jane.nuessen@nwea.org

MAP Skills Used for Progress Monitoring

Discussion created by jane.nuessen@nwea.org on May 1, 2019

One of our NWEA Partners recently asked a consultant in a workshop how often MAP Skills can be used for progress monitoring in reading.  They also wanted to know which component within MAP Skills is used for progress monitoring in reading.  Below is some information from the cadre of consultants who deliver MAP Skills workshops.

The Student Progress Graph can be utilized to monitor the progress being made by each student.  Teachers are able to adjust the goal, but the default is set for grade level achievement by June or the end of the school year.  Teachers can give the Skills Locator or the Mastery Check as often as they want in the subjects of Vocabulary and Language  which can be used to support reading growth.  The Reading Mastery Check includes two grade level passages that have 7-9 questions for each passage.  This determines skills that are either Passed (P) or Need Work (NW).  It will not show a mastery designation as it builds in complexity with the increasing grade level passages (such as Main Idea). 

 

Information taken from the MAP Skills Technical Manual builds upon what is stated above:

 

Progress Monitoring for Reading Comprehension: since reading skills are not hierarchical and generally only mastered in the context of a given level of text complexity, the requirements for a mastery model of progress monitoring cannot be strictly met. MAP Skills does provide the reporting features described for skill-based strands for reading comprehension. Progress is tracked at the strand level in terms of movement between levels of text complexity and
within a text complexity level between classification statuses (below instructional, instructional, and
independent)

 

Joi Converse Kathy Dyer  Joyce Dammer  Patrice Newnam  Danielle Kerns  Priya Kulachari  Shelley Schmitz  Amy Boston  Sarah Clark  Sandra Clark  Eman Elalamy  Anna Teofilo

 

Outcomes