Teacher’s Guide to
Measures of Academic Progress
MAP
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Intended Accomplishments
•
•
•
•
•
•
•
•
•
Introductions
MAP Basics
Test Administration
Demo of TestTaker
Reports
Communicating with Parents
Other Resources
Looking Ahead
Optional Lab Practice
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Handout — Agenda
2
Key to Pictures You’ll See
=
discussion item
=
key point
=
a tool for your use
=
something to think about
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What questions do you want
answered today?
• What do you want to know about
MAP assessments and the reports
you will receive?
• How can this workshop meet the
needs of your district?
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NWEA Partner Districts
We partner with schools and districts to help
all kids learn.
British
Columbia
Canada
RI
Taiwan
AK
Venezuela
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Our Purpose
Our purpose is to help all kids learn;
more tomorrow than today,
more next year than this year.
Our purpose is growth and
improvement of learning.
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NWEA Mission
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to help
all kids learn
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Quick Survey
•
Have you attended a MAP Intro
workshop?
•
What do you already know about
MAP?
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Pre-Assessment
•
How is MAP different from conventional
assessments?
•
What does the RIT scale measure?
•
What are some of the features of the RIT scale?
•
How does the MAP system know where to give a
student the first question?
•
How soon is data available after a student takes a
MAP test?
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Assumptions of ‘Graded’
Schools
• Curriculum scale
• Skills taught may begin with
Adult Reading
associating sounds with letters in
K-1, to adult levels in high school
• Typically, we feel restricted to
“covering” specific curricula
related to adopted grade level
standards
Does this design meet
the needs of all
students?
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5th
Grade
Beginning Literacy
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How does classroom reality
relate to our assumptions?
• We have students performing
above, at, and below this
‘grade level’ curriculum
• How does this impact
assessment and instruction?
• The profound challenge:
How do we foster
growth for all
students?
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Adult Reading
x
5th
Grade
x
x
x
x
x
x x x
x x x
x
x
x
Beginning Literacy
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Instructional Level vs.
Mastery
• The NWEA test provides the instructional
level of the student.
• It provides a road map for students
toward achieving mastery.
• It is not a test for determining mastery of
skills.
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Features of MAP Test
• Challenging, appropriate and dynamically
developed for every student
•
•
•
•
•
•
Accurate data for students across the scale
Untimed
Purpose is internal accountability
Measures growth in student achievement
Immediate results
Can test up to 4 times a year
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Design & Features of MAP Test
Adult
Reading
MAP
Test
x
5th
Grade
x
x
x
xx
x
x
xxx x
xx
+ -+ - - + 215
+
+
+
+
x
Beginning Literacy
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RIT (Rasch Unit) Scale
• Achievement scale
Adult Reading
x
• Equal interval
5th
• Growth over time
Grade
x
x
MAP Test
250
x
x
x
x x x
x x x
x
+
+
-
- - ++
+ 215
+ +
x
x
• Consistent scale
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Beginning Literacy
15
Checkpoint
•
How is MAP different from conventional
assessments?
•
What does the RIT scale measure?
•
What are some of the features of the RIT scale?
•
How does the MAP system know where to give a
student the first question?
•
How soon is data available after a student takes a
MAP test?
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Uses of MAP
• Intake testing
• Parent conferences
• Monitoring progress across
time
• Course Placement
• Monitoring students in
Special Programs
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How do I know which test to
give?
GOALS Survey
– 42-52 items
– ~ 1 hour to
administer
– Gives information
on goal areas
– Most commonly
used fall and
spring
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Survey
– 20 items
– ~30 minutes to
administer
– NO INFORMATION on
goal areas
– OVERALL RIT only
– Most commonly used for
intake and winter testing
Handbook— Page 3
Guidelines for Choosing the
Correct Test
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Handout - Goal Structure
Role of MAP Coordinator
•
Key point of contact
•
Distributes all user names and
passwords
•
Receives all updates
•
Coordinates the entire process
•
New Class Roster File
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Handbook— Pages 4-7
19
Roles and Responsibilities
Principal
• Distributes user names and passwords
• Assists with scheduling
• Confirms teachers are in student data file
• Confirms teachers have copies of reports
• Meets with grade level teams on MAP data
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Proctors
Before
Testing
During
Testing
After
Testing
Teachers
•Ready computers
•MAKE SURE CORRECT
TESTS ARE ASSIGNED!!!
•Number class lists to
computers
•Have scratch paper and
pencils available
•Let students know computer
assignments
•Show “MAP Student
Presentation” to students
•Have students bring book to
read or assignment
•Bring class to computer lab
•Read directions
•Monitor test event
•Invalidate tests
•Log scores or print screen
•Remain in lab
•Prepare computer for next
group
•Upload data to NWEA at
end of every day
•Access and analyze teacher
reports
•Discuss student scores with
parents and students
•Implement necessary
instructional modifications
One Week Prior to Testing
• Provide list(s) of students
• Seating arrangements
• Special testing arrangements
• Review schedule
• Prepare students
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Handbook— Pages 8-9
22
Reminders for Teachers
Other Important
Reminders
• Outside materials
• Importance of listening to directions
• Importance of doing their best
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Talking to Students Before
Testing
• Teacher responsibility:
–
–
–
–
–
–
Explain purpose of test
Not expected to know the answer to every question
Cannot skip questions
Cannot go back
Pop-up calculator and scroll bar
Use MAP Student Presentation –
http://www.nwea.org
• Select <Support>, then <Document Library>
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Handout — Guide to Talking to
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Students about the Test
•
•
NWEA Resources
http://www.nwea.org
Click link: <Support>
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NWEA Resources
Document Library
Knowledge Base
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Allowable Accommodations
•
No reading any part of language usage or
reading test
•
May help with a difficult word in math as long as
no additional clues are given
•
If IEP allows test to be read to student, this may be
done in math or science
•
If one-on-one testing is needed for a student, plan
ahead
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Handbook— Pages 10 Allowable
Accommodations and
27
Modifications
Day of Testing
• Take break before lab
• Students should bring a library book to read
after testing
• Be there on time
• Help seat students
• Remain in lab
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Handbook— Pages 11-12
Proctor’s Duties During
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Testing
Demo of TestTaker
Application
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Handbook— Page 17
30
Student Score Log Sheet
MAP Reports
•
Teachers (Reports Web Site) :
– Teacher, Student Progress, Class Roster, Students Not Tested
– Instructional Resources (additional cost)
•
MAP Coordinator* :
– Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress,
Alpha by Grade, School Summary, District Summary, Student Growth
Summary, Student Growth District Summary
– Leaders’ Edge (additional cost)
•
Principals* :
– Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress,
Alpha by Grade, School Summary, Student Growth Summary
*Complete reports available only at the end of testing window
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Handbook— Page 19
31
MAP Reports
What’s the difference between
MAP classroom reports?
Teacher Report
Class Report
Accessible to teacher
within 24-48 hours
Accessible to district coordinator 72
hours after district testing declared
complete
Goal area descriptors
Goal descriptors and/or RIT ranges
Results for current season
only
Accessible via Internet to
teacher
Results show historical data
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Not accessible via Internet to teacher
(distributed by district coordinator)
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Accessing MAP Reports
BondyBondy3586759
Go to
https://reports.nwea.org
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******
Teachers receive their
user name and
password from Principal
(from MAP Coordinator)
Handout – Guide to Accessing
33
Teacher Level Reports
Accessing MAP Teacher
Reports
Must have Adobe Acrobat
Reader loaded on computer to
open the file
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Handout – Guide to Accessing
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Teacher Level Reports
Accessing MAP Teacher Reports
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Handout – Guide to Accessing
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Teacher Level Reports
Teacher Report
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Class Rosters
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Class Rosters – Student List
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Student Information
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Class Rosters – Student List
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Individual Student Progress Report
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Handout — Sample Individual Student
41
Progress Report; Annotated Report
Students Not Tested
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Students Not Tested
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Students Not Tested
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Sample Class Report (Final)
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NOTE: goal descriptors
(HI,AV,LO) ARE grade
dependent
RIT: not grade level dependent
Achievement Status Growth
Report
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Invalidations and Retesting
• Invalidations
• Invalid test events
• Retesting
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Handbook— Pages 13-15
48
Invalid Scores and Retesting
Communicating with
Students and Parents
• RIT Reference Chart
• Goal structures
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Handbook— Page 20
Communicating with Parents
and Students
Handout — RIT Reference
49
Chart; Goal Strand Structure
Individual Student Progress Report
Available to teachers with
teacher reports
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NWEA Monitoring Growth
Document
What are expected
RIT and growth
scores?
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Monitoring Growth in
Student Achievement
Mathematics Achievement and Growth
250
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Handout – Monitoring Growth
52
in Student Achievement
RIT Block Growth
Norms
11.3
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5.4
RIT Block Growth Norm
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Chart - Handout
NWEA Learning
Continuum
•
A useful tool for assisting
in instructional
development
•
Can use in goal setting
for students
•
Helpful for flexible
grouping planning
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1.01
54
RIT 
<150
161-170
181-190
201-210
231-240
241-250
-Identify fact
families with
sums 0-18
in horizontal
format
- Subtract
two # in
vertical
format
-Subtract a
1-digit
number from
a 2-digit
number with
no
regrouping
-- Solve
simple
addition
word
problems
-Solve 1step word
problems
involving
division
-Divide a 3digit or 4digit # by a
1-digit #
-Understand
-Divide multithe concept of
digit # using a
division using
calculator
pictorial
representation
- Divide a 2digit by a 2-digit
# with a
remainder
N/A
-N/A
-N/A
-Read,
shade &
write
fractional
parts of a
group
-Add mixed #
with like
denominators
with regrouping
-Multiply mixed
#
Divide a mixed
number by a
whole # or a
fraction
Divide a
fraction, whole
number, or
mixed # by a
mixed #
Multiply a
whole # by
a fraction
-N/A
-N/A
-N/A
-Write a
decimal or
fraction as a
percent
Find the percent
one # is of
another
N/A
Learning continuum sequence of
skills
Skill 
Whole
Numbers
Fractions
Percents
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The Learning Continuum
•
•
http://www.nwea.org
Learning Continuum Link
Select link: <Data-Tools>
Login
Login:
Learning Continuum
Password:
LCAccess
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Handout — Sample Learning
56
Continuum page from web
The Learning Continuum
Another
Sample
Report…
Subject : Reading
Subcomponent: Word Analysis and
Vocabulary Development
RIT Score Range: 201-210
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A Lexile is…
A unit for measuring text difficulty that is linked to
the RIT score, Northwest Evaluation Association’s unit
for measuring reading comprehension.
These links allow teachers to use the student’s RIT
score to find books, periodicals, and other reading
materials that will be appropriately challenging for
each student.
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The Lexile score represents…
NWEA
RIT
205
Lexile
600
…the level of text that a student can
read with 75% comprehension. For
a student with a RIT of 205, books
with a 600 Lexile provide an
excellent match with the student’s
instructional reading level.
The book, After the Rain by Norma
Mazer is a 600L text.
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Look at the Lexile as a
range of scores…
NWEA
RIT
Lexile
650L
205
The upper part of a 500650L range might be used
for the student’s group
reading program –
instructional reading level
600L
500L
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The teacher might use the
lower part of this range as
a target for the student’s
– independent reading
level
60
Guided instruction
vs. independent reading
NWEA
RIT
Lexile
650L
205
600L
500L
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} Guided instruction (+50)
75% Comprehension
Independent (-100)

}
61
Lexile Resources
www.lexile.com
and
http://www.nwea.org
Select: <Assessments>, then
<Lexile Framework>
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Next Steps
•
“Stepping Stones to Using Data” workshop
•
•
•
•
•
Interpreting your reports
Class and Goal breakdowns
Parent conferencing
Putting the data to use
“Climbing the Data Ladder” workshop
• Goal setting
• Differentiating instruction
• Planning lessons around the state standards and the
•
Learning Continuum
Lexile in-depth
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Help us learn from you …
• Please complete the
evaluation form
• Place it in the
designated spot on
the way out.
• Thanks!!!
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Handout — Evaluation Form
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This button allows
the question to be
read in Spanish.
Sound
button
On PCs, use <Control> <Shift> <P> to move to Proctor Administration Menu.
On Macs, use <Apple> <Shift> <P> to move to Proctor Administration Menu.
Returns you back to
the test in progress.
You can
add a
comment
DURING
the test
event
regarding
any issues
you feel
recording.
Allows you to shut down the
test, either to RESUME or
NOT TO RESUME.
IMPORTANT NOTE: Only use
resume if you intend to bring
the student back into the
test, otherwise this shows up
as an “incomplete test
event”, which makes it
appear as data is missing.
This is a list of pre-defined
codes for invalidation
purposes. By selecting one of
these codes, the test will
AUTOMATICALLY be
invalidated.
Some examples could be
“Student refused to take the
test” or “Student was
cheating”.
These are
PRELIMINARY
scores ONLY!!!
Class reports
will have the
FINAL scores.
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