| I am...I want... | Report Name(s) | Key Data or Needs | ‘So What’ Uses |
| I am a teacher who just administered BEACON full battery. What reports should I first look at? (are these pinned?) | Individual Student Report, Group Performance Report, Student dashboard
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Most recent test event results | Shows weaknesses, strengths, beginning-of-year snapshot |
| I am a teacher or principal who administered BEACON this fall. How can I compare my students to EOY performance last year? How can I compare to the current year intended performance? | Group Performance Reports; Class Comparisons, School Summary, Disaggregate Summary | ‘Look back’ instructions
Longitudinal roster (class level; compare across test events/school years) Also can use individual level, groups within/across school
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Understand possible learning gaps
Plan for instruction and intervention(s) Plan for professional learning |
| I want to understand what a scale score means vs a performance level. | Guidance documentation | Performance levels accompany scale scores: links to PLDs | Scale score allows for an accurate comparison across test forms and administration years within a grade or course and content area
Performance levels are defined by the overall scale score and used to report overall student performance by describing how well students met the expectations for the grade level/course |
| I am a district level user and I want to know how the domain performance scores from testlets impact a full test score | Guidance Documentation | Looking at the performance bands earned by students across reporting categories will help users see individual strengths and weaknesses (and the standards-based composition of each subject area’s test score) | To understand a rationale for selecting one choice - testlest - over a full battery
If all testlets are given in a 30 day-window the full battery score is available |
| I am a teacher who wants to use student progress on standards to plan instruction | Learning Progression | PLDs
Looking at the next performance band to see a list of standards (and the contextual information) associated with the next level of performance |
Understand possible learning gaps
Plan for instruction and intervention(s) |
| I am a teacher trying to help a parent understand how their student compares to their peers | The Group Report would allow a teacher to talk about this - and an Individual Student Report with a class average comparison | Need scale scores over time, at the subject and the reporting category level, for both the student and the reference group (e.g., the student’s school) | A teacher can also provide this information in ‘round’ terms - e.g. XX number of students in the same performance area as your student or focus on the growth of that student over comparisons |
| I am a teacher trying to help a parent understand whether or not their student needs additional services. | Use the student Individual Report(s) to show the area(s) of need
The Learning Progressions report can show the more specific areas of need the teacher/student will next address |
Drawing from the performance bands earned by the student to determine strengths and weaknesses | Understand learning gaps and what the instructional planning and support will address |
| I am a teacher who would like to place students in groups with similar academic needs | The class roster reports and Learning Progressions show where students are and where they are ready to go next instructionally | Drawing from the performance bands earned by the student to determine strengths and weaknesses
PLD’s provide more granular information |
Sortable tables and graphs allow report uses to rank-order students by test score, Performance Level, or by change in test score from last year to this year |
| I am a teacher working with a student (and parents) to help set learning goals based on the latest DRC BEACON results | Use the Student Goal Setting Report in a 1-1 conference | Use the PLDs to see, in words, the granular knowledge and skill associated with each level
Educators can look at the description of the performance band a student has earned to see the standards/context associated with their current performance; and they can examine the next performance band’s information to help set goals |
Understand learning gaps and what the instructional planning and support should address |
| I am a school staff development committee member working with a team to define SMART goals for my school for the year. How should I use Beacon growth or other measures? | An appropriately permissioned person can provide school and district snapshot reports - 3 points in the year - and compare to performance as planned for grade level/subject | Pre-selected reports that are printed as PDFs and/or data that is downloaded into a local system for additional manipulation and or comparison | Setting and monitoring goals will use data from the previous year to watch for patterns of growth |
| I am a school district submitting an application for federal or state funding to support academic intervention and need measurement criteria to develop multi-tiered systems of support | District-wide results will allow the user to view students and the % that fall within tiers; use to develop and articulate interventions and consider their impact | Longitudinal rosters (district/site/class levels) allow comparisons across test events/school years | Users will likely use progress monitoring tools as well as BEACON Growth |
