The following table describesMAP reports and resources available for test results. Which reportsyou can access depends on whichMAP user roles were assigned to your account (see "RequiredRole" in the headings).
Note: SystemAdministrator and Proctor roles do not have access to reports, data tools, orinstructional resources. Data Administrators can access operational reports only.
Name Description Intended Audience
District Level Reports(Required Role: Administrator or District Assessment Coordinator)
DistrictSummary
Summarizes RIT score test results for the current and all historical terms soyou can inform district-level decisions and presentations.
Shows aggregate growth in a district or school compared to the norms forsimilar schools, so you can adjust instruction and use of materials.
ProjectedProficiencySummary
Shows aggregated projected proficiency data so you can determine how agroup of students is projected to perform on separate state and collegereadiness tests.
Grade Shows students' detailed and summary test data by grade for a selectedterm so you can set goals and adjust instruction.
Principal,counselor,instructional coach
GradeBreakdown
Provides a single spreadsheet of student achievement (both subject andgoal area) so you can flexibly group students from across the school.Unlike the Class Breakdown reports, this report has no limit on the numberof students. File format is CSV.
School Level Reports(Required Role: Instructor, Administrator, or District Assessment Coordinator)
Class Shows class performance for a term, including norms status rankings, soyou can analyze student needs.
Instructional coach,teacher
AchievementStatus andGrowth
Shows three pictures of growth, all based on national norms: projections soyou can set student growth goals, summary comparison of two terms soyou can evaluate efforts, and an interactive quadrant chart so you canvisualize growth comparisons.
Instructional coach,teacher, counselor
ClassBreakdownby RIT
Shows at a glance the academic diversity of a class across basic subjectareas so you can modify and focus the instruction for each student.
ClassBreakdownby Goal
Shows academic diversity for specific goals within a chosen subject so youcan modify and focus the instruction for each student.
ClassBreakdownby ProjectedProficiency
Shows students' projected performance on state and college readinessassessments so you can adjust instruction for better student proficiency.
Instructional coach,teacher, counselor,principal
StudentProfile
Brings together the data you need to advise each student and support hisor her growth, including learning paths and growth goals.
Shows a student's test history and growth projections in the selectedsubject areas for a specific period of time so you can discuss the student'sgoals and celebrate achievements.
Skills Checklist / Screening Results(Required Role: Instructor, Administrator, or District Assessment Coordinator)
Class Shows overall class performance for skills and concepts included in certainScreening tests or Skills Checklist tests so you can modify and focusinstruction for the whole class.
Instructional coach,teacher, counselor
Sub-Skill Shows test results of individual students in a selected class so you canidentify students who need help with specific skills.
Student Shows individual student results from certain Screening tests or SkillsChecklist tests so you can focus instruction for each student.
Learning Continuum(Required Role: Instructor, Administrator, or District Assessment Coordinator)
Class View Shows students together with the skills and concepts they need to develop Instructional coach,teacher, counselor
Test View Shows skills and concepts for all RIT bands
Data Tools(Required Role: District Assessment Coordinator)
Data ExportScheduler
Exports test results to text files to enable importing into a database, creatingcustom reports, and more (CompassLearning® XML functionality requiresa CompassLearning license)
Keep inmind the processing time required for reports and certain report data:l Nightly Data Update— To keep reports running fast, theMAP system performs updates tothe reporting database only at night. Thismeans that changes usersmake to data do notappear in reports until the next day, after those changes transfer from themain database tothe separate reporting database. Example changes are:
o testing
o adding a student ID
o reassigning test events
o modifying a test window
l Generation Time— The time it takes to generate reports depends on the report's priority,size, and volume (number of records included in the report). HTML-based reports areavailable immediately, but they are not stored in the ReportsQueue.
Description Shows three pictures of growth, all based on national norms: projections so youcan set student growth goals, summary comparison of two terms so you canevaluate efforts, and an interactive quadrant chart so you can visualize growthcomparisons.
Projected Growth Sample— Achievement Status and Growth Report —
Achievement Status GrowthRIT Range(+/– SEM)
PercentileRange (+/– SE)
ProjectedRIT
ProjectedGrowth
Test score for theterm, shown in bold(+/– standard errorof measurement).
Percentage ranking of theachievement reached for thegiven term, shown in bold(+/– standard error). It is acomparison to similarstudents in NWEA's normsstudy, not a comparison tofellow classmates.
It also incorporates the weeksof instruction before testing,as set in theMAP preferencesfor your district or school.
Typical score expected for matchingpeers within the NWEA normsstudy—those in the same grade whohave the sameRIT score in the firstterm, and the sameWeeks ofInstruction before testing (as set intheMAP preferences for your districtor school).
Number ofRIT pointsthestudent istypicallyexpectedto grow.
SEM andSE = Standard Error of Measurement (anestimate of the precision; if retested soon after, thestudent's score would be within this rangemost ofthe time). If it is unusually high, a footnote (*)indicates you should qualify the results with datafrom other terms or other measurements.
Indicates whether students met growthprojections (Yes) or fell short (No).
A ‡mark indicates the ObservedGrowthStandard Error (SE) could be large enough toput the outcome in question, and you shouldqualify these results with other points ofdata. Consider this example:
In this case, the Standard Error (6.4) is largeenough to potentially drop ObservedGrowth(9) below what was projected (4):
Growth – Comparative
Conditional Growth Index ConditionalGrowth Percentile
Enables you to compare growth between any of your students using an equal scale.This measurement ranks each student's growth among the levels of growthobserved across all matching peers within the NWEA norms study (same grade,starting RIT score, andWeeks of Instruction before testing). Usingmatching peersaccounts for differences in growth rates, so you can reliably compare the growth oflow-achieving students with high-achieving students.
Translates theConditional GrowthIndex to U.S.national percentilerankings for growth.An index of 0equates to 50th
Conditional Growth Index ConditionalGrowth Percentile
A value of zero (0) corresponds to themean (typical) growth, indicating that growthexactly matched projections. Values above zero indicate growth that exceededprojections, and values below zero indicate growth below projections.
Summary Section— Achievement Status and Growth Report —
Percentage Of Students Who Met Or ExceededTheir Projected RIT
Percentage of students with a Growth Index valuegreater than or equal to zero.
Percent Of Projected Growth Met
Ratio of total ObservedGrowth to total ProjectedGrowth. A performance of 100% is average,meaning the student growth equaled the projections.
This measure can provide a good indicator of groupperformance. However, be careful. The assumptionis that students will grow at close to the same rate.One or two outliers can skew the percentage for thegroup. For example, a percentage of 150% couldmean that one student's growth surpassed allothers.
Count Of Students With Growth ProjectionAvailable And Valid Beginning And Ending
Term Scores
Total of students, including those who showedgrowth and those who did not.
Count Of Students Who Met Or Exceeded TheirProjected Growth
Number of students with a Growth Index valuegreater than or equal to zero. The count includesstudents flagged as either Yes or Yes‡ in theMetProjected Growth column.
Median Conditional Growth Percentile Percentile that falls in themiddle of all theConditional Growth Percentiles shown.
Spreadsheet OutputIn addition to PDF and online output, you can choose a Spreadsheet output for the AchievementStatus andGrowth report. It provides all of the data in a single, comma-delimited file (.CSV format).
In general, the spreadsheet columnsmatch the PDF and online output, with a few differences:l ASGType: Type of Achievement Status andGrowth (ASG) selection youmade in the GrowthComparison option (either a Summary of actual growth or a Projection of future growth).
l WIStartTerm andWIEndTerm: How manyWeeks of Instruction (WI) are specified in theModify Preferences > Manage Terms page for each term.
l OptionalGroupingCategory andGroup: If an Optional Group was selected in the reportoptions, the category (such asGender) and the group (Male/Female) appear.
o OptionalGrouping columns (near the end): Summary calculations for each group,such asMale and Female.
l Start andEnd terms: First and second terms in the growth comparison, such as fall andwinter.
l StartRITSEM / StartPercentileSE andEndRITSEM / EndPercentileSE: Indicates theStandard Error of Measurement (+ or –) in each term. If it is unusually high, footnotes (+ or *)appear to indicate you should qualify the results with data from other terms or other sources.
l StartTestDuration andEndTestDuration: How manyminutes the student tested in eachterm.
l Summary data (columnsAN to AR): The same values repeat for a given class and subject.
l StartGrowthandAchievement andEndGrowthandAchievement: Where the student fallson the quadrant chart for each term, assuming the quadrants are set at 50th percentile:
o HighG/Low A: HighGrowth / Low Achievement
o HighG/High A: HighGrowth / High Achievement
o Low G/Low A: Low Growth / Low Achievement
o Low G/High A: Low Growth/ High Achievement
o Note: The growth (HighGor Low G) shows the same value for both Start and Endterms, but the achievement (High A or Low A) may differ between the terms.
l ConditionalGrowthPercentileAxis andAchievementPercentileAxis: Refers to theQuadrant Chart axis. It always shows 50, even if you change the axis in the chart.
Average andmiddle RIT scores ofstudents in this class for this subject.
StandardDeviation †
Indicates academic diversity of agroup of students. The lower thenumber, themore students are alike(zero wouldmean all scores are thesame). The higher the number, thegreater the diversity in this group.
District GradeLevel Mean RIT
Average RIT score of students in thisgrade for this district. An asterisk(*) appears if the testing window forthe term is not closed.
Students At Or Above District Grade LevelMean RIT †
The number of students reported who scored at or abovethe district grade level mean RIT. An asterisk (*) appearsif the testing window for the term is not closed.
Norm Grade Level Mean RIT These figures give you a national comparison to students who were inthe same grade and who tested in the same test window as observed inthe NWEA norms study. An asterisk (*) appears if no norms data areavailable for this subject in this grade (most often 11th grade scienceand 12th grade).
Students At Or Above NormGrade Level Mean
† If summary data is missing: By default, these statistics do not compute if you have fewer than tenvalid growth test events because a small group is statistically unreliable. However, you can choose theSmall Group Display option to compute these figures regardless of group size.
OverallPerformance Goal Area Mean RIT +/- Smp Err Std Dev (Standard Deviation)
The top row breaksout the overallscores into thedifferent percentilerankings (low tohigh), based on theNWEA normsstudy.
These rows showpercentile rankings foreach goal area withinthe test subject. Dataappear only if a studenttook aMAP Growthtest, not Screening.
Themiddle number isthemean RIT score forthis grade. Thenumbers on either sideindicate the standarderror of measure.
Tip—Compareperformance in eachgoal strand with theoverall scores in the topsection. Your groupcould be doing welloverall, but low incertain areas.
Indicates academic diversity of agroup of students. The lower thenumber, themore students arealike (zero wouldmean allscores are the same). The higherthe number, the greater thediversity in this group.
Themiddlenumber in boldedtext is thestudent's overallRIT score. Thenumbers on eitherside of the RITscore define theRIT range.
Themiddle number inbolded text is the student'spercentile rank, or thepercentage of studentswho had a RIT score lessthan or equal to thisstudent's score asobserved in theNWEA norms study.
This range appears when thestudent has taken a reading test.You can use it with onlineresources to identify appropriatelychallenging books, periodicals,and other readingmaterial foreach student. Lexile® is atrademark of MetaMetrics, Inc.
Minutes a studenttook on a test. Ashort test durationmight indicate thata student needs tobe retestedbecause the testhas beeninvalidated.
(+/- Std Err)
The numbers on either side define the standarderror range. If retested, the student's scorewould fall within this range about 68% of thetime.
Gray text: Indicates invalid tests (such as a test duration that is too short) as well as tests that are validbut do not provide growth data (such as a test taken outside the test window). These test results areexcluded from summary statistics.
Goal Performance
Summarizes each student’s performance in the goal strands tested.
Italic scores = Performance that might be an area of concern, because they aremore than 3 RIT pointsbelow the overall RIT score.
Bold scores = Performance that might be an area of relative strength, because they aremore than 3 RITpoints above the overall RIT score.
Plain scores = RIT range within 3 RIT points of the overall RIT score.
Scores can appear either as RIT ranges or descriptors. Descriptors are based on NWEA norms: Low =20th percentile or lower. LoAvg = 20th to 40th percentile. Avg = 40th to 60th percentiles. HiAvg = 60th to80th percentiles. High = 80th percentile or higher.
If an asterisk (*) appears: The goal performance cannot be calculated. The student may have answeredtoomany items incorrectly or too few items may have been available in the RIT range assessed.
Description Shows students' projected performance on state and college readiness assessments so youcan adjust instruction for better student proficiency.
Results are limited to 250 students per class.
Applicable Tests MAP Growth and MAP Growth K-2.
Audience Instructional coach, teacher, counselor, principal
Required Roles Instructor, Administrator, or District Assessment Coordinator
Date Limits 1 year prior, for tests completed within your test window range (set under Manage Terms)
About Proficiency Projectionsl There are no projections available from summer test results.
l Which state and college projections appear depends on the state alignment that your districtselected duringMAP implementation.
l If your state does not have a specific NWEA linking study, generic projections developed byNWEA appear on the report.
l Depending on the state, projectionsmay be limited to certain subjects (typically reading andmath) and certain grades (typically 2 through 8).
o College readiness projections are limited to grades 5 through 9.
l ACT College Readiness—The "On Track 24" projection is the highest benchmark. It is basedon amore stringent ACT cut score of 24, instead of 22. For details, open the linking study.
Class Breakdown by RIT,Class Breakdown by Goal
Description Both reports show you at a glance the academic diversity of a class so you can modify andfocus the instruction for each student.
l By RIT—High-level view across basic subjects
l By Goal—Detailed view for specific goals within each subject
Results are limited to 250 students per class. For unlimited students, use Grade Breakdownon page 27.
Required Roles Instructor, Administrator, or District Assessment Coordinator
Date Limits 1 year prior, for tests completed within your test window range (set under Manage Terms)
Example Use for Class Breakdown byGoalYou can use the breakdown reports to quickly identify areas of relative strength or areas of concern.
For example, for the Language andWriting goal, J.E. Sirgo performed in a 10-point RIT band (111-120) that is below his overall RIT (127) for Reading, so that is an area of concern. By comparison,his performance for Foundational Skills is fine, because it's in a band encompassing his overall score(127).
Areas of strength or concern apply only for differences of 3 RIT points or more.
Description Summarizes RIT score test results for the current and all historical terms so you can informdistrict-level decisions and presentations.
Note: All testing must be declared complete for the term.
ApplicableTests
MAP Growth, Screening, and MAP Growth K-2.
Audience Superintendent,curriculum specialist,instructional coach, principal
Required Roles Administrator or District Assessment Coordinator
Date Limits All years prior, for tests completed within your test window range (set under Manage Terms).Also, the Test Window Complete check box must be selected.
Sample District Aggregation— District Summary Report —
MeanRIT Std Dev (Standard Deviation) Median Goal Performance
AverageRITscore ofstudentsin thisgroup
Indicates academic diversity of agroup of students in this goal area.The lower the number, themorestudents are alike. The higher thenumber, the greater the diversity inthis group.
Middle RIT score in agroup. When threeRIT scores, such as191-199-208, appearon a report, 199 is themedian.
Summarizes performance inthe goal strands tested.
Bold italic scores =Performance that might be anarea of concern, because theyaremore than 3 RIT pointsbelow the overall RIT score.
Bold underline scores =Performance that might be anarea of relative strength,because they aremore than 3RIT points above the overallRIT score.
Plain scores = RIT rangewithin 3 RIT points of theoverall RIT score.
Example Analysis of this Sample:
l For grade 1, this example shows a large increase from fall 2009-10 (141.6) to fall 2010-11 (154.9).
l However, compare the Problem Solving performance:o Despite the rise in Mean RIT, this area for the first grade went from a relative strength (underline)
Mean RITAverage RIT score ofstudents in this grade forthis subject.
StandardDeviation *
Indicates academicdiversity of a group ofstudents. The lower thenumber, themorestudents are alike (zerowouldmean all scores arethe same). The higher thenumber, the greater thediversity in this group.
District GradeLevel Mean
RIT
Average RIT score ofstudents in this grade forthis district. An asterisk(*) appears if the testingwindow for the term is notclosed.
Students At Or Above District Grade Level Mean RIT *
The number of students reported whoscored at or above the district grade levelmean RIT. An asterisk (*) appears if thetesting window for the term is not closed.
Norm Grade Level Mean RIT These figures give you a national comparison to students who were inthe same grade and who tested in the same test window as observed inthe NWEA norms study. An asterisk (*) appears if no norms data areavailable for this subject in this grade (most often 11th grade scienceand 12th grade).
Students At Or Above NormGrade Level *
* If summary data is missing: By default, these statistics do not compute if you have fewer than tenvalid growth test events because a small group is statistically unreliable. However, you can choose theSmall Group Display option to compute these figures regardless of group size.
Themiddlenumber in boldedtext is thestudent's overallRIT score. Thenumbers on eitherside of the RITscore define theRIT range.
Themiddle number inbolded text is the student'spercentile rank, or thepercentage of studentswho had a RIT score lessthan or equal to thisstudent's score asobserved in theNWEA norms study.
This range appears when thestudent has taken a reading test.You can use it with onlineresources to identify appropriatelychallenging books, periodicals,and other readingmaterial foreach student. Lexile® is atrademark of MetaMetrics, Inc.
Minutes a studenttook on a test. Ashort test durationmight indicate thata student needs tobe retestedbecause the testhas beeninvalidated.
(+/- Std Err)
The numbers on either side define the standarderror range. If retested, the student's scorewould fall within this range about 68% of thetime.
Gray text: Indicates invalid tests (such as a test duration that is too short) as well as tests that are validbut do not provide growth data (such as a test taken outside the test window). These test results areexcluded from summary statistics.
Summarizes each student's performance inthe goal strands tested. Data appear only ifa student took aMAP or adaptiveMPG test.
Italic scores = Performance that might be anarea of concern, because they aremorethan 3 RIT points below the overall RITscore.
Bold scores = Performance that might bean area of relative strength, because theyaremore than 3 RIT points above the overallRIT score.
Plain scores = RIT range within 3 RIT pointsof the overall RIT score.
Scores can appear either as RIT ranges ordescriptors, which are based on NWEAnorms. Low = 20th percentile or lower.LoAvg = 20th to 40th percentile. Avg = 40thto 60th percentiles. HiAvg = 60th to 80thpercentiles. High = 80th percentile orhigher.
Tip: Focus on the italic and bold areas withteachers to help set instructional goals.
If an asterisk (*) appears for the goal: The goal performance cannot be calculated. The student mayhave answered toomany items incorrectly or too few items may have been available in the RIT rangeassessed.
Description Provides a single spreadsheet of student achievement (both subject and goal area) so youcan flexibly group students from across the school. Unlike the Class Breakdown reports, thisreport has no limit on the number of students. File format is CSV.
Required Roles Administrator or District Assessment Coordinator
Date Limits 1 year prior, for tests completed within your test window range (set under Manage Terms)
Example Uses for Grade BreakdownSuppose a team of 6th grademath teachers are creating flexible groups to help students in the areaof geometry. Sort by the Geometry column (M) to see which students have lower achievement inthat goal, across all 6th grade classes:
Tip: As shown in columnM, you could use conditional formatting to highlight whether an area is arelative strength (green) or weakness (red), as compared to the overall math score range(column K). Considering the relative strength or weakness helps to form groupswithcomplimentary profiles. An area of strength or concern applies only for differences of3 RIT points or more.
As another example, when organizing students into classes for a given grade, you could look at theirachievement from the previous academic year.
WhichGradeGets Selected?If you generate the Grade Breakdown for a term from the last academic year, the report filtersstudents based on the grade they had at the time of testing, whichmay differ from their currentgrade.
Learning Continuum
Description Translates MAP scores to learning statements so you can set student goals and tailor yourinstruction to student needs.
Class View — organized by what each student should be working on
Test View — organized by all RIT bands so you can see what to reinforce or introduce
Required Roles Instructor, Administrator, or District Assessment Coordinator
Date Limits 1 year prior, for tests completed within your test window range (set under Manage Terms)
How to AccessYou can access the Learning Continuum either fromView Reports > MAP Reports > LearningContinuum, where you can open either theClass View or Test View...
—or—
...quickly open theClass View by clicking links in the Class Breakdown byGoal report:
With this access, you canmore easily pinpoint the student or students who need support.
Note: In addition to teachers (Instructor role), school and district leaders can also take advantage ofthis feature (specifically, the District Assessment Coordinator and Administrator roles).
Display Tipsl If available, clickEdit Display Options to further control the display. The DisplayOptions arenot available on all test versions.
o Group by Topic—These topic groups are chosen byNWEA tomake it easier to locatecommon themes and content. The topics are not connected to any standard.
o Group by Standard—Most useful when combined with the Grade Level Standardsfilter, so you can isolate particular standards.
l Click a RIT band to view it in isolation, along with adjacent RIT bands. (Class View only.)Example: You need to differentiate instruction for students performing in a given RIT band.
Note: To restore the full view, clickView All.
l Click a student name to isolate just that student. (Class View only.)Example: You need to set learning goals for a certain student.
Description Shows overall class performance for skills and concepts included in certainScreening tests or Skills Checklist tests so you can modify and focus instruction forthe whole class.
ApplicableTests
Screening or Skills Checklist tests.
Audience Instructional coach, teacher, counselor
Required Roles Instructor, Administrator, or District Assessment Coordinator
Date Limits Up to 3 terms prior, for all tests completed within the range you specify
Recommended Useso Modify and focus instruction according to identified strengths and weaknesses.
o Plan curriculum according to students' foundational skills.
o Track performance to gauge whether student performance is improving, staying the same, ordecreasing.
Tips for Sub-Skill Reportn Accessible from a link in theMAP for PrimaryGradesClassReport.
n Report results aremeasured by the percentage of questions answered correctly.
n Select and sort sub-skills to group students alphabetically by low, medium, and highperformance levels as a group or individual groups by performance levels.
n Seewhich students need help with specific skills andmeasure progress.
Projected Proficiency Summary Report
Description Shows aggregated projected proficiency data so you can determine how agroup of students is projected to perform on separate state and collegereadiness tests.
Applicable Tests MAP Growth and MAP Growth K-2.
Audience Superintendent,curriculum specialist,instructional coach, principal
Required Roles Administrator or District Assessment Coordinator
Date Limits All years prior, for tests completed within your test window range (set underManage Terms). Also, the Test Window Complete check box must beselected.
About Proficiency Projectionsl There are no projections available from summer test results.
l Which state and college projections appear depends on the state alignment that your districtselected duringMAP implementation.
l If your state does not have a specific NWEA linking study, generic projections developed byNWEA appear on the report.
l Depending on the state, projectionsmay be limited to certain subjects (typically reading andmath) and certain grades (typically 2 through 8).
o College readiness projections are limited to grades 5 through 9.
l ACT College Readiness—The "On Track 24" projection is the highest benchmark. It is basedon amore stringent ACT cut score of 24, instead of 22. For details, open the linking study.
Description Shows a student's test history and growth projections in the selected subject areasfor a specific period of time so you can discuss the student's goals and celebrateachievements.
Tips for theWorksheetn Growthmeasuredmay span up to five terms.
n In the fall, start a conversation with the student using theOverall RIT and Projected RIT anddetermine where the student standswith regard to goal areas. You could focus on a goal areain the student's action plan, particularly if you plan to emphasize instruction in that goal area.
n Can be a reference to help celebrate achievements at the end of the school year.
ProjectedRIT
RIT projected from the first to second test event when a testevent is in the initial term. Norms data are used to calculateprojected RIT from the growth test event in the initial term ofthe growth comparison period, projected to the final term of thegrowth comparison period.
My Goal A place to record the student's individual goals that may beabove or below typical growth.
RIT GrowthThe student's RIT point growth from the start term to the endterm. If the end term testing is not yet completed, an asteriskappears.
Overall RIT Score
The student's RIT score for each term in which the student has agrowth test event in the subject, regardless of the test the studenttook. For example, suppose a student took aMath 2-5 test in the falland aMath 6+ test in winter and spring. In this case, the worksheetshows anOverall RIT Score for each of the three terms.
Goal Performance
The student's RIT range for each goal performance area within thesubject.
Color codes indicate the performance relative to the student'soverall score:l Green indicates that themedian of the goal score range is morethan 3 RIT points aboveOverall RIT Score. In the abovesample, Foundational Skills is green because 224 (themedianbetween 219-229) is 8 points above 216 (the overall score).
l Yellow indicates more than 3 RIT points below the Overall RITScore. In the above sample, Literature is yellow because 209(median between 205-213) is 5 below 216 (overall score).
l White or gray indicates a RIT range within 3 RIT points of theoverall RIT.
Note:Only test events that are consistent with the last test taken inthe growth comparison period appear. For example, suppose astudent took aMath 2-5 test in fall and then took aMath 6+ test inwinter and spring. Only the test scores from theMath 6+ test eventsin winter and spring would appear on the report, because the goalswere different in the fall term and are not comparable.
Lexile® Range
This range appears when the student has taken a reading test. Youcan use it with online resources to identify appropriately challengingbooks, periodicals, and other readingmaterial for each student.Lexile® is a trademark of MetaMetrics, Inc.
Student Action Plan A place to plan activities and strategies for the student to follow forimproved performance in specific goal performance areas.
Description Shows aggregate growth in a district or school compared to the norms forsimilar schools, so you can adjust instruction and use of materials.
Applicable Tests MAP Growth and MAP Growth K-2.
Audience Superintendent,curriculum specialist,instructional coach, principal
Required Roles Administrator or District Assessment Coordinator
Date Limits All years prior, for tests completed within your test window range (set underManage Terms). Also, the Test Window Complete check box must beselected.
Notes l All testing must be declared complete for the term.
l Summary data include only those students with available growthprojections plus valid test events in the selected period.
Standard Deviation. Indicatesdiversity of a group of studentstested in this term. The lowerthe number, themore studentsare alike. The higher thenumber, the greater the diversityin this group.
Percentile (a percentage-based ranking) ofthe achievement reached for the given term,as compared to the school-level NWEAnorms from the same grade and with thesameweeks of instruction between testing(as specified in your MAP preferences).
ObservedGrowth
ObservedGrowth SE
Average change in RITscores from starting termto ending term (endingRIT minus starting RIT).
Growth standard error (SE) associated with term-to-term growth for the group.If these students tested again over the same period with comparable tests,term-to-term growth would fall within a range defined by the observed growth,plus or minus the growth sampling error, about 68% of the time.
School Norms Section— Student Growth Summary Report —
School norms compare overall grade-level results between your school and schools in theNWEA norms study.
Projected Growth School Conditional Growth Index School ConditionalGrowth Percentile
Growth projectionsbased upon themeanRIT of this group andthe 2015 school-levelnorms.
It also incorporates theweeks of instructionbefore testing, as set intheMAP preferencesfor your district orschool.
Enables you to compare growth between gradesor groups by putting them all on an equal scale.This measurement ranks your grade-level growthamong the growth observed across all matchingschools within the NWEA norms study.
A value of zero (0) corresponds to themean(typical) growth, indicating that growth exactlymatched projections.
Translates the SchoolConditional Growth Indexto percentile (a percentage-based ranking). An index of0 equates to 50thpercentile.
Student norms are an aggregation of the NWEAnorms data calculated for individual students.
Count With Projection Count MetProjection
PercentMet
ProjectionStudent Median Conditional
Growth Percentile
Number of students used for the StudentNorms calculations. Because growthprojection norms are not available forsome situations, this count could besmaller than the first Count column.
Shows how manystudents collectivelymet or exceeded theirindividual growthprojections.
Intended for evaluatingthe growth within eachgrade, but not forcomparing grades.
Percentile that falls in themiddle ofall the Conditional GrowthPercentiles for this group of students.It shows how these studentscompare tomatching peers fromNWEA norms.
The student norms percentile is oftenlarger than the school normspercentile, because individualstudents’ growth rates are typicallylarger than a grade can grow as awhole.
For more on student conditionalgrowth, see: Summary GrowthSample on page 9.
Basic Usagel Browser recommendation—Avoid using Internet Explorer and Safari 8, because of slowperformance. Chrome performs the best.
o Refresh—If the page is not loading properly, try clicking refresh: or, press: Alt + Shift + R
l Prerequisite—Your school or district should have correctly set theWeeks of Instructionbetween testing, under MAP preferences. This setting specifies the average amount ofinstruction your students received, so it determines how they align to students in the NWEAnorms study.
l View Prior Test Data—You can choose prior terms from themenu at top:
The default—Most Recent—means themost recent termwith test data, which could differfor each subject. To alert you when themost recent score comes from a prior term, an asteriskappears next to the subject score.
l Change Student, Class, or Term Rostered—There are variousways to switch to adifferent student:
l Percentile colors—Wherever you see color coding, it indicates the percentile (apercentage-based ranking) of the achievement your student reached. It compares yourstudent to students in the NWEA norms study from the same grade and with the sameweeksof instruction between testing (as specified in your MAP preferences).
l Give Feedback— Is anything unclear? Do you wish for another feature? Click the Feedbackbutton near the bottom...and return every few months to see the latest software updates.
Note: If you close (X) the Feedback button, it disappears temporarily on your particularcomputer. It reappears in 24 hours.
PrintingFor parent conferences and other meetings, you can quickly prepare printed reports for all studentsor a selection. While viewing any student in the Student Profile report, clickPrint and Share, andthenBatch PDF:
There aremany choices you can explore, including which students to print:
Caution: Under Pages, the Instructional Areas option uses a large amount of paper. Foreach student, it prints all of the "ready to DEVELOP" learning statements in all areas.
Subject ScoresThe overall RIT score appears in each subject tab, along with important test details to qualify this testresult:
Error Margin and Possible range—Showsan estimate of themeasurement precision. Ifretested soon after, the student's score wouldbe within this rangemost of the time.
Minutes—Total duration that the student tookto complete testing. Notice if the durationchanges unusually compared to other terms,because it could qualify your insights.
Percentage and Impact of Disengaged Responses—A response is disengaged when a studentrapidly guesses faster than it takes to actually view the whole question, and well below the averageresponse timemeasured byNWEA for each test question. If N/A appears, it means no rapidguessing was detected for that test.
The Estimated Impact shows how manyRIT points higher the studentmight have scored. Forexample, with a RIT score of 210 and an Estimated Impact of –3, it means the student might havescored 213 if fully engaged during testing.
Highlight RecommendationsIn the Highlights section, you can review a summary for each subject, along with recommendations:
This information also appears in the printed report as part of the profile overview page.
ComparisonsThis section shows amix of current achievement and future projections.
About College and State Test Projections...l There are no projections available from summer test results.
l Which state and college projections appear depends on the state alignment that your districtselected duringMAP implementation.
o However, this report is currently limited to showing two projections—one stateassessment and one college readiness. (More projectionswill come in a future update.)
l If your state does not have a specific NWEA linking study, generic projections developed byNWEA appear on the report.
l Depending on the state, projections could be limited to certain subjects (typically reading andmath) and certain grades (typically 2 through 8).
o College readiness projections are limited to grades 5 through 9.
l Tomake projections, the report follows these steps:o UsesNWEA norms to estimate growth to the termwhen the state or collegeassessment typically occurs.
o Uses the NWEA linking study to correlate that projected RIT score to an estimatedproficiency.
l ACT College Readiness—The "On Track 24" projection is the highest benchmark. It is basedon amore stringent ACT cut score of 24, instead of 22.
Instructional Areas and Learning PathsIn the Instructional Areas section, you can see the component parts of the assessment, and then getdetails you need to develop a personalized learning path for your student. Lower scores appear nearthe top, so you can suggest where to focus efforts, and higher scores appear near the bottom, soyou can celebrate your student’s strengths.
Note: Also known as "goal performance scores" elsewhere inMAP, these scores appear onexisting reports, such as: Class, Student Progress,Grade, Achievement Status andGrowth,and others. Key differences:
l Range of scores—Instead of a range representing the Error Margin, only themiddlescore of that range appears here. However, you can see the +/- Error Margin when youclick an instructional area to open the details.
l Low / High percentiles—Instead of comparing scores to NWEA norms, the scores arecompared to the overall score and, in some cases, designated "Area of Focus" or"Relative Strength."
About Suggested Area of Focus / Relative StrengthYoumay see some areas labeledRelative Strength or Suggested Area of Focus. These labels helpyou pinpoint how the student performed relative to the subject overall. Here is how the reportdesignates each area:
l Takes the difference between the instructional area score and subject score
l Adjusts for the Error Margin in both scores:o If the adjusted difference is positive—area labeledRelative Strength
o If the adjusted difference is negative—area labeled Suggested Area of Focus
o If the difference is within the Error Margin—no label
Where is the Error Margin?—For the subject, look in themain tab. For an instructionalarea, open the detailed, expanded view.
Tips for Personalized Learning PathsClick any instructional area to see related learning statements and standards, which you can use tocreate a learning path for your student. (These are the same learning statements available from theLearning Continuum on page 28.)
Note: The appearance of a learning statement does not necessarilymean your studentreceived questions about that skill or concept. However, statistically a student's RIT score doespredict the applicability of learning statements.
Quick Find:
Use the Filters to pinpoint a specific topic or standard:
Reinforce / Develop / Introduce:
On the top right, choose which level of learning statements will help your student:l Reinforce—Statements that will help you connect what the student already knows to newlearning.
l Develop—Statements that your student is ready to learn now.
l Introduce—Statements that will help when your student is ready for more challenge.
Repeated statements—If you see learning statements repeated, theywill appear in gray font color:
It means the same concept applies, but at increasing levels of complexity. For example, with readingyoumight use increasingly longer text passages and words.Withmathematics, youmight usenumbers with more digits.
Use the following options to see applicable state standards.
Assignments for Strands and SkillsIf your school usesMAP Skills™, you can easily set up assignments while you view the StudentProfile MAP results:
As shown in this example, Geometry is aSuggested Area of Focus, so you can click theSTRANDSTESTED link to see which strands apply to Geometry. You can then clickASSIGN LOCATOR, andtheMAP Skills Assignment tab appears with all the applicable settings chosen automatically:
See also: Percentile Colors (under Basic Usage on page 44)
l Goal—If you have set future growth goals in the Growth Goals section, they appear here. If not,no goals appear on the graph. For prior terms, it is a gauge of how well your student met thegoals you set together. For future terms, it helps to show the direction you have set.
l Projected Score—This projection is based on your student's actual RIT score in a prior term,plus the typical RIT growth ofmatching peers within the NWEA norms study. Matching peershave the same prior RIT score, as well as the same grade and weeks of instruction betweentesting (as specified in your MAP preferences). Using matching peers provides a faircomparison, so it is reasonable for your student to meet the projection and even grow beyond it.
l Typical Performance—Shows the average score (50th percentile) for all applicable studentswithin the NWEA norms study. Students within the norms study have the same grade and weeksof instruction between testing (as specified in your MAP preferences).
l District Grade Level Mean—Shows the average score for students within your district whowere in the same grade and who tested in the same term.
If it doesn't appear in a given term, the district testing window is not yet closed. Contact aMAP team leader to close the testing window, and then wait for overnight processing.
l Linking Study (Cut Scores)—If applicable, you can see your student's projected performanceon state or college readiness assessments. Bars showing the cut scores are hidden by default,so use the check box on the right to display it.
For more information, see: About College and State Test Projections... on page 47.
l Gray background—When there is no data, a gray background appears. Examples include: nocompleted test event, student not enrolled, or no norms study (12th grade and 11-12th gradeScience).
Growth GoalsFor an upcoming term, you can create a growth or performance target for each student. Later, returnto see if the student met the goal.
1. From themain Student Profile page, click the expansion arrows:
2. Consider the Tips for Setting Growth Goals on page 54 (below).
3. Set a goal bymaking an entry, and then clicking outside the box:
Use any of the goal numbers—the other numbers adjust to match your entry.Note: The RIT Growth andGrowth Percentile entries are not available if there is no recenttest score to form the basis of growth.
4. As a best practice, type an Action Plan in the box provided so that you and your student canreview it later.
Note: Currently, you cannot edit the Action Plan. However, you can overwrite the entiregoal at any time.
5. ClickSet Goals to save your change.After amoment, the goal appears in a row at the top. If needed, you can delete it, or overwriteit by setting a new goal.
Note: After you set a goal, the goal numbers and the graph revert back to the default,typical growth.
General assumption: Your school or district has correctly set theWeeks of Instruction betweentesting, under MAP preferences. It forms the basis for much of the percentiles and projectionsshown.
A. Strike a balance: l Challenge your student—To advance academically, students should strive to gobeyond the typical scores.
l Be realistic—Consider past performance so the goal fits your student's capabilities.
B. How manyRIT Growth points are reasonable?l By default, growth is set to the Typical Growth projection, if available. This growthprojection is personalized to your student, because it is based onmatching peers fromNWEA norms (same prior RIT score, grade, and weeks of instruction between testing).
o Usingmatching peers provides a fair comparison, because students with highstarting achievement generally do not grow asmuch as students with lowachievement.
o Typical Growth is themid-point for these peers (half grew more and half grewless).
l This score is an initial suggestion—youmight target above or below it, depending onother considerations.
l In contrast, the Typical Score (bottom left) shows you how all students typicallyperformwithin the same grade and sameweeks of instruction between testing. TypicalScore is simply the average score (50th percentile) for the target term.
C. Which of the percentile bands (rainbow colors) should your student target?l Percentiles compare your student to students in the NWEA norms study from the samegrade and with the sameweeks of instruction between testing.
l For example, suppose your student is hovering just below the orange percentile band,and you want to encourage her to reach the next band. Try settingStatus percentileto the low 40's, which is the cut-off for that percentile.
l Next, considerGrowth Percentile, if available. It shows the level of growth your
student would have to reach in order to achieve the Status Percentile. Higher growthnumbersmean a greater challenge.How Growth Percentile is Calculated—Thismeasurement ranks each student's growthamong the levels of growth observed across all matching peers within the NWEAnorms study (same prior RIT score, grade, and weeks of instruction between testing).The statistical calculation comes from the Conditional Growth Index. A value of zero (0)corresponds to themean (typical) growth. Values above zero indicate growth aboveaverage, and values below zero indicate growth below average.
D. If available, consider the growth needed to reach an ideal cut score on state or collegeassessments. Bars showing the cut scores are hidden by default, so select one, or both,below the graph:
For more information, see:About College and State Test Projections... on page 47.
Instructor, Administrator, or District Assessment Coordinator
Prior Data All years prior, including tests completed outside your test window range (theyappear in gray font if you choose the All Valid report option)
Average RIT score forstudents in the sameschool district andsame grade who testedat the same time as thestudent named on thisreport. If it doesn'tappear, the districttesting window is notyet closed.
Average score forstudents who were inthe same grade andwho tested in the sameterm, as observed inthe NWEA normsstudy. If it doesn'tappear, there is nonorms data for thegrade and subjectreported.
The projected RIT score when thestudent takes a future test. Thisprojection is based on student's actualRIT score in the first term of theGrowth Comparison Period, and on theaverage RIT growth of students whowere in the same grade and who testedin the same term. The average growthcomes from the NWEA norms study.
GoalPerformance
o Goal Descriptor translates the percentile to one of the following:o Low: Student goal scores are lower than the 21st percentile
o LoAvg: Student goal scores fall within the 21st-40th percentile
o Avg: Student goal scores fall within the 41st-60th percentile
o HiAvg: Student goal scores fall within the 61st-80th percentile
o High: Student goal scores fall within the 81st percentile or higher
o If goal performance cannot be calculated, an asterisk (*) appears. The student mayhave answered toomany items incorrectly, too few items may have been availablein the RIT range assessed, or norms data for percentiles may be unavailable.
o Goal RIT Ranges reports the student’s goal RIT range, such as 198-213.
Lexile®Range
This range appears when the student has taken a reading test. You can use it with onlineresources to identify appropriately challenging books, periodicals, and other readingmaterial for each student. Lexile® is a trademark of MetaMetrics, Inc.
Term/Year Grade RIT RIT Growth GrowthProjection Percentile Range
Indicates the termand year in which thetest event occurred.Keep inmind that if aterm spans more thanone year (forexample, from 2009to 2010), the latter ofthe two years is used.For example, WI10reflects a term whichbegins on December1, 2009 and ends onFebruary 28, 2010.
The growthin RIT pointsmadebetween thetwo terms inthe GrowthComparisonPeriod.
Averagegrowth ofstudents whowere in thesame gradeand began thesame term at asimilar RITscore, asobserved intheNWEA normsstudy.
The number in themiddle is this student'spercentile rank, or thepercentage of studentswho had a RIT scoreless than or equal tothis student's scoreaccording to theNWEA norms study.The numbers on eitherside of the percentilerank define thepercentile range (theRIT score +/- standarderror). If retested soon,this student's percentilerank would be withinthis rangemost of thetime.
Gray text identifies tests that are valid but do not provide growth data (such as a test taken outside the testwindow). These test results are excluded from summary statistics.
