Heyyy SuperTeachers,
In Part 1, we talked about the need to shift our mindset around state test scores—from fear and avoidance to reflection and strategy. Now, let’s dive into the two critical data points that actually matter.
If you’re feeling overwhelmed by test data, I've got your back - start by focusing on just these two things:
#1 The Proficiency Scale (a.k.a. Cut Scores)
Every state has some version of a proficiency scale—a breakdown of score ranges that determine whether a student is:
Exceeding expectations
Meeting expectations
Partially meeting expectations
Not meeting expectations
Your state may call these levels something different, but the concept is the same: these cut-off scores determine whether students are considered “on grade level” or not.
Why does this matter? Because it demystifies the test score.
Instead of seeing a raw score with no context, students can understand exactly where they are and how many points they need to move up a level. This transforms a test score from a meaningless number into a clear growth goal.
Example Student Conversation:
"Here are the proficiency cut-off scores. This is your score: ___. You are ___ points away from the next level of proficiency. That means if we focus on strengthening just a few key areas, you can absolutely reach that next level!"
This shifts the conversation from “I failed” to “I can improve.”
#2 Percent Correct for Each Standard
Many teachers and students get caught up in overall scores, but the real value lies in the percentage of correct answers per standard.
Here’s why:
Standards-based analysis shows strengths and gaps. Instead of labeling a student as “good at math” or “bad at reading,” we can pinpoint which specific skill areas need more support.
A score above 80% on a standard means strong understanding. These are the areas where the student is already excelling.
Anything below 80% needs review. These standards should be revisited throughout the year—not as a punishment, but as a natural part of skill-building.
Example Student Conversation:"Here’s how you performed on each standard. Your strongest areas are ___. The standards we’ll revisit this year are ___. That’s completely normal—learning is a process! My job is to help you build confidence in these areas, and I have a plan to do that."
This approach reassures students that:
It’s okay to have areas that need improvement.
Test scores are not final judgments—they’re growth tools.
With targeted practice, they can improve year after year.
Using Data for Teacher Reflection
Students aren’t the only ones who benefit from this shift—educators need to engage with their own data, too.
Looking at how previous students performed on state tests is essentially your report card as a teacher.
It tells you:
Which concepts were taught effectively (because students scored high in those areas).
Which concepts need better explanations, examples, or practice (because students struggled).
This is where instructional reflection comes in. If a significant portion of students struggled with a particular standard, this mean teaching methods for that concept must be adjusted.
Ask yourself:
Did I provide enough scaffolding?
Did I teach the concept at a high enough level of rigor?
Did I offer enough opportunities for practice and feedback?
By reflecting on student data, teachers improve their instruction year after year—and in turn, students benefit.
Join the Conversation:
Do you review your students' state test scores? What strategies do you use to make data meaningful for students? Share your insights below!
Need more support?
Let’s talk!
Every classroom is different, and sometimes you just need a thought partner to figure out what works best for you and your students. If you’d like to dive deeper into instructional strategies, student engagement, or just need a fresh perspective, schedule a coaching call! No pressure—just real talk and actionable steps to help you thrive.
Schedule a time that works for you here: Scheduling Link
Looking forward to connecting!
~ Dr. O
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