I wish they gave an explanation for the score beyond just the intervention range. Does 800Q basically mean 80th percentile, 900Q 90th percentile?

My kid's scores weren't populated. It just had a score of Q. The actual score wasn't sent, not was the parent letter/score report from the developer. I emailed our teacher and she didn't have the actual score either

Q is quantile

Anonymous wrote:One of my son’s scores (I think it’s math) is followed by a Q. What is the Q???

They didn’t take it, I think. Is he in geometry ?

One of my son’s scores (I think it’s math) is followed by a Q. What is the Q???

Anonymous wrote:

Anonymous wrote:I think HMH replaces the reading inventory. My 6th grader still got a Lexie at the end but there is also this new scaled score. It’s more of a screener to make sure they are on track- I wouldn’t worry too much. My daughters Lexie that she reported was quite high but on this scaled score she is only in the proficient range. She is a very avid reader and in the advance pass range on SOL reading.

They are still doing the reading inventory. You should have those results in your documents in ParentVUE.

NP. My 8th grader's BOY assessment document just says "HMH growth measure - 899" and then in the next row "Math Inventory - Q." It looks exactly the same as when they had reading inventory scores except it has HMH instead of reading inventory. The only other document is a "reading growth CAT."

Anonymous wrote:I think HMH replaces the reading inventory. My 6th grader still got a Lexie at the end but there is also this new scaled score. It’s more of a screener to make sure they are on track- I wouldn’t worry too much. My daughters Lexie that she reported was quite high but on this scaled score she is only in the proficient range. She is a very avid reader and in the advance pass range on SOL reading.

They are still doing the reading inventory. You should have those results in your documents in ParentVUE.

Sorry, autocorrect! LEXILE

I think HMH replaces the reading inventory. My 6th grader still got a Lexie at the end but there is also this new scaled score. It’s more of a screener to make sure they are on track- I wouldn’t worry too much. My daughters Lexie that she reported was quite high but on this scaled score she is only in the proficient range. She is a very avid reader and in the advance pass range on SOL reading.

I really didn’t understand what I was looking at when they reported my child’s HMH results, other than to know he didn’t fall within the range of qualifying for interventions. The email explaining the test didn’t help much in interpreting the results. The second assessment document in parentvue has the vertical scoring that seems to match up to a percentile/benchmark chart posted elsewhere on DCUM, but even with that I was a little puzzled. Oh well. I guess it will be clearer when there are mid or end of the year results to compare it to.

We have 2 different tests in our ParentVue documents: the growth assessment and the reading/math inventory. The latter explains itself on the report while the growth assessment does not, but has been sent to parents a few times over the past year via email.

APS sent out this email on 9/21

Dear Parents/Guardians,

Over the next few weeks, all students in grades 6-8 will participate in the HMH-Growth Measure ELA and Mathematics Inventory 3.1 assessments. Teachers will use the results of these assessments to make informed instructional decisions and create targeted interventions to support student learning in English, reading, and mathematics courses. Your student’s scores on these assessments will be communicated with you via ParentVUE shortly after the end of the assessment timeframe.

HMH-Growth Measure ELA

The HMH-Growth Measure is a screener used to make instructional decisions that support both core and intervention courses. It is a tool to evaluate reading ability and will not be graded. It is a low-stakes, classroom-based assessment designed to evaluate students’ reading performance. Students take the screener three times a year so instructional teams can monitor their reading growth. HMH is a computer-based adaptive assessment that takes approximately 30 minutes to complete. Each student accesses the Growth Measure through the HMH Ed Platform and is provided with a unique test different from their peers. During this assessment, students are asked to read passages and answer questions that are adapted to their level of reading comprehension. The HMH-Growth Measure provides teachers, families, and students with information that they can use to collaborate, advocate, and plan appropriate instruction for all students.

Math Inventory (MI) 3.1

The Math Inventory (MI) 3.1 assessment is also a low-stakes, classroom-based, computer-adaptive universal screener and progress monitoring tool. The MI 3.1 assessment results are also considered when determining mathematics placement recommendations. MI 3.1 assesses student performance in five strands of mathematics: Number and Operations, Geometry, Measurement, Algebra, and Data Analysis and Probability. Student results are reported using a measure called the Quantile, which indicates how well a student understands mathematical skills and concepts along a developmental continuum.

Virtual Assessment Guidelines for Students in the Virtual Learning Program

Virtual assessment guidelines for RI and MI 3.1 for all grade 6-8 and select high school students in the Virtual Learning Program can be found below:

Parents can help students create a successful test environment that is quiet and free from distraction.

Please do not assist your child while testing. The tests are adaptive, and any assistance will impact the validity of the results. Without valid results, teachers will not be able to use the data gathered to best support students' academic needs.

Ensure that tests are not viewed or taken by anyone other than the student.

Students are expected to read all test content materials on their own, without assistance. If they ask for help, encourage them to do their best.

We appreciate your partnership in supporting reading and mathematics proficiency for your student. Please reach out to your student’s English, reading, and/or math course teachers should you have any specific questions about the assessments your student will be participating in.

Sincerely,

Dr. Gerald Mann

Chief Academic Officer

Office of Academics

Did any sort of letter go out attempting to explain the results???