early Literacy Test, select Preferences.
The current setting for the Testing Password Preference will be shown in the
Current Settings column of the table A.
B
C
A
2. If necessary, use the School B and/or Class C drop-down lists to select the
appropriate school and class.
Only schools and classes that have subscriptions to STAR Early Literacy
Enterprise will be listed.
District Administrators and School Administrators
To see how many classes in a school have passwords required, use the Class
drop-down list C to choose All School Classes. The Current Setting column
will display: all, none, some (along with the number of classes), and if any of
the passwords in place were defined by teachers. For example: Monitor
Password required for 6 of 39 Classes.
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Preferences
Testing Password (Monitor Password) Preference
If All School Classes is chosen from the Class drop-down list C, the current
monitor password will only be displayed in the Current Setting column A if
it is the same for all classes.
To check the testing password preference setting for a specific class, use the
Class drop-down list C to choose the desired class.
Teachers
Teachers can only view or edit the preferences for their own classes.
To view all of the classes assigned to a teacher, use the Class drop-down list
C to select All My Classes.
If All My Classes is chosen from the Class drop-down list, the current
monitor password will only be displayed in the Current Setting column if it
is the same for all classes.
To view a specific class assigned to a teacher, use the Class drop-down list
to select the desired class.
C
D
A
3. Select Edit D.
4. Edit the preference settings:
If the Monitor box is checked E, the monitor password must be entered before
a student can take a STAR Early Literacy Test. By default, the Monitor box is
checked.
To change the default monitor password (ADMIN) to one that you want to use,
select the Monitor Password field F and enter the password you want to use.
Notes:
The monitor password must always be used to stop a test.
A testing password defined by a district administrator or school
administrator will always override one defined by a teacher.
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Preferences
Setting the Demonstration Video Preference
If you are requiring the monitor password, make sure all test monitors know
the password. You cannot substitute another password during the test.
E
F
5. To save your changes, select Save.
To close this page without saving your changes, select Cancel.
Setting the Demonstration Video Preference
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
If your school copied classes from a previous year, the Classroom Preferences
settings (Testing Password, Demonstration Video, and Hands-On Exercise) were
also copied.
For more information about copying classes, refer to the Renaissance Place
Software Manual.
1. Go to the Preferences page (see page 176).
From the Home page: Select STAR Early Literacy on the Home page, then
select Preferences.
or
From the STAR Early Literacy Enterprise Home page: If necessary, at the top
of the page, use the School drop-down list to select the desired school. Under
Important Features, STAR Early Literacy Test, select Preferences.
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Preferences
Setting the Demonstration Video Preference
The current setting for the Testing Password Preference will be shown in the
Current Settings column of the table A.
B
C
A
2. If necessary, use the School B and/or Class C drop-down lists to select the
appropriate school and class.
Only schools and classes that have subscriptions to STAR Early Literacy
Enterprise will be listed.
To edit the Demonstration Video preference, you must select a single class. If
you select All School Classes or All My Classes, the Demonstration Video and
Hands-On Exercise Preferences will be grayed out (not available for editing).
District Administrators and School Administrators
District administrators can view or edit the preferences for any class in their
district.
School administrators can view or edit the preferences for any class in their
school.
Teachers
Teachers can only view or edit the preferences for their own classes.
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Preferences
Setting the Demonstration Video Preference
To view a specific class assigned to a teacher, use the Class drop-down list
to select the desired class.
D
3. Select Edit D.
4. Edit the preference settings:
Your choices are: Have each student see the video only the first time they take
a test (Once), Never, or every time they take a test (Always) E.
The default is Once.
Select the desired option.
E
5. To save your changes, select Save.
To close this page without saving your changes, select Cancel.
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Preferences
Setting the Hands-On Exercise Preference
Setting the Hands-On Exercise Preference
Who Can Do This?
 District Administrator
 District Staff
 School Administrator
 School Staff
 Teachers
Learn more about
capabilities on page 200.
If your school copied classes from a previous year, the Classroom Preferences
settings (Testing Password, Demonstration Video, and Hands-On Exercise) were
also copied.
For more information about copying classes, refer to the Renaissance Place
Software Manual.
1. Go to the Preferences page (see page 176).
From the Home page: Select STAR Early Literacy on the Home page, then
select Preferences.
or
From the STAR Early Literacy Enterprise Home page: If necessary, at the top
of the page, use the School drop-down list to select the desired school. Under
Important Features, STAR Early Literacy Test, select Preferences.
A
B
C
2. If necessary, use the School A and/or Class B drop-down lists to select the
appropriate school and class.
Only schools and classes that have subscriptions to STAR Early Literacy
Enterprise will be listed.
To edit the Hands-On Exercise preference, you must select a single class. If you
select All School Classes or All My Classes, the Demonstration Video and
Hands-On Exercise Preferences will be grayed out (not available for editing) C.
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Preferences
Setting the Hands-On Exercise Preference
District Administrators and School Administrators
District administrators can view or edit the preferences for any class in their
district.
School administrators can view or edit the preferences for any class in their
school.
Teachers
Teachers can only view or edit the preferences for their own classes.
To view a specific class assigned to a teacher, use the Class drop-down list
to select the desired class.
D
3. Select Edit D.
4. Edit the preference settings:
Your choices are: Have each student complete the hands-on exercise every
time they take a test, until they pass, by answering three questions in a row
correctly (Until Passed), Never, or Every time they take a test (Always) E.
The default is Until Passed.
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Preferences
Setting the Hands-On Exercise Preference
Select the desired option.
E
5. To save your changes, select Save.
To close this page without saving your changes, select Cancel.
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Growth Expectations
For more information
about growth
expectations, see the
Growth Expectations Learn
More document
(resources.renlearnrp.com/US
/STAR/GrowthTargetsLearnMo
re.pdf).
Growth expectations are set in STAR Early Literacy Enterprise using Student
Growth Percentile (SGP); it indicates the minimum rate of growth expected for
students to achieve by a specific date. Each of the STAR programs can have its own
growth expectation set, but the same expectation applies to all STAR classes for
that program throughout the district.
If growth expectations are set, they will appear on the Growth Report (see page
118), along with the percentage of students who are meeting expectations and
which students are performing below expectations.
Viewing Growth Expectations
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Note: District administrators should follow the steps for setting growth
expectations to view growth expectations (see page 189).
1. On the Home page, select one of the STAR programs, then select View Growth
Expectations A.
Learn more about capabilities
on page 200.
View Growth Expectations
Regardless of which
STAR program you
begin from, you will
be able to view growth
expectations for any STAR
program.
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A
Growth Expectations
Setting Growth Expectations
2. On the View Growth Expectations page, you will see if each of the STAR
programs has a growth expectation set, and what the value of each growth
expectation is.
If growth expectations have not been set, you will see this message:
Setting Growth Expectations
Who Can Do This?
 District Administrators
1. On the Home page, select one of the STAR programs, then select Set Growth
Expectations A.
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.
A
You can set growth
expectations for the
current school year
and future school years; they
cannot be set when working in
a previous school year.
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Growth Expectations
Generating Growth Expectation Extracts
2. On the Set Growth Expectations page, check the Enable box B for each of the
STAR programs that you want to set a growth expectation for.
B
C
D
E
3. After checking the Enable box for a STAR program, use the Growth
Expectation drop-down list in the row for that program C to choose the
growth expectation you want students using that product to reach. The target
can be from 5 SGP to 70 SGP, in 5-percentile increments.
4. At the end of the row D, select the target end date (the date you want the
growth to be achieved by). You can either type it or use the calendar button.
5. When you are finished setting growth expectations, select Save E.
Generating Growth Expectation Extracts
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about capabilities
on page 200.
A growth expectation extract gives you access to growth expectation data for the
current school year for STAR Early Literacy Enterprise, STAR Math Enterprise, and
STAR Reading Enterprise. Growth expectation extracts are useful communication
tools, providing information that can be used for evaluating educator
effectiveness or during data retreats with staff, as well as aiding with school year
planning (both at the end of the current school year and the start of the next one).
The data is extracted into a .zip file that combines four tab-delimited text (.txt)
files:

an assessment extract,

an enrollment extract,

a Student Growth Percentile (SGP) extract,

and a read me. file
Once you unzip the file, you can open these extracts in a spreadsheet program or a
plain-text editor.
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Growth Expectations
Generating Growth Expectation Extracts
You can create a
growth expectation
extract while working
in a prior year.
Note: Although growth expectations can only be set for students using Enterprise
programs, you may see students in the assessment and enrollment extracts that
use non-Enterprise programs. This is caused by the data filtering process; it is not
an error in the creation of the extract.
To generate a growth expectation extract:
1. On the Home page, select one of the STAR programs, then select Growth
Expectation Extract A.
A
2. On the Growth Expectation Extract page, select the school you want to create
the extract for B. You can choose All Schools, a single school, or select
Multiple Schools to select several schools (select the ones you want, then
select Save Selection.
B
C
D
F
G
E
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Growth Expectations
Generating Growth Expectation Extracts
Each product will
have its own extract
made; for example, if
you check STAR Early Literacy
and STAR Reading, you will get
two sets of files.
3. Select the box next to each STAR program you want to include in the growth
expectation extract B. Only the programs used in your school district are
listed.
4. Select Generate Extract.
5. Below the table of options is a list of growth expectation extracts created in the
last five days E.

In Queue means the extract is still being created.
If your extract has been in the queue for a while, you can select Refresh F
to force the list of extracts to update. (This will also reset the school and
program selections.)

Completed means the extract is ready. There will be a link to the right that
has the date the extract was created and the options chosen. Select the link
to save the extract.

No Data Found means that there was no data that matched the options you
have chosen. Choose different options and select Generate Extract again.

Failed means that there was a technical problem during the creation of the
extract. Make sure you have the same options chosen and select Generate
Extract again. If you experience multiple failures, please contact
Renaissance Learning (see page 14).
6. Select Done G when you are finished.
The growth expectation extract you created will be accessible on this page for the
next five days, after which it will be automatically removed. You will see an alert on
the Home page for any growth expectation extracts that are complete and have
not been automatically removed yet, or extracts that have failed. You can dismiss
these reminders like any other by selecting Dismiss.
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Historical Extract
What Is a Historical Extract?
Who Can Do This?
 District Administrators
 District Staff
 School Administrators
 School Staff
 Teachers
Learn more about
capabilities on page 200.
The historical extract gives you access to test data from previous school years for
STAR Early Literacy, STAR Math, and STAR Reading. The data is extracted into a
tab-delimited text (.txt) file, which you can open in a spreadsheet program or a
plain-text editor. Historical extracts are useful for planning for a new school year
(based on where students ended the previous year), comparing STAR’s prediction
of students’ performance on state tests with their actual test results, and
identifying trends in performance and growth for students or teachers.
Historical extract is different from the View Student’s Historical STAR Early
Literacy Assessments capability (see page 200).
Sample Historical Extract Page
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Historical Extract
How to Create a Historical Extract
How to Create a Historical Extract
The procedure for creating a historical extract starts on the Historical Extract page.
There are two ways to reach that page (use whichever method you prefer, then go
to step 1):
Method 1—From the Renaissance Place Home Page
g. Select STAR Early Literacy on the Home page, then
select Historical Extract.
Method 2—From the STAR Reading Enterprise Home Page
a. Select STAR Early Literacy on the Home page, then select
Enterprise Home.
b. Under Historical Extract (in the “Important Features” section), select
Historical Extract.
1. Choose from the following options:
Option
Description
Select Schools
Use the drop-down list to choose which school’s data to include in the extract.
 School administrators can only create an extract for their own school.
 District administrators and district staff can choose All Schools to create an extract for all
schools in the district, or they can select Multiple Schools to choose multiple schools from
a checklist (check the schools you want to include, then select Save Selection).
Select School Years
Use this drop-down list to choose which year’s data you want to include in the extract.
To include data from more than one school year, select Multiple Years (check the years you
want to include, then select Save Selection).
Product
Check the box next to each program you want a historical extract for. Each product will have
its own extract made. For example, if you check STAR Early Literacy and STAR Reading, you
will get two data files.
Choosing a program will include data from both the Enterprise and non-Enterprise versions
of the program if the selected school(s) use both.
Benchmark
Choose a benchmark to compare students’ test scores against: the school benchmark, the
district benchmark, or the state benchmark (not available in STAR Early Literacy; available in
STAR Math and STAR Reading).
Date for Projected Score
Enter the date that you want to predict the projected Scaled Score to in the historical extract.
The default date is the last day of the school year, but you can change it to another (such as
the day of the state test, or the actual last day of school).
2. After you make your selections, select Generate Extract.
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Historical Extract
How to Create a Historical Extract
3. Below the table of options is a list of historical extracts that have been created
in the last five days.

In Queue means the extract is still being created.
If your extract has been in the queue for a while, you can select Refresh to force the
list of extracts to update.

Completed means the extract is ready. There will be a link to the right that
has the date the extract was created and the options chosen (followed by
the file size of the extract). Select the link to save or open the extract.

No Data Found means that there was no historical data that matched the
options you have chosen. Choose different options and select Generate
Extract again.

Failed means that there was a technical problem during the creation of the
historical extract. Make sure you have the same options chosen and select
Generate Extract again. If you experience multiple failures, please contact
Renaissance Learning (see page 14).
4. When you are finished, select Done.
The extract you created will be accessible on this page for the next five days, after
which it will be automatically removed. You will see an alert on the Home page for
any extracts that are complete and have not been automatically removed yet, or
extracts that have failed. To dismiss the reminders, select Dismiss.
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Parents
Reports for Parents and Guardians
If parents and guardians are given direct access to your school’s Renaissance
Place site, they can print the STAR Early Literacy Enterprise Parent Report
(available in both English and Spanish) themselves.
For more information about this report, see page 149.
For instructions on how parents can print this report, see page 150.
Parent’s Guide to STAR Assessments
The Parent’s Guide to STAR Assessments is a document that helps parents and
guardians understand the STAR tests that their children may be taking.
The guide is a PDF file. It is available in either English or Spanish.
Parent Guides are available through the Renaissance Training Center
(www.renaissance.com/training/). Search for “Parent’s Guide” and select your
desired product and language.
Parent Access to Renaissance Place
Parents and guardians can be given direct access to Renaissance Place.
For STAR Early Literacy Enterprise, direct access to Renaissance Place allows
parents and guardians to print the STAR Early Literacy Enterprise Parent Report
themselves.
To give parents and guardians direct access to Renaissance Place, your school
must:

Add the parents and guardians to the software and assign their children to
them.

Give the parents and guardians the address to the software and the ability to
access the server from their browser.

Send parents and guardians their user names and passwords.
To find out how to add parents and guardians and how parents and guardians can
request access, see the Renaissance Place Software Manual.
When a parent is logged in to Renaissance Place, he or she can select Help in the
upper-right corner of the report window.
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Parents
How Parents and Guardians Log In to Renaissance Place
If the parent has selected either Parent Report or Informe en Español Para los
Padres (under STAR Early Literacy), and then selected Help, he or she will see the
help topic “View Report Page.”
This topic is similar to another STAR Early Literacy Enterprise help topic (“Viewing
Reports”), but it is written specifically for parents instead of administrators, staff,
or teachers.
How Parents and Guardians Log In to Renaissance Place
Use these instructions to log in to Renaissance Place as a parent or guardian and
change your password.
1. In your browser window, go to the web address (URL) that your child’s teacher
gave you for Renaissance Place.
For the most up-to-date requirements for Renaissance Place, visit
www.renaissance.com/customer-center#systemrequirements.
2. On the Login page, select I’m a Parent.
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Parents
How Parents Print Reports from Renaissance Place
3. Enter your user name and password. To change your password, check the
Change Password box.
4. Select Log In. If you’re not changing your password, your Home page opens.
If the Change
Password page opens
and you didn’t choose
to change it when logging in,
one of two things has
happened. Either your system
administrator wants you to
change your password for
security reasons, or you have
not changed it in a year and
the software requires it.
5. If you are changing your password, enter it now, type it again to verify, and
select Save to display your Home page.
How Parents Print Reports from Renaissance Place
Parents can print the STAR Early Literacy Enterprise Parent Report (see page 149)
themselves if your school/district does the following:
To view and print the
Parent Report, the
parents will need a
PDF viewer (such as Adobe
Reader) installed on their
computer. On certain
Macintosh computers, they
can use Preview instead. If they
do not have a PDF viewer
installed, they can select Get
Adobe Reader at the bottom of
their Home page.
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
Add the parents to the Renaissance Place and assign their children.

Give the parents the address to Renaissance Place (URL, see page 20) to the
software and access to the server.

Send parents their user names and passwords.
To find out how to add parents and how parents can request access, see the
Renaissance Place Software Manual.
1. After logging in, the parent selects his or her child from the drop-down list on
the Home page (if necessary).
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Parents
How Parents Print Reports from Renaissance Place
If the selected student is enrolled in more than one school, the parent will also
have to select a school.
2. On the Home page, below STAR Early Literacy Enterprise, the parent selects
Parent Report to print an English Parent Report or Informe en Español Para
los Padres to print a Spanish Parent Report.
3. STAR Early Literacy Enterprise will generate the report. When it’s ready, the
report will open in Adobe Reader or your default PDF reader.
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Capabilities
Things to Remember About Capabilities
Capabilities give you the right to perform specific tasks in the software.
Capabilities are
sometimes known as
rights, access, and/or
privileges.
By default, your capabilities are determined by your user group. The position you
hold determines what user group you are in; you can be in more than one user
group. See “User Groups” below.
There are two types of capabilities:

Capabilities in Renaissance Place

Capabilities in an application (STAR Early Literacy Enterprise)
By default, only district administrators or school administrators can change your
capabilities.
For more information about capabilities, see the Renaissance Place Software
Manual.
User Groups in the Software
The Renaissance Place software contains these seven user groups:

District Administrators

School Administrators

District Staff

School Staff

Parents

Students

Teachers
Each person added to the Renaissance Place database is assigned to a user group
and a specific position within that group. The positions included in each user
group are listed below. Some positions appear in more than one category and
have capabilities for each category they appear in.
District Administrators

Assistant Superintendent

District Superintendent
District Staff
STAR Early Literacy™
Software Manual

Academic Testing Coordinator

Other District Staff

Admissions Director

Personnel Director

Curriculum Director

Reading Specialist

Custodian—District

Secretary—District
200
Capabilities
User Groups in the Software

Director of Education

Special Education Director

Food Service Director

Technology/Computer Director

Gifted/Talented Director

Title I Director

Library/Media Director

Vocational Education Coordinator

Principal
School Administrators

Assistant Principal

Librarian/Reading Coordinator
School Staff
STAR Early Literacy™
Software Manual

At Risk Coordinator

Physical Therapist

Athletic Director

Physician

Athletic Trainer

Reading Specialist

Audiologist

School Nurse

Custodian—School

School Psychologist

Educational Diagnostician

Secretary—School

ESL Coordinator

Social Worker

Food Service Worker

Speech Therapist

Guidance Counselor

Teacher’s Aide

Interpreter

Teacher Appraiser

Librarian/Media Specialist

Teacher Facilitator

Occupational Therapist

Teacher Supervisor

Other School Staff

Technology/Computer Coordinator
201
Capabilities
STAR Early Literacy Enterprise Capabilities
STAR Early Literacy Enterprise Capabilities
District
Capability
Determines Who Can…
School
Admin.
Staff
Admin.
Staff
Teacher
View Student’s
Historical STAR
Early Literacy
Assessments
Include tests from past school years on STAR
Early Literacy Enterprise reports.

+

+
+
View STAR Early
Literacy
Preferences
View the current settings for the Testing
Password Preference, Demonstration Video
Preference, and the Hands-On Exercise
Preference.





Manage STAR
Early Literacy
Preferences
Change the settings for the Testing Password
Preference, Demonstration Video Preference,
and the Hands-On Exercise Preference.

+

+

Manage STAR
Early Literacy
Screening,
Progress
Monitoring &
Intervention
View screening and progress monitoring scores,
and set Response to Intervention (RTI) goals for
all STAR Early Literacy Enterprise students in the
school, and create groups for ALL students in the
school including groups used in the Record
Book.





 = available + = can be added – = unavailable
STAR Early Literacy™
Software Manual
202
Index
A
On Watch, 64
school, 68
Urgent Intervention, 64
Benchmarks, 64, 169
default, 76
default, setting, 77
district, 64, 67
district, benchmark structures, 72
district, cut scores, 72, 74
district, editing, 72
district, viewing, 66
school, 64, 66
school, benchmark structures, 68
school, cut scores, 68, 70
school, viewing, 66
structures, 64
Books, match early readers with, 63
Browser requirements, 19, 23, 197
Add a student to a class, 34
Add administrators (in Renaissance Place), 22
Add classes (in Renaissance Place), 23
Add personnel (in Renaissance Place), 22
Add staff (in Renaissance Place), 22
Add students (in Renaissance Place), 22
Add students (to groups), 87
Add teachers (in Renaissance Place), 22
Adding screening dates, 80
Adding students to groups, 89
Administrative rights to a computer, 19
Administrator
add (in Renaissance Place), 22
delete (in Renaissance Place), 22
edit administrator information (in Renaissance Place),
22
locked out, 35
user name and password, 34
Adobe Reader, 5
Alerts, 10
Alphabetic Principle. See AP
Annual Progress Report, 113
Annual subscriptions, 32
Answering questions
using a keyboard or mouse, 43
AP (Alphabetic Principle), 170
Apps for iPad® (STAR), 38
Assign teachers to classes (in Renaissance Place), 23
Assistance. See Help
At Risk (Risk Category), 173
At/Above Benchmark, 64
Automatic calculations, 71, 74
Automatic logout, 18
C
Capabilities, 19, 200
changing your user type or school, 18
screening, progress monitoring & intervention, 81
Changing passwords
parents, 34
teachers, staff, administrators, 15
Changing user names
parents, 34
teachers, staff members, administrators, 34
Chat, live support, 13
Checking for a PDF Viewer (such as Adobe Reader), 107
Checking for software
after logging in, 19
Downloads page, 19, 22
Classes
add (in Renaissance Place), 23
assign teachers to (in Renaissance Place), 23
enroll students (in Renaissance Place), 23
Closing the software (teachers, staff, administrators), 18
Computer
administrative rights, 19
rights to install software, 19
Concept of Word. See CW
B
Benchmark structures, 64
At/Above Benchmark, 64
district, 72
Intervention, 64
Minimum Proficiency Level, 66, 67, 69
names, 69, 71, 73, 75
number of, 64, 66, 67, 69, 71, 73, 74
STAR Early Literacy™
Software Manual
203
Index
Editing district benchmarks, 72
Editing groups, 92
Editing intervention goals for progress monitoring, 81
Editing personnel information (in Renaissance Place), 22
Editing preferences, 182, 185
Editing screening dates, 80
Editing staff information (in Renaissance Place), 22
Editing student information or characteristics (in
Renaissance Place), 22
Editing teacher information (in Renaissance Place), 22
EN (Early Numeracy), 170
Enroll students (in Renaissance Place), 23
Est. ORF (Estimated Oral Reading Fluency), 170
Estimated Oral Reading Fluency. See Est. ORF
Exercise, Hands-On, 185
Exiting the program (teachers, staff, administrators), 18
Extended time limits, 36
can’t extend time limits in STAR Early Literacy, 36
Contact information
email address, 14
telephone numbers, 14
Core Progress, 94
Creating a group, 88
Cut scores, 64, 169
automatic calculations, 71, 74
district, 72, 74
CW (Concept of Word), 170
D
Default benchmarks, 76
Default benchmarks, setting, 77
Definitions of scores, 169
Delete a student from a class, 34
Delete administrators (in Renaissance Place), 22
Delete personnel (in Renaissance Place), 22
Delete staff (in Renaissance Place), 22
Delete teachers (in Renaissance Place), 22
Deleting groups, 93
Demonstration video, 42, 182
Demonstration Video Preference, editing, 182
Did You Know? information, 11
District administrators
capabilities in Renaissance Place, 200
passwords, 34
user names, 34
District benchmarks, 64, 67
benchmark structures, 72
cut scores, 72, 74
editing, 72
viewing, 66
District staff
capabilities in Renaissance Place, 200
passwords, 34
user names, 34
Documents
Getting Results Guides, 13
Parent’s Guide to STAR Assessments, 196
Resources, 13
Domains and Sub-Domains, 169
Downloading the STAR Apps on iPad®, 26
F
Find password
teacher, staff, administrator, parent, 34
Find student user name, 30
Find user name
student, 30
teachers, staff, administrators, parents, 34
Forgotten password
teacher, staff, administrator, parent, 34
Frequently Asked Questions (FAQ), 33, 34
time limits, 36
G
Getting Results Guides, 13
Goals, 80
Moderate, 85
Moderately Ambitious, 85
GP (Grade Placement), 171
Grade Placement (GP), 171
Groups, 87
adding or removing students, 89
creating, 88
deleting, 93
editing, 92
managing, 87
Growth expectation
viewing, 188
Growth expectations
setting, 188
E
Early Emergent Reader, 172
Early Numeracy. See EN
Early readers, match books with, 63
Edit administrator information (in Renaissance Place), 22
STAR Early Literacy™
Software Manual
204
Index
L
Growth Proficiency Chart, 120
Growth Report, 145
Guide (Parent’s Guide to STAR Assessments), 196
Late Emergent Reader, 172
Learning Progressions, 7
Listening to questions again, 43
Literacy Classifications
Early Emergent Reader, 172
Late Emergent Reader, 172
Probable Reader, 172
Transitional Reader, 172
Locked account
student, 31
teacher, staff member, administrator, parent, 35
Locked out
student, 31
teacher, staff member, administrator, parent, 35
Logging in
parents, 197
students on an iPad®, 29
students to a computer, 29
teachers, staff, administrators, 15
Logging out
automatic, 18
teachers, staff, administrators, 18
Longitudinal Report, 145
Cross Sectional, 148
Growth, 146
Lost password
teacher, staff, administrator, parent, 34
Lost user name
student, 30
teacher, staff, administrator, parent, 34
Lost user name (student), 30
Low Risk (Risk Category), 173
H
Hands-On Exercise Preference, editing, 185
Hardware requirements, 19, 23, 197
Help
email address, 14
Knowledge Base, 14
Live Chat Support, 13
online training, 13
STAR Apps on iPad®, 13
telephone numbers, 14
Troubleshooting and FAQs, 31
Historical Extract, 193
Home page
Renaissance Place, 6
STAR Early Literacy Enterprise, 7
Hosted Site URL, 20
How to pause a test
computer, 53
iPad®, 54
How to stop a test
computer, 53
iPad®, 54
I
Installing software, 19
Instructional groups (Record Book), 97
Instructional Planning Report - Student, 142
Instructional resources, 103
Intended grades, 1
Intervention, 64
Intervention goals, setting up or editing, 80, 81
IP address of your server, 20
iPad®, 38, 46
pre-testing setup, 26
requirements, 38
sharing settings, 27
using with STAR Early Literacy, 26
M
Managing groups, 87
Manuals
Getting Results Guides, 13
Parent’s Guide to STAR Assessments, 196
Renaissance Place Software Manual, 12
Resources, 13
resources, 176
Software Manual, 12
Technical Manual, 12
Median growth of students assigned to a teacher, 124
Median growth of students at a school (median SGP), 123
Median SGP, 126
for a school, 129
Minimum Proficiency Level, 66, 67, 69
K
Keyboard, using to answer questions, 43
Knowledge Base, 14
STAR Early Literacy™
Software Manual
205
Index
PC (Paragraph-Level Comprehension), 170
PDF viewer (such as Adobe Reader), 107
Percentile Rank. See PR
Permission to install software, 19
Personnel
add (in Renaissance Place), 22
delete (in Renaissance Place), 22
edit personnel information (in Renaissance Place), 22
user names and passwords, 34
PH (Phonics), 170
Phonemic Awareness. See PA
Phonics. See PH
Positions, multiple, 18
PR (Percentile Rank), 64, 169, 172
Practice questions, 50
Preferences
Demonstration Video, 182
editing, 182, 185
Hands-On Exercise, 185
Testing Password (Monitor Password), 179
Pretest Instructions, 12
Preventing students from testing at home, 34
Probable Reader, 172
Proficiency level
percentage of students assigned to a teacher who are
achieving the minimum proficiency level, 124
percentage of students at a school who are achieving
the minimum proficiency level, 123
Program description, 1
Program features, new, 11
Progress monitoring, 80
Mobile device. See iPad®
Moderate goal, 85
Moderately Ambitious goal, 85
Monitor Password (Testing Password Preference), 179
Mouse, using to answer questions, 43
Moving around in the software, 17
Multiple positions (roles), 18
N
Name, user
students, 30
teacher, staff, administrator, parent, 34
Name, user (student)
search in Renaissance Place, 30
Navigating the software, 17
New school year tasks, 22
Normal Curve Equivalent (NCE) scores, 172
O
On Watch, 64
On-Demand Sessions, 13
Operating system requirements, 19, 23, 197
P
PA (Phonemic Awareness), 170
Paragraph-Level Comprehension. See PC
Parent Report, 149
Parent Report, how parents print, 150, 198
Parent Report, how teachers print, 149
Parent’s Guide to STAR Assessments, 196
Parents
locked out, 35
logging in, 197
Parent’s Guide to STAR Assessments, 196
passwords, 34
printing the Parent Report, 150, 198
reports they can view, 196
user names, 34
Passwords
changing (parents), 34
changing (teachers, staff, administrators), 15
student, search in Renaissance Place, 30
teacher, staff, administrator, parent, 34
Testing Password (Monitor Password) Preference, 179
Pausing a test
computer, 53
iPad®, 54
STAR Early Literacy™
Software Manual
Q
Questions, hearing again, 43
R
RDI (Renaissance Data Integrator) service, 24
Readers, early (match books with), 63
Reading Learning Progressions, 7
Reading questions to students, 37
Record Book, 94
instructional groups, 97
instructional groups (editing), 98
Student Details, 99
Suggested Skills, 100
Trend Score, 102
use and navigation, 96
viewing, 94, 97, 100
206
Index
Roles, 18
Roles, switching, 18
RPID (Renaissance Place ID), 20
Removing screening dates, 80
Removing students from groups, 89
Renaissance Data Integrator (RDI) service, 24
Renaissance Place, 4
Renaissance Place Home page, 6
Renaissance Place ID (RPID), 20
Renaissance Place Software Manual, 12
Renaissance Place, connecting with STAR Apps on iPad®, 26
Renaissance Place, help, 12
Repeating questions, 43
Reporting parameter groups, 112
Reports, 105
Annual Progress, 113
Growth, 145
Growth Proficiency Chart, 120
Instructional Planning - Student, 142
list (alphabetical), 106
Longitudinal, 145
Longitudinal - Cross Sectional, 148
Longitudinal - Growth, 146
Parent, 149
Parent, how parents print, 150, 198
Parent, how teachers print, 149
parents, reports for parents, 196
printing, 105
Screening, 151, 152
selecting specific students, classes, or groups, 111
State Standards - Class, 154
State Standards - District, 157
State Standards - Student, 160
Student Detail, 163
Student Progress Monitoring, 163
Summary, 165
Test Activity, 166
Test Record, 168
viewing, 105
which to use, 107
Requirements
browser, 19, 23, 197
Downloads page, 22
Downloads page, 19
hardware, 19, 23, 197
iPad®, 38
operating system, 19, 23, 197
software, 19, 23, 197
Resources, 13, 176
Resuming an unfinished test
computer, 56
iPad®, 57
Rights to install software, 19
Risk Categories, 173
STAR Early Literacy™
Software Manual
S
SA (Structural Analysis), 170
Sample test, 34
SC (Sentence-Level Comprehension), 170
Scaled Score. See SS
School administrators
capabilities in Renaissance Place, 200
passwords, 34
user names, 34
School benchmarks
benchmark structures, 68
cut scores, 68, 70
viewing, 66
School staff
capabilities in Renaissance Place, 200
passwords, 34
user names, 34
School year, new
Renaissance Place tasks, 22
setup overview, 22
STAR Early Literacy Enterprise tasks, 24
Technology/Computer Coordinator tasks, 23
School year, working in different, 17
School, changing the one you are working in, 18
Scores
definitions, 169
Est. ORF (Estimated Oral Reading Fluency), 170
SGP (Student Growth Percentile), 174
SS (Scaled Score), 173
Sub-Domain. See Domains and Sub-Domain scores
Screening dates, 78
adding, 80
editing, 80
removing, 80
restrictions, 80
Screening Report, 151, 152
Search for student user name, 30
Select Specific Classes, 111
Select Specific Groups, 111
Select Specific Students, 111
Sentence-Level Comprehension. See SC
Server name or IP address (URL), 20
Setting default benchmarks, 77
Setting growth expectations, 188
Setting up intervention goals for progress monitoring, 80, 81
207
Index
Student user name
search in Renaissance Place, 30
Student user name (Find User Name during log in), 30
Students
add (in Renaissance Place), 22
add to a class, 34
add to groups, 87
delete from a class, 34
edit student information or characteristics (in
Renaissance Place), 22
locked out, 31
logging in on a computer, 29
logging in on an iPad®, 29
transfer (in Renaissance Place), 22
Sub-Domain scores, 169
AP (Alphabetic Principle), 170
CW (Concept of Word), 170
EN (Early Numeracy), 170
PA (Phonemic Awareness), 170
PC (Paragraph-Level Comprehension), 170
PH (Phonics), 170
SA (Structural Analysis), 170
SC (Sentence-Level Comprehension), 170
VO (Vocabulary), 170
VS (Visual Discrimination), 170
Subscriptions, 32
Suggested Skills (Record Book), 100
Summary Report, 165
Summer school, 25
Support, ways to get help, 11
Support. See Help
Supporting software, 5, 19
check after logging in, 19
STAR Apps on iPad®, 26
Switching positions (roles), 18
Switching roles in the software, 18
Setup checklist for installing software, 16
Setup, new school year
overview, 22
Renaissance Place tasks, 22
STAR Early Literacy Enterprise tasks, 24
Technology/Computer Coordinator tasks, 23
SGP (Student Growth Percentile), 174
median, 126
median (for a school), 129
median growth value for all students assigned to a
teacher, 124
median growth value for all students at a school, 123
setting growth expectations, 188
Sharing settings (iPad®), 27
SIS (Student Information System), 24
Software installation, 107
Software manuals, 12
Getting Results Guides, 13
Renaissance Place Software Manual, 12
Resources, 13
Technical Manual, 12
Software requirements, 19, 22, 23, 197
checking for a PDF Viewer (such as Adobe Reader), 107
Some Risk (Risk Category), 173
SS (Scaled Score), 173
Staff
add (in Renaissance Place), 22
delete (in Renaissance Place), 22
edit staff information (in Renaissance Place), 22
locked out, 35
user names and passwords, 34
STAR 360, 4, 40
STAR Apps on iPad®, 38
connecting to Renaissance Place, 26
downloading, 26
State Standards Report - Class, 154
State Standards Report - District, 157
State Standards Report - Student, 160
Stopping a test
computer, 53
iPad®, 54
Structural Analysis. See SA
Student cannot pass practice, 37
Student cannot test. See Troubleshooting
Student capacity limit, 32
Student Detail Report, 163
Student Details (Record Book), 99
Student Growth Percentile. See SGP
Student information system (SIS), 24
Student Progress Monitoring Report, 163
STAR Early Literacy™
Software Manual
T
Taking the test
computer, 40
iPad®, 46
Teachers
add (in Renaissance Place), 22
capabilities in Renaissance Place, 200
delete (in Renaissance Place), 22
edit teacher information (in Renaissance Place), 22
locked out, 35
passwords, 34
printing the Parent Report, 149
user names, 34
208
Index
Viewing growth expectations, 188
Viewing school benchmarks, 66
Visual Discrimination. See VS
VO (Vocabulary), 170
Vocabulary. See VO
VS (Visual Discrimination), 170
Technology/Computer Coordinator
new school year tasks, 23
Test Activity Report, 166
Test Record Report, 168
Test, sample test, 34
Testing Password Preference (Monitor Password), 179
Testing procedure
computer, 40
demonstration video, 42
description, 1
iPad®, 46
practice questions, 50
Time limits, 36, 43
extended (can’t extend time limits in STAR Early
Literacy), 36
practice questions, 50
Tips for Getting Started, 12
Training
Getting Results Guides, 13
on-demand sessions, 13
online, 13
webinars, 13
Transfer students (in Renaissance Place), 22
Transitional Reader, 172
Trend Score
calculation restrictions, 102, 103
defined, 102
Troubleshooting, 31
Downloads page, 22
Internet Explorer 7+ “hangs”, 32
other browser-related problems, 33
Software Requirements, 19
student is locked out of Renaissance Place, 31
See also Help
W
Webinars, 13
Word borders, 175
Working in a different school year, 17
Y
Year
change the school year you are working in, 17
new school year, 22
See also Setup, new school year
Z
ZPD (not calculated in STAR Early Literacy), 175
U
Updates (Did You Know? information), 11
Urgent Intervention, 64
URL of your server, 20
User groups, 200
User names
student (Find User Name), 30
teacher, staff, administrator, parent, 34
User type, changing the one you are using, 18
V
Video, demonstration, 42, 182
Viewing district benchmarks, 66
STAR Early Literacy™
Software Manual
209
About Renaissance Learning
Renaissance Learning is a leading provider of cloud-based assessment and teaching
and learning solutions that fit the K12 classroom, raise the level of school performance,
and accelerate learning for all. By delivering deep insight into what students know, what
they like, and how they learn, Renaissance Learning enables educators to deliver highly
differentiated and timely instruction while driving personalized student practice in
reading, writing, and math every day.
Renaissance Learning leverages top researchers, educators, content-area experts, data
scientists, and technologists within a rigorous development and calibration process to
deliver and continuously improve its offerings for subscribers in over one-third of U.S.
schools and more than 60 countries around the world.
© 2015 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, 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
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