NWEA Measures of Academic Progress

Instructional Guidance – 2008 Norms

NWEA RIT Scale compared to Oregon RIT Scale

While the history of the Oregon RIT scale began with the NWEA RIT scale, the two scales can no longer be seen as equivalent. Consequently, performance standards set by the state of Oregon can not be used directly to determine the level of student achievement using MAP tests. The two scales must be used as two independent scales of achievement.

PERFORMANCE STANDARDS

At this time, we do not have performance standards set with NWEA MAP scores that can be considered equivalent to the Oregon performance standards. Statistical research to correlate the scales is currently in progress. However, we can use national normative data to develop a perspective of scores that we would consider as indicators of certain levels of achievement reached by students and provide insights into instructional responses.

PERFORMANCE OF THE “TYPICAL STUDENT”

A typical student is defined as the student that scores at the 50th percentile. 50% of the student score below this score and 50% score above. Current performance standards in Oregon are estimated at approximately the 30th percentile.

GOAL SCORES

Because of the wide range of error associated with each individual goal score, it is not appropriate to use a single goal score for a student to make instructional decisions. In addition, the median scores or performance standard for the total reading or math score cannot be assumed to be the median or performance standard for each of the goal areas.

Instead, NWEA has developed powerful supportive tools to assist teachers in making instructional decisions. This can be done either through the use of the relative designation of high, average or low for the goal scores attained by a student or the RIT range for each goal which can then be associated with potential instructional targets found in Des Cartes, the latter being the most informative strategy.

Guidance for using data

When looking at a summary of group scores, our goal is for our median score to be typical or above. In addition are goal is to have at least 50% of our students scoring at the typical score or above.

When looking at individual scores, if a student is scoring at the strategic level or above, we would predict that the student will meet our state performance standard. Obviously, the higher the score, the stronger the prediction is.

A student scoring at the strategic level or below should raise flags for further questions to be asked about their achievement. Other academic data must be used to determine what type of accommodations or instructional interventions should be used to increase achievement.

A student scoring at or near the 97th percentile should be considered for TAG identification. Again, additional data must be used to determine final identification.

Fall - Reading

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 204 / 215 / 223 / 229 / 235 / 238 / 241 / 243 / 246
Typical
(50th percentile) / 179 / 192 / 201 / 208 / 213 / 217 / 220 / 222 / 226
Strategic
(Below 30th percentile) / 171 / 184 / 193 / 200 / 205 / 209 / 213 / 214 / 218
Intensive
(14th percentile) / 165 / 177 / 185 / 192 / 197 / 201 / 204 / 206 / 209

Fall - Math

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 200 / 213 / 226 / 238 / 244 / 252 / 258 / 261 / 265
Typical
(50th percentile) / 179 / 192 / 203 / 212 / 219 / 225 / 230 / 233 / 237
Strategic
(Below 30th percentile) / 173 / 185 / 197 / 204 / 211 / 216 / 221 / 223 / 227
Intensive
(14th percentile) / 168 / 179 / 190 / 197 / 202 / 207 / 210 / 212 / 215

Winter - Reading

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 210 / 220 / 227 / 232 / 237 / 240 / 243 / 245 / 247
Typical
(50th percentile) / 186 / 197 / 205 / 211 / 215 / 219 / 222 / 223 / 227
Strategic
(Below 30th percentile) / 178 / 189 / 197 / 203 / 208 / 211 / 214 / 215 / 219
Intensive
(14th percentile) / 171 / 181 / 189 / 195 / 199 / 203 / 206 / 207 / 210

Winter - Math

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 207 / 220 / 232 / 243 / 248 / 255 / 259 / 261 / 265
Typical
(50th percentile) / 186 / 199 / 208 / 216 / 222 / 228 / 232 / 234 / 238
Strategic
(Below 30th percentile) / 180 / 192 / 201 / 208 / 213 / 218 / 222 / 224 / 228
Intensive
(14th percentile) / 175 / 185 / 194 / 201 / 205 / 208 / 212 / 213 / 216

Spring - Reading

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 217 / 227 / 233 / 237 / 237 / 240 / 243 / 245 / 247
Typical
(50th percentile) / 190 / 200 / 207 / 212 / 216 / 219 / 223 / 224 / 228
Strategic
(Below 30th percentile) / 182 / 192 / 199 / 205 / 209 / 212 / 215 / 216 / 219
Intensive
(14th percentile) / 175 / 184 / 191 / 197 / 200 / 203 / 207 / 207 / 210

Spring- Math

Instructional Consideration / 2nd Grade / 3rd Grade / 4th
Grade / 5th Grade / 6th Grade / 7th Grade / 8th Grade / 9th Grade / 10th Grade
Gifted
(97th percentile) / 212 / 225 / 237 / 246 / 251 / 257 / 262 / 264 / 268
Typical
(50th percentile) / 191 / 203 / 211 / 220 / 225 / 230 / 234 / 236 / 239
Strategic
(Below 30th percentile) / 184 / 196 / 204 / 211 / 216 / 220 / 224 / 225 / 228
Intensive
(14th percentile) / 178 / 189 / 197 / 203 / 206 / 210 / 213 / 214 / 217

Gwen Soderberg-Chase Page 1 3/17/2009