How to interpret the SchoolCity Quarter 2 Scores What to prioritize when reviewing the results of the Q2 benchmarks * We strongly recommend that teachers break down the results of the Q2 data to understand which standards the students mastered and which ones they struggled with. The number of correct items is not as important because the cut scores may vary a bit test by test based on the difficulty of the items. ‘© Proficiency in the standards recently taught in Quarter 2 (70% of the assessment) ‘© Growth from the added benefit of the Quarter 1 questions (15% of the assessment) © Evidence of some upward movement in proficiency when Quarter 2 scores are compared to Quarter 1 scores ~ what standards were mastered? How do | know if my student has shown growth from Quarter 1 to Quarter 2? © We expect students to grow, but each student will grow at their own rate, Ifa student is a FFB - or now called ‘Marginally Proficient’ (MP) on the Quarter 1 results - that student could be a high MP on Quarter 2 results which shows growth. We would like to see students who scored on the border of each proficiency level in Quarter 1 to move up into the next proficiency level in Quarter 2, How much growth is to be expected from Quarter 1 to Quarter 2? * Asarule of thumb, we would like to see students move up within a proficiency level or cross into a higher proficiency level - especially MP and ‘Partially Proficient’ (or PP) because they have the most room to grow. Why are some of the cut scores different from Quarter 1 to Quarter 2? ‘© We want you to focus mostly on the proficiency levels instead of the number of questions right or wrong per test (or average percent correct). The reason is that some variability in difficulty exists from one test to the next. This is the first time that we are using SchoolCity’s item bank and we are learning how these items function with our students. For example, 2 benchmark tests from Quarter 2 were more difficult than expected (e.g. Grade 3 ELA and Grade 9 ELA), so we modified the cut scores to keep the proficiency expectations consistent from one assessment to the next. Cut scores, which are used to determine proficiency levels, may therefore vary a question or so from one quarter to the next based on the difficulty of the test. How much growth is expected from Q1 to Q2? '* This question is not easy to answer. It depends initially on how the students scored in Quarter 1, because the higher score, the less room for growth. As a general rule, if a student grows about 5% to 10% from Quarter 1 to Quarter 2, the student is showing expected growth