How can we set proficiency targets for FSA reading and mathematics before cut scores are established?
In the target-setting portion of Problem Solving (Step 1b), the Florida Standards Assessment indicators include the option to set targets in terms of “percent” or “percentile.” Within the Academic Outcomes Plot in Step Zero, teams will find a "bubble chart" that displays percentile rankings information for the school, including a comparison of the school’s overall performance in each of the eight standard school grading cells in 2012-13 and 2013-14 (y-axis), and the year-over-year change in performance for the same cells and academic years (x-axis). Percentile rankings allow us to understand the school's position relative to all other schools of the same type in the state, regardless of the statewide assessment being used. The school can view its trajectory in terms of percentile rankings and then apply that trajectory to the 2014-15 and 2015-16 school years for the purpose of setting targets for the Florida Standards Assessment.
For example, if a school was in the 23rd percentile for FCAT 2.0 reading proficiency in 2013 and the 26th percentile for FCAT 2.0 reading proficiency in 2014, progress monitoring data over the 14-15 school year showed promising results in reading and writing, and the team has committed to improving its implementation of strategies designed to develop literacy, the school might logically project its percentile ranking for FSA Reading to increase in 15-16, even before knowing the proficiency results for 2015.
There is no formula for setting targets; rather, the leadership team makes a projection according to its situational awareness and access to and understanding of reliable early warning and progress monitoring data. For additional support with this process, please view the Problem Solving Toolkit.