Class Snapshot #

Where the class stands right now, using each student’s most recent submitted assessment. This is the report to open before planning a unit.

What’s on it:

• Class Average – Overall, with its tier and the score-range legend for your district.
• Class Averages by Section — one row per competency with its average and performance level. On assessments that support recommendations, each row links to lesson recommendations.
• Students — one row per student, with overall and per-section scores as colored badges. Every column sorts.

How to read it:

1. Start with the section table, not the students. A section sitting in Tier 2 across the class is an instruction problem, and instruction is the cheapest lever you have. Fix it for everyone before you build individual plans.
2. Then sort the student table by that section. Sorting ascending puts the students furthest behind on that specific competency at the top. That list is your small group.
3. Look for students who are split. A student who is Tier 1 on three sections and Tier 3 on one has a targeted need. A student low across every section needs a different, broader conversation.
4. Check who’s missing. Only students with a submitted assessment appear. If the table is shorter than your roster, the class average is describing a subset.

[Caution] Small classes move fast! In a class of twelve, one student’s assessment can move a section average by more than a tenth. Read section averages as a signal about the group, and read individual rows for individual decisions.

Class Progress Report #

Growth across the school year. Opens from the class list’s Progress Report action.

• Class Average Score by Section — a bar chart comparing the two most recent scores, over the cohort of students with at least two submissions this year.
• Student Progress – Overall — every student, one column per assessment (1st, 2nd, 3rd…), each tile carrying the score and its date, with a change chip between consecutive assessments and an average at the end.
• One table per section, in the same shape, so you can trace growth on a single competency.

How to read it:

• The change chips are the report. A rising score in Tier 3 is better news than a flat score in Tier 2: the first says your intervention is working, the second says nothing is changing.
• Read the dates, not just the columns. “2nd Assessment” is a slot, not a date. Two students’ second assessments can be months apart, and a two-week gap explains a flat score better than a stalled intervention does.
• Expect movement of ±0.2 or so from noise. Sustained direction across three points is a trend; a single jump between two is not yet.
• A missing tile is a missing assessment, not a zero.

Student Reports #

Two per-student views, both from the roster’s Student Reports icons.