Reading Fluency Guide ·...

MAP®Reading Fluency™ is a pre-K–3 universal screener and progressmonitoring assessmentof early reading that can also be used with older students at risk of reading difficulty.

Students can take the assessment in approximately 20minutes, either individually or in groups,using a headset with a boommicrophone.

This guide explains how to set up and administer MAP Reading Fluency, what the available testsare, and what information is available on reports. If you're looking for a quick overview on settingup, see theQuick Start for MAP Reading Fluency.

Quick Start for MAP Reading Fluency

Follow these steps to begin administeringMAP Reading Fluency assessments.

Step 1—Prepare Your Equipment

Procure Devicesl Each student needs a device such as aWindows® or Mac® computer, iPad®, orChromebook™, to take the test. Each student will also need a headset with a boommicrophone.

Install Softwarel iPad devices need theMAP Reading Fluency Testing App installed. Other testing deviceswill need the latest version of the Chrome™ browser.

© 2017–2020 NWEANWEAandMAPare registered trademarks, andMAPGrowth, MAPSkills, andMAPReading Fluencyare trademarks, of NWEA in theUnited Statesand other countries. Powered byLanguaMetrics™ and includesEduSpeak® speech recognition software under licensefrom SRI International®. The namesof other companiesand their productsmentioned are the trademarksof their respective owners.

MAP READING FLUENCY GUIDE

2 OF 68 | MAP READING FLUENCYGUIDE FEBRUARY 2020 © NWEA

Perform an Equipment Checkl Log into either the teacher site (teach.mapnwea.org) or the student site(student.mapnwea.org) and selectCheck Equipment to test your microphones andheadsets

For more information, seeSetting Up for Testing in the Help Center. Once you are logged in,you can access help at any time by clickingHelp in the upper-right corner of the screen.

Step 2—Assign PasswordsEvery student needs a username and password. Usernames are assigned when your studentsare rostered. Your Data Administrator can assign usernameswhen the roster is created;otherwise, theywill be auto-generated. You cannot change these usernames inMAP ReadingFluency. You can assign individual passwords or give the entire class the same password.

l Log in to the teacher site at teach.mapnwea.org and openMAP Reading Fluency.

l ClickStudent Passwords.

l Select one or multiple students (select the check box next toStudent Name to select allstudents).

l Click the asterisks to assign/change a password or clickChange Multiple Passwords tochange all of them at once. Youmaywant to assign all of your students the samepassword tomake the login process easier.

l Because all passwordswill be encrypted when you leave this page, print or copy and savethe list of usernames and passwords.

For more information, seeAssigning Passwords in the Help Center.


Step 3—Assign Testsl If all of your students are taking Adaptive Oral Reading in English, which is the testrecommended for most students, then you’re ready to go. It’s automatically assigned at thebeginning of every term.

l If you want to assign a different test, such as a Spanish test or ProgressMonitoring, selecttheAssignments tab, then pick the student and test options that you want and clickAssign Test.

For more information, seeAssigning Benchmark Tests in the Help Center.

Step 4—Prepare and Test StudentsStudents log in to testing at https://student.mapnwea.org.

l Prepare your students for the test by discussing it with them ahead of time. Give them timeto practice using headsets and amouse.

l Set students up for success by checking equipment before testing, minimizing noise, andseating them an arm's length apart.

l Log students in to the student site at student.mapnwea.org (or start theMAP ReadingFluency Testing App on an iPad). It's best to do this in small groups.

l Monitor students as they test in case they have any issueswith their headsets.

l Testing will take about 20minutes.

For more information, see Testing Students andCommon Issues and Solutions in the HelpCenter.

https://student.mapnwea.org/


Access and Roles in MAP Reading Fluency

Log in toMAP Reading Fluency through the samewebsite used for all MAP products(teach.mapnwea.org).

Students testing onWindows or Mac computers or on Chromebook devices log in toMAP Reading Fluency at student.mapnwea.org. Students testing on iPad devices use theMAP Reading Fluency App. See Testing and Proctoring Students on page 21 for moreinformation.

What you can access in the product depends on theMAP role assigned to you by your school ordistrict leaders:

MAP role Assign tests Set passwords Accessreports

Exportdata

District Assessment Coordinator, DistrictAdministrator

No Yes—entiredistrict

All reports forthe district

All datafor thedistrict

School Assessment Coordinator, SchoolAdministrator

Yes—assignedschools

Yes—assignedschools

All reports forassignedschools

All dataforassignedschools

Instructor Yes—assignedclasses

Yes—assignedclasses

BenchmarkMatrix,IndividualStudent,ProgressMonitoring,and TermComparisonReports fortheir assignedstudents

All dataforassignedclasses

District and School Proctor Yes—assignedschools/districts

Yes—assignedschools/districts

No No

l

For interventionists and reading coaches: A person with the Instructor role doesnot have to be a classroom teacher. For example, you can assign the Instructor role toan interventionist, along with a virtual “class” of students, and then that person canview test results for those assigned students.

After logging in, selectMAP Reading Fluency in the left menu. If you don’t see this link, yourdistrict has not enrolled in MAP Reading Fluency. If you need information on how to sign up forMAP Reading Fluency, contact your NWEA®Account Manager.

http://teach.mapnwea.org/

http://student.mapnwea.org/


Setting Up for Testing

System Requirements and Setting Up DevicesMAP Reading Fluency is currently supported onWindows andMac computers, iPad devices,and Chromebook devices. .

MAP Reading Fluency requires the Chrome browser onWindows andMac computers andChromebook devices. Make sure that themost recent version is installed on all devices used fortesting. Once Chrome is installed, be sure to perform a hardware check before testing. SeePerforming a Hardware Check on page 6.

iPad DevicesTo prepare iPad devices for testing, install theMAP Reading Fluency Testing App, whichautomatically opens to the student testing site in full-screenmode.

Important: Check that your software is up to date, because changes occur regularly andyou must use the latest version. Update information is posted through emailed PartnerUpdates and on theMAP Reading FluencyCommunity page (login required) atcommunity.nwea.org, under Product Updates.

l Access: In the App Store®, search forNWEA.

l Distribution: If desired, you can use amobile devicemanagement tool, such as theApple®Profile Manager. If needed, use the Bundle ID: org.nwea.map-reading-fluency.

Setting Up HeadsetsAll MAP Reading Fluency tests require each student to use a headset with a boommicrophone.Built-in computer microphones and headsets with an inlinemicrophone on the headset cord arenot supported.

While NWEA does not recommend specific headset brands, we have the followingrecommendations for choosing headsets:

l Over the ear, rather than earbuds

l Passive noise-canceling

l USB connection preferred for computer desktops and laptops; 3.5mm jacks can be usedfor Chromebook and iPad devices

Before testing, connect the headsets to each device that you plan to use for testing andmakesure that your headsets are set as the default device for both audio output and input. You’ll alsoperform a hardware checkwithin MAP Reading Fluency. See below for instructions.


Setting Headsets as Default Device

Make sure that the headset is the default device for both recording and playback.

l Windows:Open the Sound control panel by right-clicking theWindows icon and choosingControl Panel, thenHardware and Sound, thenSound. Check thePlayback andRecording tabs andmake sure that the headset is chosen as the default device. Thedefault device will have a green checkmark next to it.

l Mac: The Sound control panel is under System Preferences. Check theOutput andInput tabs andmake sure that the headset is chosen as the default device. Make sure the“mute” checkbox next to the Volume slider is not selected.

Chromebook and iPad devices should recognize and use your headsets automatically. You canstill check if they are the default device.

l Chromebook:Click on the system tray, then click on the headset icon next to the Volumeslider. Make sure that the headset is chosen under both Output and Input.

l iPad: Swipe up from the bottom edge of any screen on the iPad to open the Control

Center. Tap and hold the Audio card (square in the upper-right corner), then tap theicon to see your devices. Choose your headset in the list of devices that you can connect.

Performing a Hardware Check

Note: MAP Reading Fluency requires the Chrome browser for viewing reports and either theChrome browser or iPad application for student testing.

On eachmachine used for testing, you should check the equipment before you test.

On a Computer or Chromebook

Log in to either the student site or teacher site and clickCheck Equipment:

From student site(student.mapnwea.org)

From teacher site(teach.mapnwea.org)

– or –


Allow the Chrome browser to use themicrophone if you are asked. Depending on your schoolsecurity and browser settings, youmay need to allow Chrome to use themicrophone each timeyou log in.

On an iPad

Click the Hardware Check link that appears when the app is launched, before the student login.

From the Check Equipment area, check the headset output, record test audio, and play therecorded audio back. Use a normal speaking voice. If the volume is too low or too high, you’ll seeamessage indicating the problem. Adjust your volume through your system settings.

See also: Resolving Headset Issues on page 24

Assigning Passwords

Student Usernames and PasswordsStudents need their usernames and passwords to log in toMAP Reading Fluency. Aswith allother MAP products, studentsmust be rostered every term in order to useMAP ReadingFluency. Student usernames are assigned when your school or district uploads your studentroster into theMAP system. You cannot add or edit these usernames inMAP Reading Fluency.Usernames can be assigned in the roster template by your Data Administrator or auto-generatedby the systemwhen the roster is processed. Since assigned usernameswill likely be shorter andeasier to remember, it's best to include them in the roster.

ClickStudent Passwords to retrieve the usernames and to assign passwords. If you do not seeyour students or you need a student’s username changed, contact your district DataAdministrator. For information on changing usernames, see How to change a student'susername.

You can choose to set student passwords to be the same password for all students, individualpasswords for each student, or a random short password for each student.

https://community.nwea.org/docs/DOC-1541

https://community.nwea.org/docs/DOC-1541


To set passwords for multiple students:1. Select the students whose passwords you wish to assign or change. You can select all

students by clicking the checkbox next to theStudent Name search box.

2. Select the students, then clickChange Multiple Passwords.

3. Choose whether to generate random passwords or to assign the same password for allchosen students. If you choose to assign the password, type it in. Any combination ofletters and numbers between 4 and 16 characters in length is allowed.

4. ClickOK, Change Passwords.

5. The new passwordswill show in thePasswords column. Be sure to copy or print thepasswords before you navigate away from the page.Once you navigate away from thepage, the passwordswill be encrypted and you will no longer be able to read them.

To set a password for an individual student:1. Click on the asterisks for the current encrypted password, then type in a new one. Any

combination of letters and numbers between 4 and 16 characters in length is allowed.

2. Type the new password, then click the checkmark to save it or the red "X" to discard it.

3. The new password will show in thePassword column. Be sure to copy or print thepassword before you navigate away from the page. Once you navigate away from thepage, the password will be encrypted and you will no longer be able to read it.

MAP® Skills™ Overlap—If your students also useMAP Skills, they use the sameusernames and passwordswhen logging in toMAP Reading Fluency. If passwords havebeen assigned for MAP Skills, you do not have to assign them again for Reading Fluency. Ifthe password is changed, it is changed for both products. Students cannot have separatepasswords for each product.


Printing PasswordsA Print option is available if you create or edit password(s). Once you navigate away from thepassword page, this print option is disabled unless new changes aremade.

Note:Once you navigate away from theStudent Passwords page, the passwordswill beencrypted and you will not be able to retrieve them.Print them or copy them to a text filebefore you close the page!

Assessment Content and Test Types

MAP Reading Fluency Is an Adaptive TestDue to its adaptive nature, MAP Reading Fluency is able to assess pre-K–3 students at any levelof reading ability. Thismap shows the benchmark test pathways. Students who are assignedAdaptive Oral Readingmust pass the Sentence Reading Fluency (SRF) measure to go on topassage reading, as shown by the solid green arrow. Passing thismeasure requires getting atleast 15 items correct and 75% overall accuracy in twominutes. Students assigned Adaptive OralReading who do not pass the SRFmeasure will be routed to Foundational Skills items, as shownby the red arrow. Students who do well in Phonics on the Foundational Skills test will beadministered Sentence Reading Fluency as their last test, as shown by the dotted green arrow.

Note: Tests for grades PK–3 are fully adaptive; tests for grades 4 and above are not. SeeGrade Range on page 11.


Test TypesThe following four benchmark test types are intended to be given once per term.

For All Studentsl TheAdaptive Oral Reading test will start with a brief picture book reading task for allstudents, followed by a timed Sentence Reading Fluency test. Based on the student’sperformance on Sentence Reading Fluency, the test will branch into either an oral readingtrackwith comprehension questions or a trackwith no oral reading, only skills such asdecoding, print concepts, and language comprehension. This test is appropriate forstudents who already have some oral reading skills and will also adapt for students whoare not yet reading.

For Emergent Readersl The Foundational Skills test is an adaptive test that includes only early decoding skills,listening comprehension, and picture vocabulary. This test is an option if you need this datafor a student and do not need to assess oral reading.

l The Foundational Skills—Beginner test is an adaptive test that includes only the firstfour measures in the skill progressions for phonics and phonological awareness, plus printconcepts. For more information on these skills, see Interpretive Tables on page 56. Thistest is intended for fall testing of pre-kindergarten students and kindergarteners who havenot been to pre-K.

For Students Reading Connected Textl TheAdaptive Oral Reading—Passages Only test is an adaptive test that containsreading passages and comprehension questions and does not measure any foundationalskills. This test is an option for students who can read connected text and for students whohave tested into the oral reading pathway on previous administrations. Picture Book andSentence Reading Fluency are included in this format, but there is no sentence readingthreshold score required tomove on to passage reading.

Grade Recommendedtest Other options

Pre-K FoundationalSkills—Beginner

If students score greater than Level 1 in Phonological Awareness andPhonics/Word Recognition, they are ready for Foundational Skills.

Kindergarten FoundationalSkills

In the fall, students with no pre-K experience can be givenFoundational Skills—Beginner.

1st grade and up Adaptive OralReading

If you do not want any Foundational Skills data and want to ensurestudents receive oral reading passages, you can assign AdaptiveOral Reading—Passages Only.

If you want to ensure that you capture data for both FoundationalSkills and Oral Reading, you can assign and administer FoundationalSkills and then Adaptive Oral Reading—Passages Only. Note that


Grade Recommendedtest Other options

only the most recent test taken will appear on the Benchmark MatrixReport, though results for both tests can be accessed on theIndividual Student Report.

3rd grade + Adaptive OralReading

In addition to the benchmark tests, Progress Monitoring tests are short tests designed tomeasure reading progress. For more information, see ProgressMonitoring on page 18.

Grade RangeMAP Reading Fluency administration is recommended for grades pre-K–3, or until fluencywithliteral comprehension is achieved. Testsmay be administered to students rostered in grades pre-K–8.

Note:While students up to grade 8 can be rostered to useMAP Reading Fluency, grade-level expectations are currently only reported up to the fifth-grade level for English and thethird-grade level for Spanish.

Students in grades pre-K–3 assigned Adaptive Oral Reading receive a fully adaptive test.Students in these grades start with a two-minute sentence fluency task. If this task is completedwith 15 or more questions answered and at least 75% accuracy, the student moves on topassage reading and comprehension questions. If the student does not meet these criteria, theywill see foundational skills test items.

Students in grades 4 and above assigned Adaptive Oral Reading will receive only passagereading and comprehension questions. Their tests will not adapt down to present foundationalskills items. If foundational skills assessment is required above grade 4, you can use theFoundational Skills test. However, please note that the Foundational Skills test content isdesigned for younger children, and themeasurement ceiling for the test is first-grade skills. Thismeans that older students assigned Foundational Skills will always receive a score ofBelowGrade Level in all areas.

Spanish TestsAll benchmark tests are available in English and Spanish. ProgressMonitoring is only available inEnglish at this time. Due to the differences between the Spanish and English languages, some ofthe test content will be different on the Spanish test, but both tests will accurately assess readingability.


Rapid Automated Naming (RAN)This field test measure occurs at the beginning of each benchmark test and will take about 1minute for directions and practice, and 1minute for the test itself. A microphone is required tocomplete this task. Students will proceed automatically to the assigned test content (e.g.,Foundational Skills or Adaptive Oral Reading) when this activity is complete. While thismeasureis being field tested and validated, no results will be reported.

Students will see a series of screens like the one below. Theywill be asked to say the names ofthe pictures out loud, in left-to-right, top-to-bottom order. There is no requirement to train orprepare the students for this activity. In fact, it should be a “cold read.”

Rapid Automatized Naming is a key indicator of risk for reading difficulties, including dyslexia.When thismeasure is fully tested it will be available as a component of MAP Reading Fluency, tosupport early identification of students at increased risk of dyslexia.

Student ExperienceFor more information on what the test looks like for students, seeWhat Students See on page 25


Assigning Benchmark Tests

Assigning TestsTo begin assigning tests to students, click on theAssignments tab. Your students are listedhere with their test statuses and current assignments.

Note: By default, Adaptive Oral Reading is assigned to all students. If you want to give thistest to all of your students and do not want to use theMouse Skills Check, you do not have tomake any changes in test assignments and are ready to begin testing.

For more information on the tests, see Assessment Content and Test Types on page 9.


Assigning TestsAssign tests under theAssignments tab.

Youmay assign tests individually or to the whole class.1. To assign a test to the whole class, select the check box next to theName column header.

To assign tests to individual students or a group of students, select the checkboxes next tothe students' names. You cannot assign a test to a student who has a test with a status ofIn Progress unless you chooseStart Over to cancel the in-progress test.

2. Select the type of test you want to assign;Benchmark or Progress Monitoring.Benchmark tests are used once per term tomeasure student ability at a point in time;ProgressMonitoring is intended to gauge continued student progress on oral readingskills. For more information on the benchmark tests, see Assessment Content and TestTypes on page 9. See ProgressMonitoring on page 18 for more information.

Note: See More is used to show the option for research-only tests; see Research-OnlyTests on page 17 for more information.

3. Select a test language; English or Spanish. For more information on Spanish tests, seeSpanish Tests on page 11.

4. If you selected to give a benchmark test, choose the test type you would like to give.

5. If you want to include theMouse Skills Check, check the box next to Include Mouse SkillsCheck. See below for information on this check.

6. Click Assign. The assigned test for each student will appear in the Assigned Testcolumn.

Repeat this procedure as needed until all students have the correct assigned test.


Mouse Skills Check

Because younger studentsmay lack themouse skills needed for the test, MAP Reading Fluencyoffers aMouse Skills Check before testing. You can assign the check to individuals or to allstudents.

Students who fail themouse checkwill not continue on to the test. These students will be shownon your Proctor Dashboard under Equipment Help Needed. Youmaywant to spend sometime practicingmouse skills with these students or have them take the test on an iPad. ClickUnlock to allow them to test again.

You can unassign theMouse Skills Check. See: If students become locked out on page 23.


ProgressMonitoring and Benchmark TestsMAP Reading Fluency automatically assigns the Adaptive Oral Reading benchmark test to allstudents at the beginning of every term (see the table of term changeover dates below). Thisgraphic shows the interaction between benchmark and ProgressMonitoring assignments.

After the student completes the benchmark test, ProgressMonitoring will automatically resume.


While any benchmark test is assigned, you will not have access to the Edit button for theProgressMonitoring assignment. If you assign ProgressMonitoring to a student while abenchmark test is assigned, or if any changes aremade to a ProgressMonitoring assignment,the benchmark test will be unassigned. You can reassign it if needed.

Term Changeover Dates—Last Day of Term

Fall November 30

Winter February 28 (February 29 in leap years)

Spring June 15

If you don’t want the student to complete the benchmark assessment, or if you want to give adifferent assessment, you can edit the assignment. At any time, you can check yourAssignments tab to see which test will be presented next to any student.

Research-Only TestsIf you have been asked to assign Research-Only tests by your district, they can be accessedunder See More.

These tests are for NWEA research purposes and will not generate reportable data. Districtsmay choose to participate in this research, which helps NWEA calibrate and refineMAP ReadingFluency tests.


Viewing Assigned and Completed TestsAll currently assigned and completed tests can be viewed on the Assignments page.

Progress Monitoring

ProgressMonitoring provides a quick and reliable way tomeasure improvement in reading overtime. The ProgressMonitoring test is 5–10minutes in length and currently available for EnglishOral Reading only. Monitoring for Spanish and Foundational Skills will be available in a laterversion.

ProgressMonitoring tests are not adaptive. Once a ProgressMonitoring test has been assignedto a student, theywill be presented with a new passage at their assigned Lexile® level every timethey log in. This will continue until you stop ProgressMonitoring. If you assign a benchmark test toa student who also has ProgressMonitoring assigned, the benchmark test will be presented thenext time the student logs in and, once it's done, the systemwill go back to presenting ProgressMonitoring tests the next time the student logs in.

When students take a ProgressMonitoring test, theywill be presented with one passage thattheywill read out loud, followed by six questions. The passages are drawn from a bank, sostudents will see different passages each time they test. Passageswill repeat after the entirebank of passages at the assigned Lexile level has been presented once.

If you choose to use ProgressMonitoring, it's recommended that you start after first administeringa benchmark test to determine a student's reading level. However, ProgressMonitoring can beassigned at any time.

LEXILE® andMETAMETRICS® are trademarks of MetaMetrics, Inc., and are registered in theUnited States and abroad.


Assigning Progress MonitoringAssign ProgressMonitoring tests on theAssignments tab.

Choose an appropriate Lexile starting level for your student based on your knowledge of thestudent's needs. Typically, fluency progress is best gauged by using text the student can read atan independent level with greater than 90% accuracy.

If you chooseAssign at Grade Level, passageswill be chosen from these Lexile ranges.

Grade level Lexile range

Up to 1st grade Under 300 L

2nd grade 400–490L

3rd grade 500–590L

4th grade 600–690L

5th grade and above 700–790L

You can edit or stop a ProgressMonitoring assignment. To do this, selectEdit underAction.You can then choose to stop ProgressMonitoring or change the assignment and apply thechanges.


MAP Reading Fluency automatically assigns the Adaptive Oral Reading benchmark test to allstudents at the beginning of every term (see the table of term changeover dates below). Thisgraphic shows the interaction between benchmark and ProgressMonitoring assignments.

After the student completes the benchmark test, ProgressMonitoring will automatically resume.


While any benchmark test is assigned, you will not have access to the Edit button for theProgressMonitoring assignment. If you assign ProgressMonitoring to a student while abenchmark test is assigned, or if any changes aremade to a ProgressMonitoring assignment,the benchmark test will be unassigned. You can reassign it if needed.

Term Changeover Dates—Last Day of Term

Fall November 30

Winter February 28 (February 29 in leap years)

Spring June 15

If you don’t want the student to complete the benchmark assessment, or if you want to give adifferent assessment, you can edit the assignment. At any time, you can check yourAssignments tab to see which test will be presented next to any student.

Testing and Proctoring Students

Preparing Students for Testingl Before testing, work with your students to familiarize themwith the headsets

l While there is no specific practice test, each section of the test is preceded by ademonstration and practice item for that type of question

l Advise students not to touch themicrophones during the test

l Have a plan for students when they finish testing (read a book, return to class)

Testing EnvironmentClassrooms and computer labs are both suitable for testing. Studentsmay take the test in smallor large groups, but background noisemay be less of a problemwith small groups. Tominimizebackground noise that could affect testing, maintain a calm, quiet environment, away from openwindows or loud fans. Seat students an arm’s length apart. Proctors should also bemindful oftheir own voices and avoid calling out to the classwhile students are testing.


Headset Adjustments:All studentsmust have headsets with amicrophone. Students should wear the headsets overtheir ears and adjust them so they fit comfortably. Themicrophones should ideally be two fingers’width away from the corner of their mouths, not closer.

Some studentsmay try to cup their hands around themicrophone. This can interfere withrecording, so ask them not to touch themic while testing. Caution students against pressingbuttons on the headset. Youmay also consider taping over any volume andmute buttons on theheadsets tomake sure students do not try to adjust them.

Getting Students Started

Starting on a desktop or laptop computer or a Chromebook

On desktop and laptop computers and Chromebook devices, students take tests directly throughthe Chrome browser. Be sure you are using themost up-to-date version of the Chrome browser.

Students log in to testing at https://student.mapnwea.org. You can also log in by going tohttps://www.nwea.org/, clicking Login at the top of the screen, and choosingMAP ReadingFluency Student Login.

Students will need their usernames and passwords to log in. For more information, see AssigningPasswords on page 7. After entering their username and password, students should click thegraphic with the green worm that saysLet’s Read, followed by the graphic that saysGo. (Theother option—Mission Control—is the entry point to MAP Skills and will appear only if your districthas also signed up for MAP Skills.)

https://student.mapnwea.org/

https://www.nwea.org/


Starting on an iPad

On an iPad, students launch theMAP Reading Fluency Testing App. We suggest running theiPad app in Guided Accessmode. This prevents other apps from interfering with testing andensures students do not close the app during a timed activity. See iPad Devices on page 5 formore information on the iPad app.

Beginning the test

If theMouse Skills Check is selected, it will be presented first. The students will receive an on-screen prompt to raise their hands if they fail the check. Otherwise, students taking an AdaptiveOral Reading test will have a brief volume check before the test begins, and students assigned aFoundational Skills test will begin the test immediately.

If students become locked out

TheMouse Skills Check is intended to prevent students from beginning the test if they are unableto follow the directions or maneuver themouse. If a student does not pass the check, theywill belocked out of the test.

To take the Mouse Skills Check again

ClickUnlock underNeed Help with Equipmentto reset. The student will start from thebeginning of theMouse Skills Check after logging back in. The student can log back inimmediately or after you feel that they've had enoughmouse practice to try again.


To skip the Mouse Skills Check:

OpenAssignments, select the student, clickEdit, and clear the Include Mouse Skills Checkcheckbox.

Note: For every test session that includes oral reading, amicrophone volume check occurs atthe beginning of the test. This check is separate from theMouse Skills Check. It confirmsoperational status of all hardware and triggers the browser’s “Allow microphone” alert ifneeded.

Resolving Headset IssuesStudentsmay fail themicrophone check if they are speaking too loudly, too softly, at the wrongtime, or not at all. Here are a few troubleshooting steps you can take:

l Confirm that the headset is the default audio device. See Setting Headsets asDefaultDevice on page 6

l Tell students to use a regular speaking voice, and observe.

l If you are troubleshooting after the test was completed, you can play back the audio toevaluate what is going wrong. See Audio Review/Hand Scoring on page 44 for directionson playing back audio.

l Make sure themute button isn’t pressed.

l Try switching headsets.

l Make sure there aren’t loud background noises, such as an open window or a fan, beingpicked up by the headsets. Fans and other white noise are particularly disruptive.

l Finally, try switching computers.


What Students See

Screen Adaptive OralReading

FoundationalSkills

All students start with a brief microphone check. If there are any issueswith the microphone check, students will be prompted to raise theirhands.

Yes Yes

Students are next asked to say the names of a set of pictures out loud,in left-to-right, top-to-bottom order.

Yes Yes

Students read a short illustrated practice story aloud.

Yes, but notPassages Onlytest

No



FoundationalSkills

The Sentence Reading Fluency subtest measures the ability to matchsentences to pictures.

Yes Yes if the studentreceives a highscore in Phonics,administered asthe last subtest

Students assigned to Adaptive Oral Reading who score at least 15correct with 75% accuracy in two minutes will go on to passagereading. Students taking Adaptive Oral Reading—Passages Only willalways receive passages.

Yes No

After each passage is read, students will answer comprehensionquestions.

Yes No



FoundationalSkills

Foundational Skills items do not require any oral reading. Studentswill receive a subset of all the possible subtests, selected adaptivelybased on student performance. For more information on test structure,see Test Types on page 10.

Yes ifSentenceReadingFluencycriteria not met

No ifPassages Onlytest

Yes

Pausing and ResumingThe assessment typically takes about 20minutes and can be completed in one sitting. If studentsneed to take a break or stop for the day, three options are available:

1. Screens with a Pause ButtonPress the red pause button that appears on certain instruction screens. It appears before alltimed subtests. However, it does not appear after students have reached the oral readingpassage section.


2. Screens with a Continue ButtonThe green Continue button appears before some sections of the test. If you want to pause, do notclick the green button. The test will pause until the button is clicked.

3. All Other ScreensPress theEsc key to exit full-screenmode, then close the browser window to automaticallypause the test. When a student logs back in, content will be presented starting from the beginningof the last unscored activity. If you plan to have a student resume testing at another time, try toexit the test at one of the natural stopping places listed above.

In-progress tests that have been paused (actively or by default, such as during a power failure)will resume automatically when the student logs back in.


Starting OverTests that have been completed cannot be deleted. Tests that have not been completed can bediscarded. You can start over to discard any in-progress test results. For example, youmaywantto do this if you discover that a student is having issueswith their headset or if the student hasn'tbeen on-task during the timed portions of the test. From the Proctor Dashboard, find thestudent’s name under In-Progress Tests and clickStart Over:

Note: The systemmaintains only one active session at a time, whichmeans you cannot keepone session paused while you start another test for the same student.

Testing Multiple Students on the Same DeviceIn school environments, student accounts are often configured to forget settings upon logging outof the device. If possible, keep the devices used to test students logged in to the student accountbetween different student users.

Logging out of the devicemay cause the Chrome browser to no longer be authorized to use themicrophone. Make sure to allow Chrome to use themicrophone before student testing byconducting a hardware check—see Performing a Hardware Check on page 6. You can check inthe address bar on the Reading Fluencywebsite whether Chrome is authorized to use themicrophone. If it is not, allow it from the address bar or conduct another hardware check so thatthe prompt will authorizemicrophone use.


To change microphone settings using the address bar:1. Click on the padlock next to the wordSecure in the address bar.

2. Click onSite Settings.Make sure that the drop-down list next toMicrophone is set toAllow. If it isn’t, chooseAlways allow on this site.

To change microphone settings on an iPad:

Select theCheck Equipment link in theMAP Reading Fluency TestingApp. This will promptyou to allow themicrophone if it has not been allowed. See iPad Devices on page 5 for moreinformation on the app.


MAP Reading Fluency Reports

Accessing Reports

Note: As of February 2020, the Exports interface allows users to select and export specificdata. This replaces the individual exports for the Student Matrix, ProgressMonitoring, andTermComparison Reports. See Exporting on page 54.

Access all reports from theReports tab. The reports available will depend on your role. If youhavemultiple roles, you can select the appropriate role to see the reports that you want to view.Select the term, school, grade, and class that you want to view using the drop-down lists at thetop of the page.


Find Reports by DataThe following table will help you pinpoint whichMAP Reading Fluency report to use for thespecific data you need.

Or, compare different reports in Reports During Testing on page 36

To See/Access... ...At This Level... ...Use Report:

audio files ...each student... Individual Student Reports on page 39

data exports ...class......school......grade...

Exporting on page 54Exporting on page 54Exporting on page 54

ethnic group orgender, resultsgrouped by

...class...

...school...Export the data. See Exporting on page 54Export the data. See Exporting on page 54

foundational skillsperformance

...each student...

...class...

...grade...

...school...

Individual Student Reports on page 39Benchmark Matrix Reports on page 38Term Summary Report on page 51Run the Term Summary Report on page 51 for eachgrade, or use Exporting on page 54.

hand scoring ...student... Individual Student Reports on page 39

history of testresults

...each student...

...school/district...

Use the drop-down menus in the Benchmark MatrixReports on page 38

instructionalreadinglevel/Lexile

...each student...

...class...

...grade...

...school...


oral readingperformance

...each student...

...class...

...grade...

...school...

Individual Student Reports on page 39Benchmark Matrix Reports on page 38Term Summary Report on page 51Run the Term Summary Report on page 51 for eachgrade, or use Exporting on page 54

oral reading rate ...each student......class......grade......school...


progressmonitoring data

...each student...

...class...

...grade...

...school...

Progress Monitoring Student Report on page 47Progress Monitoring Matrix Report on page 46Export the data. See Exporting on page 54Export the data. See Exporting on page 54


To See/Access... ...At This Level... ...Use Report:

results over time ...each student...

...class...

...grade...

...school...

Use the drop-down menus in the Individual StudentReports on page 39Term Comparison Report on page 49

Term Comparison Report on page 49disaggregated bygradeTerm Comparison Report on page 49

suggestions forstudent activities

...each student... Individual Student Reports on page 39

test status ...class......school...

View class status on the Assignments page. SeeViewing Assigned and Completed Tests on page 18Testing Progress Report on page 48

words read perminute

...each student...

...class...

...grade...

...school...


Zone of ProximalDevelopmentinformation

...each student...

...grade...Individual Student Reports on page 39Term Summary Report on page 51

Reports ConventionsOn all reports, color-coding is used to indicate student performance.

Red indicates below grade-level expectations

Yellow indicates approaching grade-level expectations

Green indicatesmeeting grade-level expectations

Blue indicates exceeding grade-level expectations

TheNo Expectation performance level may appear in reports for some pre-K, kindergarten,and first-grade students. This level, denoted asNE, will be used where there is no applicablegrade-level expectation. For example, if a beginning kindergartener makes it to theWordReading subtest (which is not expected of a kindergarten student), then gets 2 of 10 correct,NEwill be reported.


Multiple TestsIf more than oneMAP Reading Fluency test is given in a term, themost recent test score will bereported by default on all reports. To see a different test on the Individual Student Report, choosethat test under the Test & Datemenu at the top of the report.

Scaled Scoring for Oral Reading PassagesMAP Reading Fluency adapts passage difficulty to meet the needs of the reader. When a studentreadswell, the test provides higher-difficulty passages.

Students readmultiple passageswithin a session and over time. It is difficult to determinewhether changes in student scores are due to changes in student progress or due to changes inpassage difficulty. Test equating allows us to compare scores across tests. The concept ofequating is quite similar to currency exchange rates. Every currency can be expressed in terms ofanother currency, such as the US dollar. Similarly, scores on one reading passage can beexpressed in terms of scores on another. Such equated scores provide a better indication ofstudents’ reading fluency.

NWEA’s scaled-words-correct-per-minute (SWCPM) score is an equated score that adjusts theraw words-correct-per-minute (WCPM) score for differences in passage difficulty. The SWCPMreflects changes in student abilitymore accurately than the rawWCPMdoes.

NWEA used the equipercentile equatingmethod to place reading fluency scores onto the samescale as that of a reference passage. The following graphic helps explain how the equipercentilemethod works. The graphic shows the relationship between students’ scores on Passage A andtheir scores on the reference passage, Passage B. The reference passage's lower LexileMeasure indicates that it is the easier passage. Consequently, raw WCPMscores on thereference passage tend to be higher than those on Passage A.


The percentile rank showswhat percentage of students score at or below a given score. Forinstance, the 50th percentile for Passage A is 96 and the 50th percentile for the referencepassage is 100. Thismeans that 50% of the students in the sample scored at or below aWCPMscore of 96 on Passage A, and 50% of these same students scored at or below aWCPMscore of100 on the reference passage. Similarly, the 25th percentile for Passage A is 75WCPMand the25th percentile for the reference passage is 82WCPM.

Student raw scores on Passage A are equated with raw scoreswith the same percentile rank onthe reference passage. The scaled score on the test passage is the same as the raw score on thereference passage. A rawWCPMscore of 96 on Passage A equates to a raw WCPMscore of100 on the reference passage; thus, 100 is the scaled WCPM for a raw WCPMof 96 onPassage A. A rawWCPMscore of 75 on Passage A equates to a rawWCPMscore of 82 on thereference passage; thus, 82 is the scaled WCPM corresponding to a rawWCPMscore of 75 onPassage A.

Use the scaledWCPMscores as you would use anyWCPMscore, knowing they also take intoaccount the complexity of the text read by students.

Please note that the new, scaledWCPMscores are applicable for English tests and reportingonly at this time. Spanish test results and reports will continue to show the rawWCPMscore.

Themaximum reportable scaled score on reports is 140+; theminimum is 20.


How Are Items Scored?MAP Reading Fluency recognizes any self-corrections a student makes as long as themistake iscorrected in a timely fashion, in close proximity to themistake. In other words, if a studentdecodes incorrectly and doesn’t “catch” themistake until the following sentence in the passage,then the self-correction is not noted, and themistake is counted against the student in terms ofAccuracyRate andWCPM. Specific error types are scored as follows for bothmachine-scoredand hand-scored tests:

Error Type How Scored

Omissions (leaving out a word) Incorrect

Substitutions (substituting one word foranother)

Incorrect

Self-corrections Correct if in close proximity to the error

Insertions (adding extra words) Not counted as incorrect but affect scores by increasingtime

Choose from a variety of reports to gain insights from your MAP Reading Fluency results.

Report access depends on whichMAP user roles were assigned to your account. SeeRequiredrole under each report.

Reports During TestingRequired role: Instructor, Administrator, or Assessment Coordinator (School or District)

Name Required role Key data Key uses

Benchmark MatrixReports on page38

School AssessmentCoordinator, Administrator,Instructor

Shows results for eachstudent in a class

See which students havecompleted benchmarktesting

Testing ProgressReport on page 48

District or SchoolAssessment Coordinator,Administrator

Shows the percentage oftests completed for aschool

Determine test completionrates

Reports for Benchmark TestingName Required role Key data Key uses

Benchmark MatrixReports on page38

School AssessmentCoordinator,Administrator,Instructor

Color-coded scoring measures of howeach student in a class performed on themajor components of reading development

Analyze andvisualize currentclass needs, groupstudents

Individual StudentReports on page39


Detailed information on the readingperformance of an individual student

Advise eachstudent, talk withfamily, set readinggoals


Reports for Progress MonitoringRequired role: Administrator or School Assessment Coordinator


ProgressMonitoring MatrixReport on page 46


A list of an instructor's students withprogress monitoring results, includingtheir most recent scores

Analyze andvisualize currentclass progress

ProgressMonitoring StudentReport on page 47


Basic data on all Progress Monitoringtests that a student has taken

Advise each student,talk with family, setreading goals

Reports after TestingRequired role: Administrator or District or School Assessment Coordinator


Term ComparisonReport on page 49

District or SchoolAssessment Coordinator,Administrator, Instructor(assigned classes only)

Allows comparison of data across up tosix testing terms

Evaluate andvisualizegrowth

Term SummaryReport on page 51

District or SchoolAssessment Coordinator,Administrator

Provides visual indications of studentperformance for an entire grade; thescores shown represent the bestperformance for each student

Evaluate andvisualizestudentperformanceand needs

Exporting onpage 54

District or SchoolAssessment Coordinator,Administrator, Instructor(assigned classes only)

Export completed test data in .csv or .xslxformat

Analyze data


Benchmark Matrix Reports

Description On the Benchmark Matrix Report, you’ll see a color-coded scoring measure of how eachstudent in a class performed on the major components of reading development

Intendedaudience

Instructors, school administrators, counselors, reading coaches

Requiredrole

School Assessment Coordinator, Administrator, Instructor

Only themost recently completed test will be shown on this report. Oral reading fluencyperformance is reported relative to grade-level expectations. Quartiles are reported and arecolor-coded.

The names of subscores appear across the top of the report. Only themost recent test taken inthe termwill appear on this report. Research-Only tests are not shown on the BenchmarkMatrix.

Click any row in the report to open the Individual Student Report for that student.

To print the BenchmarkMatrix Report, clickPrint.


Individual Student Reports

Description Shows detailed information on the reading performance of an individual student

Intended audience Instructors, school administrators, counselors, reading coaches

Required role School Assessment Coordinator, Administrator, Instructor

Note:While students up to grade 8 can be rostered to useMAP Reading Fluency, grade-level expectations are currently only reported up to the fifth-grade level for English and thethird-grade level for Spanish.

Viewing Reports from Past TermsTo see an Individual Student Report, click anywhere in the row for the student in the BenchmarkMatrix Report. If you want to see a report from a different term, choose that term. Reports willdiffer based on which test type the student took. If a student has takenmore than one test in aterm, click the Test & Date drop-down to select a test. This drop-down only appears if a studenthas takenmore than one test in a term.


Structure of the Student Reports

For students who took Foundational SkillsThe Individual Student Report includesWCPMand decoding accuracy for picture book reading,as well as the student’s scores on listening comprehension, picture vocabulary, phonologicalawareness, phonics/word recognition, and sentence reading fluency. Click the link under Profile& Next Steps to see suggestions for individual student activities. Sentence Reading Fluencymay appear as a subtest if the student did well in phonics.


If students took Adaptive Oral Reading and advanced to passage readingThe Individual Student Report includes a performance-level score for oral reading rate andinstructional reading level in addition to all performance results and details. It also includes nextsteps and recommendations for instruction. The instructional reading level identifies the Lexilelevel of text that is challenging, but not frustrating, for the student. The performance-level scoretells you how the student’s reading rate compareswith grade-level expectations. Click the linkunder Profile & Next Steps to see suggestions to support individual student needs.

Also listed in the report is theWCPMscore for each passage. ScaledWCPMs are provided fortests taken in English. Currently, raw scores are provided for Spanish; scaled scoreswill beprovided once NWEA has enough data to construct a scaled-score table. Links are provided tolisten to audio recordings. SelectReview Audio to hear the complete recording.


No Score (NS)

No Score is assigned when the recorded audio for a test cannot be scored by the speech scoringengine.

Occasionally the scoring algorithm inMAP Reading Fluency results in an “NS” designation whenit is not warranted or fails to reject a recording which a humanwould call unscorable (i.e., falsepositive and false negative scenarios).

The best way to correct for these edge cases is as follows. If the recording is comprehensible butwas assigned a “NS” by the system, use the hand-scoring features to determine the word-levelerrors. The hand-score results will then populate in reporting. If a recording is notcomprehensible, click “omit passage” to exclude a poor recording from overall reports.

We appreciate partners reporting cases that seem erroneous to them, as this can accelerateroutine improvements to the system.

To resolve an NS score, retest the student or hand-score the passage. See Audio Review/HandScoring on page 44.

Reasons for an NS score Tips for obtaining a valid score

The student attempted less than75% of the passage.

Ensure students are reading the entire passage out loud.

The audio could not be scored dueto short duration and/or poorquality.

Make sure that the background noise is minimal and the microphone isworking correctly. Make sure the student is reading the text on thescreen.

The volume of the recording wastoo low.

Be sure students are reading out loud and not whispering. Check thatthe microphone is properly placed.

The volume of the recording wastoo high.

Be sure students are reading out loud and not shouting. Check that themicrophone is properly placed.


If students took a Research-Only testThe “Research-Only” assessments are intended for MAP Reading Fluency users who areparticipating in an NWEA Research program. Research-Only tests are not shown on theBenchmarkMatrix but do appear on the Individual Student Report. Limited data is available onthese reports. The Research-Only test is not adaptive.


Audio Review/Hand ScoringHand Score lets you score a student audio recording by hand and overwrite the automaticallygeneratedWCPMscore. Because they are not scored, picture books and field test passagescannot be hand scored. To access hand scoring, selectReview Audio from the student’sindividual report to access the passage, along with the student’s audio recording and the HandScore feature.

Note:Recordingsmay take up to 24 hours to be processed and become available.

Scores are shown above the Keyboard Controls table on the right side of the page. The originalscore appears in the dark circle on the left. If it is the score that was automatically assigned afterthe student tested,System Scorewill appear above the circle. If the student has a previoushand score,Hand Scorewill appear above the circle. The score that will be assigned if thecurrent hand-scoring session is saved appears in the light gray circle on the right.


Press thePlay button or the space bar to start audio playback and begin hand scoring. Use thearrow keys on your keyboard tomove through the words in the passage. Other keys let you scorethe passage:

Key Action

s Indicates a word substitution (such as “gave” for “have”)

o Indicates an omission (student leaves a word out)

u Used on the last word a student reads to indicate unattempted/incomplete audio; the remainder of thetext will be grayed out

c Erases an incorrect marking and marks the word as correctly read

r Rewinds the recording five seconds

f Advances the recording five seconds

Save your hand score if you wish to keep it or selectClear Changes to discard the changes. If aprevious hand score was saved, you can useRevert Score to discard it.

Omitting PassagesSelectingOmit Passage hides a student’s score from the student’s individual report. Youmaywish to do this, for example, if the audio quality of a recording is too poor to score. If you omit apassage bymistake, you can restore a suppressed score by selectingRestore Score on theTest Details and Results line of the student's Individual Student Report.

Any record that has been hand scored will bemarked in the test details section of the student’sreport. It may take several minutes for the results to appear.

You can download the audio by clicking the download arrow on the playbar. The audio willdownload as a .wav file.


Progress Monitoring Matrix Report

Description This report has a list of an instructor's students with progress monitoring results, includingtheir most recent scores

Intendedaudience

Instructors, school administrators

Required role School Assessment Coordinator, Administrator, Instructor

To access ProgressMonitoring Reports, chooseReports and click theProgress Monitoringtab.


Progress Monitoring Student Report

Description The student report shows basic data on all Progress Monitoring tests that a student hastaken.

IntendedAudience

Instructors, school administrators

Required Role School Assessment Coordinator, Administrator, Instructor

ChoosingGrade Level Percentileswill allow you to compare the student's performance tograde-level percentiles.


Testing Progress Report

Description Shows the percentage of tests completed for a school

Intended audience Testing coordinators

Required role District or School Assessment Coordinator, Administrator

You’ll see a chart that shows test completion status for the school as a whole, followed by thecompletion status for each class in the school. You can filter this list by class or grade.

The statuses are as follows:l Completed: Students who have finished a test

l No Score: Students who have finished a test, but their audio was unscorable; instructorsmay hand-score the results, or youmaywish to retest

l Unfinished: Students who have started but not completed a test

l Not Started: Students who have not started a test

Below the test completion chart, you’ll see a listing of all classes and the percentage of tests eachclass has completed.


Term Comparison Report

Description The Term Comparison Report allows comparison of data across up to six testing terms

Intendedaudience

Administrators and teachers

Required role District or School Assessment Coordinator, Administrator, Instructor (assigned classesonly)

You can choose the terms that you want to include. Administrators can view data for any schoolsto which they have access; teachers can view a report for their classes.

The report has two sections. The first, Scoring Categories, shows the proportions of studentstested that took each test: Foundational Skills or Oral Reading. You can choose to disaggregatethis data by grade.

The second section has information on subscores. You can choose the subscores that you wishto see on the report. You can also choose to see the data for each subscore section showing allstudents or students disaggregated by grade, as numeric values or percentages, and as a chartor a bar graph.


This is an example of a subscore chart. Each subscore will have its own chart.


Term Summary Report

Description The Term Summary Report provides visual indications of student performance for an entiregrade. The scores shown represent the best performance for each student.

Intendedaudience

Administrators

Requiredrole

District or School Assessment Coordinator, Administrator


Oral Reading ScoresTheOral Reading section shows two charts for bothWCPM and instructional reading levelscores. In each case, the charts show the same data in two different ways:

l The box-and-whisker plot displays the score range for students in each quartile

l The pie graph shows the percentage of students in each expectation level

Interpreting the Lexile results:

See:Lexile Scores and Instructional Reading Level Expectations on page 66

Foundational Skills ScoresThe Foundational Skills score charts show the percentage of students in each zone of proximaldevelopment (ZPD) level. The colors correspond to the expected performance levels of studentsin that grade.


Note: For descriptions of what each ZPD level measures, see Zone of ProximalDevelopment Levels on page 59. For a listing of all performance levels, seeGrade-LevelExpectations- Phonological Awareness, Phonics, andWord Recognition on page 56.

If all students in a grade performed at the same expectation level, the corresponding color isshown in different shades:


Exporting

Description Allows the export of completed test data in .csv or .xslx format

Intendedaudience

Administrators, instructors

Required role District or School Assessment Coordinator, Administrator, Instructor (assigned classesonly)

ChooseExports from the Reportsmenu to set up and export MAP Reading Fluency data as anExcel® spreadsheet. Your choices for exportingmay look different depending on your role.Instructors will not have access toManage Schools, which is used to select the schools thatappear in the export.

Note: Resultsmay take up to 24 hours after tests have been taken to show up in exports.


Choose your criteria and clickNext. Student ID will always be included in the file; other studentdata is optional. You can then choose to save the spreadsheet as an Excel XLSX or CSV file.Once you've generated an export, it will be available for 14 days under theRecent tab.

Exports do not include:l Detailed test data within each sub-measure of Foundational Skills or individual passages

l Picture books data

l Profile & Next Steps

l Field test data

l Research test data

To download a worksheet with explanations of each field, see the Sample Export File.

If you downloaded reports prior to February 2020, use the Export FieldsMapping Table tocompare headers on old and new exports.

https://teach.mapnwea.org/assist/doc/MapReadingFluency_ExportSample.xlsx

https://teach.mapnwea.org/assist/doc/ExportFieldsMappingTable.xlsx


Interpretive Tables

The tables below provide grade-level expectations and zone of proximal development (ZPD)levels for Foundational Skills tests and grade-level expectations for Oral Reading tests.

l Grade-Level Expectations- Phonological Awareness, Phonics, andWord Recognition onpage 56

l Picture Vocabulary and Listening Comprehension on page 58

l Phonics/Word Recognition on page 59

l Phonological Awareness on page 59

l Sentence Reading Fluency on page 61

l Interpreting theWCPM score: on page 65

l Lexile Scores and Instructional Reading Level Expectations on page 66

Foundational Skills Tables

Grade-Level Expectations- Phonological Awareness, Phonics, andWordRecognition

l The following table shows the grade-level expectations for the Foundational Skills topics ofPhonological Awareness, Phonics, andWord Recognition. Note that not all expectationsmay be shown for every grade. This is due to the expected progression of skills as astudent moves from grade to grade. For example, since few students in the fall of pre-Khave the skills to achieve Level 1 competency, any score of Level 1 or better is scored asExceeds Expectations. However, by winter of second grade, students are expected tohavemastered these skills andmoved on to oral reading, so all levels are scored as BelowExpectations.

Term Level 0 Level 1 Level 2 Level 3 Level 4 Level 5

Pre-K

Fall

Winter

Spring

Kindergarten

Fall

Winter


Term Level 0 Level 1 Level 2 Level 3 Level 4 Level 5

Spring

First Grade

Fall

Winter

Spring

Second Grade

Fall

Winter

Spring

Third Grade and Above

Fall

Winter

Spring

Legend NoExpectation*

BelowExpectations

ApproachingExpectations

MeetsExpectations

ExceedsExpectations

*Students are not expected to perform well on this topic at their grade level.


Listening Comprehension

Listening Comprehension- Fall, Winter

Expectation level Pre-K K Grade1

Grade2

Grade3+

Exceeds Expectations 9+ 12+ N/A N/A N/A

Meets Expectations 7- 8 9-11 12+ 12+

Approaching Expectations 0- 6 7- 8 9- 11 9- 11

Below Expectations N/A 0- 6 0- 8 0- 8 0- 8

Picture Vocabulary and Listening Comprehension

Expectation level Pre-K K Grade1

Grade2

Grade3+

Exceeds Expectations 9+ 12+ N/A N/A N/A

Meets Expectations 7- 8 9-11 12+ 12+

Approaching Expectations 0- 6 7- 8 9- 11 9- 11

Below Expectations N/A 0- 6 0- 8 0- 8 0- 8


The following tables show the possible ZPD levels and the measures that correspondwith them. The Foundational Skills—Beginner test includes only items from levels 0–2 and are indicated with an asterisk below; the Foundational Skills and Adaptive OralReading tests can assess all levels. Keep in mind that Foundational Skills is intendedfor younger students; see Test Types on page 10 for more information.

Zone of Proximal Development Levels

Phonics/Word Recognition

ZPD level Measurements

0—Letters & Sounds (Introduce) Letter-Sound Fluency*—Measures letter sound correspondenceknowledge

Letter Knowledge*—Measures letter identification knowledge1—Letters & Sounds

2—Initial Letter & Word Families Build Words: One Letter*—Measures letter sound decoding skills inwords

Word Families: Initial Letter*—Measures letter sound decoding skillsin words

3—Decodable: CVC Decoding: CVC—Measures early word decoding skills

BuildingWords: CVC—Measures early word encoding skills

4—Decodable: One-syllable Decoding: Single Syllable—Measures word decoding skills

BuildingWords: Single Syllable—Measures word encoding skills5— Decodable: One-syllable(Reinforce)

*Included in Foundational Skills—Beginner

Phonological Awareness


0—Rhymes & Syllables (Introduce) RhymingWords*—Measures phonological rhyme identification skills

Counting Syllables*—Measures phonological syllable segmentingskills1—Rhymes & Syllables

2—Initial Sounds Onset-rime Blending*—Measures initial phoneme blending skills

Initial Sound Matching*—Measures initial phoneme identificationskills

3—Blending & Segmenting Blending Phonemes—Measures phoneme blending skills

Phoneme Counting—Measures phoneme segmenting skills


Phonics/Word Recognition


4—Phonemic Manipulation Phoneme Addition/Deletion—Measures phoneme manipulation skills

Phoneme Substitution—Measures phoneme manipulation skills5—Phonemic Manipulation(Reinforce)

*Included in Foundational Skills—Beginner


Oral Reading Tables

Sentence Reading Fluency

Sentence Reading Fluency- Fall

Expectation level Pre-K K Grade 1 Grade 2 Grade3+

Exceeds Expectations Accuracy is 50%or greater

Accuracy is 50% orgreater

Accuracyis 90%orgreaterAND rawscore is15 orgreater

N/A N/A

Meets Expectations N/A N/A Accuracyis 90%orgreaterAND rawscore is15 orgreater


Approaching Expectations N/A N/A Accuracyis 75-90%AND rawscore is6 orgreater

OR

Accuracyisgreaterthan90%AND rawscore is6 - 14

N/A

Below Expectations N/A N/A N/A Accuracyis lessthan75%

OR

Raw

Accuracyis lessthan90%

OR

Raw



score isless than6

score isless than15

No Expectations* Accuracy is lessthan 50%

Accuracy is 50% orgreater

N/A N/A N/A


Sentence Reading Fluency- Winter



Accuracy is 75% orgreater AND rawscore is 6 or greater


N/A N/A

Meets Expectations N/A N/A Accuracyis 90%orgreaterAND rawscore is15 orgreater


Approaching Expectations N/A N/A N/A N/A

Below Expectations N/A N/A N/A Accuracyis lessthan90%

OR

Rawscore isless than15


OR



N/A N/A N/A


Sentence Reading Fluency- Spring



Accuracy is 90% orgreater AND rawscore is 15 orgreater

N/A N/A N/A

Meets Expectations N/A Accuracyis 90%orgreaterAND rawscore is15 orgreater



Approaching Expectations N/A N/A N/A

Below Expectations N/A N/A Accuracyis lessthan90%

OR



OR



N/A N/A N/A N/A


Interpreting theWCPM score:Students who receivedOral Reading taskswill have a scaledWCPMscore. The following tabledepicts the expected scaledWCPMscores for students in each grade for each term based ongrade-level text. Slight adjustments aremade for off-grade text.

Gradelevel

BelowExpectations


MeetsExpectations Exceeds Expectations

Fall: August 1–November 30

Pre-Kand K

N/A N/A N/A Any oral reading

1 N/A N/A 0–8 9+

2 0–35 36–49 50–83 84+

3 0–58 59–82 83–103 104+

4 0–74 75–93 94–124 125+

5 0–86 87–120 121–140+ N/A

Winter: December 1–February 28/29

Pre-Kand K


1 0–15 16–28 29–58 59+

2 0–58 59–83 84–108 109+

3 0–78 79–96 97–136 137+

4 0–94 95–119 120–142 143+

5 0–108 109–132 133–170+ N/A

Spring: March 1—June 30

Pre-Kand K


1 0–33 34–59 60–90 91+

2 0–71 72–99 100–123 124+

3 0–90 91–111 112–138 139+

4 0–104 105–132 133–159 160+

5 0–118 119–145 146–170+ N/A


Lexile Scores and Instructional Reading Level ExpectationsThe following table shows Instructional Reading Level expectations for each grade based on theLexile values of instructionally leveled text.

Grade level BelowExpectations


MeetsExpectations

ExceedsExpectations

Pre-K and K (Englishand Spanish)


1 (English andSpanish)

N/A <190L 200- 290L Over 300L


<210L 210- 290L 300–500L Over 500L


<390L 400-490L Over 500L N/A

4 (English only) <500L 500-590L Over 600L N/A

5 (English only) <500L 500-690L Over 700L N/A


Common Issues and Solutions

Before Testing

I can’t findmy students on the Proctor Dashboard or Assignments tabs:l If you do not see any students at all, your district may not have rostered students yet.Please contact your district Data Administrator to check.

During Testing

A student cannot log in:l Ensure the student is logging in at https://student.mapnwea.org (or using theMAP Reading Fluency Testing App) using the correct password. Students do not usethe samewebsite that teachers use. If you aren’t sure of the student’s password, you canassign a new password.See: Assigning Passwords on page 7.

l Try clearing the Chrome browser cache on the student’s computer and then assigning anew password.

My students are failing themicrophone check:l See:Resolving Headset Issues on page 24

My student is locked out of the test:l See: If students become locked out on page 23

I assigned ProgressMonitoring to a student, but the student logged in andwas given an Adaptive Oral Reading test:

l By default, all students are assigned the benchmark Adaptive Oral Reading test at thebeginning of every term. See ProgressMonitoring on page 18 for information on how tocheck and/or change this assignment.

Graphics and/or sound are not working as expected:l Make sure that you are using a supported device (Windows or Mac computer, iPad, orChromebook) and the latest version of the Chrome browser or MAP Reading FluencyTesting App.

l Make sure that you are using a recommended headset type.See: Setting UpHeadsets onpage 5


After Testing

Can I delete a test? Can I move a test from one student to another if thewrong student took the test?Completed tests cannot be deleted or moved. Unfinished tests can be discarded—see StartingOver on page 29. If there are issueswith an audio recording, that recording can be suppressedfrom reports—seeOmitting Passages on page 45.

I can’t findmy students on reports:l Click the drop-down list under Term and select aprevious term. The Termmenu defaults toMostRecent, and it is possible that your students havenot tested in the current term.

l Check the solutions under I can’t find mystudents on the Proctor Dashboard orAssignments tabs above.

My student received no score (NS) for a reading passage:Either the student read less than 75% of the passage or there were difficulties assessing it. SeeNo Score (NS) on page 42.

Reading Fluency Guide ·...

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