The Renaissance Grade 6

[Ortiz Ullery]

Perfectfor in-person, remote, and hybrid instruction, this comprehensive reading assessment gives you the information you need to ensure your students reach high levels of literacy. For universal screening, progress monitoring, goal setting, and more

Guide students to become proficient readers with a research-based, empirically supported learning progression for your state. It identifies the continuum of reading strategies and skills needed for students to reach grade-level proficiency and achieve mastery.

As early as sixth grade, Star Reading helps you identify students who may need additional support to get on track for college and career readiness. See how students are progressing toward the ACT benchmarks for reading and English as well as the SAT benchmark for evidence-based writing.

Star Reading provides teachers with a range of instructional materials and resources that can be used to support reading instruction. Teachers can use the program to create individualized learning plans for students, track progress, and provide targeted interventions when necessary.

Yes, Star Reading is available as an online program that can be accessed from any device with an internet connection. This makes it easy for teachers and students to use the program both in the classroom and at home.

For guidance setting reasonable, yet challenging goals for students, see Star CBM Goal Setting Guidance. When you set goals, you can monitor students' progress on the Student Detail page, and you can see their Rate of Improvement (ROI). (Rate of improvement is not available for Sight and High-Frequency Words and Encoding goals.)

In Star CBM, goals help you monitor a student's progress toward a desired outcome over time. You can set a student goal for any measure that you have administered to the student at least once; students can have one current goal for each measure. You cannot set a goal for students who have not taken any Star CBM English assessments. Goals cannot be set for Rapid Automatic Naming assessments or for assessments being field tested.

For Sight and High-Frequency Words, Passage Oral Reading, and Encoding, you can set goals for the grade levels that the student has been assessed for. However, only assessments at the student's grade level are recommended for goals, and only those scores have benchmarks available. In the example below, the student is in grade 1, but has taken Passage Oral Reading assessments for passages for grade 1 and grade 2. The grade 1 Passage Oral Reading Score is recommended for the goal, and it has a benchmark category (green - At/Above Benchmark), while the grade 2 score is shown in gray because benchmarks are not available outside the student's grade.

If there is no chart, and a message says "There are no assessments associated with this goal," the only assessment associated with the goal has either been deactivated or transferred to another student. If you deactivated the assessment, you can reactivate it.

Renaissance believes technology can help empower educators to unlock a more effective learning experience and see every student. Our newest tool, Renaissance Next, does just that by seamlessly bringing assessment, practice, and instruction into one place. Renaissance Next enables teachers to personalize learning for every student, guiding you with actionable recommendations and high quality tools. Launching for back-to-school 2024.

How much progress are students making in reading and math nationwide? Visit our interactive webpage to explore key trends in student performance and growth at each grade level from fall 2017 through spring 2023.

For example, if a 5th-grade student has a GE of 7.6, their score is equal to that of a typical 7th grader after the sixth month of the school year. This score does not necessarily mean that they are capable of doing class work at the 7th-grade level. It only indicates that their skills are well above average for their grade level.

A GE score preceded by a "greater than" sign (>) is a capped score. For Star Math and Star Math Spanish, GE scores in excess of three grade levels above the student's actual grade are capped, meaning that such GE scores are shown as "> [student's actual grade level + 3]." This prevents the misinterpretation that students with excessively high GE scores are capable of work at those higher grades.

Note that students are automatically promoted to the next grade level in the software when a new school year begins, so this change should only be necessary if there is an error or if a student was not promoted in your school. The Edit Grade Levels link is not available if you are working in a future school year.

Please note: Students are not expected to have mastery of grade-level skills at the beginning of the year. Students are taught skills throughout the year and should move towards mastery as the school year progresses.

Before teachers can begin using Star CBM, students, teachers, courses, and classes need to be added to your Renaissance software. The classes that will use Star CBM must have one of these products assigned (depending on the licenses your district has purchased): Star CBM Reading, Star CBM Math, Star CBM Reading and Math, Star Elementary, or Star 360. For more information about setting up your users and classes, see Setting Up Renaissance.

For Letter Naming assessments, students tell the teacher the name of each letter on the form. Letters are presented in random order and in uppercase and lowercase. Letter naming is a very early predictor of later reading achievement; it can be used to identify candidates for early intervention.

For Letter Sounds assessments, students tell the teacher the phonetic sound for each letter on the form. Letters are presented in uppercase and lowercase. Only consonants are used, and either sound is accepted for C and G. Letter sounds are a very early skill related to later reading achievement; they can be used to identify candidates for early intervention.

For Phoneme Segmentation assessments, the teacher says common words that contain three phonemes, or sounds. The student then tells the teacher each of the three sounds in that word. This demonstrates the student's developing ability to segment words. Phoneme Segmentation does not have a student form since the student listens to the words and then answers verbally with the three sounds.

In this assessment, students read sight and high-frequency words aloud; you select the word/grade level for the words on the assessment. Students are allowed to take one assessment at their grade level per season. For guidance as you administer these assessments, see Guidance for Star CBM Reading: Sight and High-Frequency Words and Encoding Measures.

In Passage Oral Reading assessments, students read a grade-appropriate passage aloud to the teacher for one minute. This measure assesses both decoding and comprehension, and is seen as a critical measure of reading fluency. The results of this measure are sensitive to short-term student gains in reading skills and predictive of long-term reading success.

Encoding assessments are available when you select Encoding, Rapid Naming above the table on the CBM Assessments tab. In this assessment, teachers read each word aloud to students, read an example sentence, and then say the word again; students write the word down. For the assessment steps, see Encoding Assessments. For grades K-3, students are allowed to take one assessment at their grade level per season. For guidance as you administer these assessments, see Guidance for Star CBM Reading: Sight and High-Frequency Words and Encoding Measures.

Rapid Color Naming assessments are available when you select Encoding, Rapid Naming above the table on the CBM Assessments tab. In Rapid Color Naming assessments, students name a series of colors. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems. You will need a color printer if you administer this assessment in Mixed or Print mode.

Rapid Picture Naming assessments are available when you select Encoding, Rapid Naming above the table on the CBM Assessments tab. In Rapid Picture Naming assessments, students name a series of pictures; this checks the student's speed naming known items. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems. You will need a color printer if you administer this assessment in Mixed or Print mode.

Rapid Letter Naming assessments are available when you select Encoding, Rapid Naming above the table on the CBM Assessments tab. In Rapid Letter Naming assessments, students name uppercase letters; five known letters are used on the form. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems.

Rapid Number Naming assessments are available when you select Encoding, Rapid Naming above the table on the CBM Assessments tab. In Rapid Number Naming assessments, students name numbers; five known single-digit numbers are used on the form. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems.

In Quantity Comparison assessments, students compare pairs of numbers and identify the larger number in each pair. Numbers range from 0 to 30. Recognizing differences in quantity is an early requirement for later mastery of mathematical operations.

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