Each rating option on an Insight Assessment carries a numeric value on the standard five-point scale, 1 through 5, with higher meaning stronger. Three numbers get computed from those values:

• Statement score: the value of the option chosen. For a class, the average across students who answered it.
• Section score: the average across all answers within that section. Sections are the named competencies you see as columns and rows throughout the reports.
• Overall score: anywhere a tier is assigned, the overall score is the mean of the section scores — every competency counts equally regardless of how many statements it contains.

MTSS Tiers #

Student scores are banded into three MTSS tiers.

Band	Range	What It Means
Tier 1 – Universal	score ≥ 3.00	Core instruction is working. No additional intervention indicated.
Tier 2 – Strategic	2.00 – 2.99	Targeted support is likely to help. Small-group and supplemental strategies.
Tier 3 – Intensive	below 2.00	Intensive, individualized support indicated. Worth a team conversation.

Note that a tier is one instrument’s reading on one day. It is designed to start a conversation and point at a resource, not to place a student in a program. Corroborate with attendance, grades, discipline data, and what the adults in the room already know before you act on it.

Performance levels for non-student assessments #

MTSS language belongs to students. Assessments that measure an educator, a counselor, or a school use the same three bands and the same colors, labeled as performance instead: High, Developing, and Needs Support

The Staff Room uses a fourth set of labels for educator results — Exemplary, Proficient, Developing, Beginning. They describe the same underlying score.

Risk-banded screeners #

A few instruments — behavioral screeners such as the SRSS-IE — do not work like competency scales, and the platform scores them differently. On these:

• Subscale scores are a raw sum of item ratings, not an average, because their published cut-points are calibrated to sums.
• Higher is worse. Bands read Low Risk, Moderate Risk, High Risk — the colors keep their meaning (green good, red concerning) even though the direction of the number flips.
• There is no combined overall score. The subscales are independent and are not meant to be averaged together, so the Overall panel is hidden and class-level tier cells show a dash.

You can recognize one of these instruments immediately: the report is headed Risk Screening rather than Competency Breakdown, and there is no overall score panel.

Additional metrics #

Some assessments carry named metrics beyond their sections, grouped in reports under Additional Metrics. A metric is a curated subset of statements — possibly spanning several sections, possibly weighted — computed as its own score. They exist to surface a construct the section structure cannot express on its own.

Every metric can carry an explanation of how it is calculated. Where one exists, an info icon sits next to the metric’s name; click it for the explanation. If a metric is driving a decision, read that explanation first.

Time, cohorts, and trends #

Four rules govern which submissions land in which report. Misreading them is the single most common source of confusion about the numbers.

Snapshots use the latest	Class Snapshot, School Summary, and every “current average” figure use each person’s single most recent submitted assessment. Older submissions do not dilute a current average.
Progress uses this school year	The Class Progress Report covers every submission in the current school year (1 July – 30 June), oldest first. To see a previous year, switch years in the navigation bar.
Trends use three time points	School and district trend charts pick three dates — earliest, middle, and most recent within the last six months — and average the submissions within ±30 days of each. The final point is computed differently: it is the current average (one submission per person, mean of section averages), which is why the last point on a chart always matches the “Overall Score” in the table beneath it.
Progress charts use a cohort	The Class Progress bar chart compares previous versus current across only those students with at least two submissions this year. A student with a single submission is excluded from both bars, so the two bars always describe the same group of students. This is why the chart’s numbers can differ from the table above it, which shows everyone.