Reference
Score Interpretation Guide
This guide explains how Standard Education interprets and displays scores across different assessments and metrics. Understanding these thresholds and scales helps you identify which students need support and what type of intervention may be most appropriate.
Attendance Thresholds
Standard Education uses these thresholds to classify student attendance:
| Category | Percent Missed | Color | What It Means |
|---|---|---|---|
| Satisfactory | Under 5% | Green | Student is attending regularly |
| At Risk | 5% to 9.99% | Yellow | Student is approaching chronic absence levels |
| Chronic | 10% or more | Red | Student has missed a significant number of school days |
How it's calculated:
Percent Missed = (Total Excused + Total Unexcused) / Total Days Enrolled
ISS (In-School Suspension) and OSS (Out-of-School Suspension) are tracked separately and do NOT count toward the chronic absence percentage.
SRSS-IE Risk Tiers (K-12)
The Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) measures two separate dimensions of behavior: externalizing (outward-facing behaviors) and internalizing (internal emotional experiences).
Externalizing Score
| Tier | Score Range | Color | Suggested Response |
|---|---|---|---|
| Low Risk | 0-1 | Green | Continue Tier 1 universal supports |
| Moderate Risk | 2-8 | Yellow | Consider Tier 2 targeted interventions |
| High Risk | 9-21 | Red | Prioritize for Tier 3 individualized support |
Internalizing Score
| Tier | Score Range | Color | Suggested Response |
|---|---|---|---|
| Low Risk | 0-1 | Green | Continue Tier 1 universal supports |
| Moderate Risk | 2-3 | Yellow | Consider Tier 2 targeted interventions |
| High Risk | 4-15 | Red | Prioritize for Tier 3 individualized support |
A student may have different risk levels for externalizing and internalizing behaviors. Always review both scores when planning support. For example, a student might be low risk for externalizing behaviors but moderate risk for internalizing, indicating they benefit from emotional regulation support rather than behavior management.
SRSS-EC Risk Tiers (PreK)
The Student Risk Screening Scale - Early Childhood (SRSS-EC) is designed for younger preschool-age children. It produces a single externalizing score rather than separate externalizing and internalizing dimensions.
Externalizing Score
| Tier | Score Range | Color | Suggested Response |
|---|---|---|---|
| Low Risk | 0-3 | Green | Continue Tier 1 universal supports |
| Moderate Risk | 4-8 | Yellow | Consider Tier 2 targeted interventions |
| High Risk | 9-33 | Red | Prioritize for Tier 3 individualized support |
The SRSS-EC produces only an externalizing score. It does not include a separate internalizing scale.
MAP Growth (RIT Scores)
MAP Growth measures student achievement in reading and mathematics using RIT (Rasch Unit) scores. Understanding these scores helps you track growth over time and identify where students stand relative to their peers.
What RIT scores represent:
- RIT scores measure achievement on a continuous scale, typically ranging from 100 to 350
- RIT scores are NOT percentages or percentiles—they are an equal-interval scale
- A gain of 5 RIT points represents the same amount of growth regardless of the starting score (a student growing from 200 to 205 has made the same growth as a student growing from 180 to 185)
- Higher RIT scores indicate higher achievement
How to interpret growth:
- Growth is measured by comparing RIT scores across testing windows (typically Fall, Winter, and Spring)
- A student's RIT score can be compared to grade-level norms to understand where they stand relative to peers
- MAP Growth provides projected growth targets. Meeting or exceeding the projected growth indicates the student is growing at or above the expected rate
- Students who are performing below grade-level benchmarks but meeting their projected growth are still making progress, even if they have not yet caught up to grade-level peers
Do not confuse RIT scores with percentiles. A RIT score of 250 does not mean the student is in the 250th percentile. Use the provided grade-level norms to understand percentile standing.
ASQ-SE-2 Scoring
The Ages and Stages Questionnaire: Social-Emotional (ASQ-SE-2) assesses social-emotional development in young children. Each age group has its own scoring thresholds.
How scoring works:
- The ASQ-SE-2 uses age-specific forms (e.g., 48-month, 60-month) with different cutoff scores for each age range
- Each item asks about a specific social-emotional behavior and is scored as: Most of the Time, Sometimes, or Rarely/Never
- Total scores are compared against a cutoff score specific to the child's age group
- Scores at or above the cutoff suggest the child may need further evaluation
- Scores below the cutoff indicate the child's social-emotional development is on track
Cutoff scores differ by age group. A score of 50 on the 48-month form has a different meaning than a score of 50 on the 60-month form. Always ensure you're referencing the correct age-specific cutoff when interpreting results.
Dashboard Color Coding
Standard Education uses consistent color coding across all dashboards to help you quickly identify student needs:
| Color | Meaning |
|---|---|
| Green | On track, low risk, satisfactory |
| Yellow | Approaching concern, moderate risk, at risk |
| Red | Needs attention, high risk, chronic |
How to use color coding strategically:
When reviewing dashboards, start with an overview and narrow down to specific students. This top-down approach helps you allocate your time where it's needed most:
- Step 1: Review the overall distribution – Look at pie charts or summary counts to understand the proportion of students in each tier across your school or district
- Step 2: Narrow to specific groups – Use bar charts to compare metrics by school, grade level, or demographic groups
- Step 3: Review individual students – Tables let you drill into specific students who need the most support
Intervention Framework Connection
The color-coded tiers align with the Multi-Tiered System of Supports (MTSS) framework:
- Green (Low Risk) → Tier 1: Universal supports and prevention for all students
- Yellow (Moderate Risk) → Tier 2: Targeted interventions for groups of students showing early signs of concern
- Red (High Risk) → Tier 3: Individualized, intensive support for students with significant needs
Use these scores to guide resource allocation and prioritize which students benefit most from additional interventions.