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Measures of Academic Progress (MAP)

Measures of Academic Progress (MAP). Universal Screener and Diagnostic Test AIMSWeb is only a screener Adaptive test items Depending on how student answers, MAP adjusts the next items given. Provides continuum that lists concepts and skills as emerging, developing, to be developed.

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Measures of Academic Progress (MAP)

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  1. Measures of Academic Progress (MAP) • Universal Screener and Diagnostic Test • AIMSWeb is only a screener • Adaptive test items • Depending on how student answers, MAP adjusts the next items given. • Provides continuum that lists concepts and skills as emerging, developing, to be developed.

  2. Getting to Know Descartes • MAP uses a measurement scale that has proven to be stable and valid over time. • It is based on the same modern test theory that aligns student achievement levels with item difficulties on the same scale. • The scale is divided into an equal interval scale (like centimeters on a ruler). • These are called RITs, which is short for RaschUnit (named after the founder of the test theory). • The RIT scale measures a student’s academic growth over time.

  3. Descartes Continuum • Range of skills and concepts tied to student performance on MAP • Provides guidance in choosing targeted instruction for individual students or student groups. • Helps identify skills to support the student in reaching targeted goals. • The skills and concepts listed at RIT rangeswithin student’s RIT range represent the student's instructional level. • The skills and concepts listed at RIT ranges below the student’s scoremay need to be reinforced and enhanced to maintain them. • The learning continuum statements in RIT ranges just above are the skills and concepts which may need to be introduced with appropriate structure.

  4. Class by RIT • Access Class by RIT report • Click on subject area to view goal strands • See Instructions to Determine Skills and Concepts Students are Ready to Learn • Task 1 • Identify Grouping possibilities for students in your class. • Identify SMART goals for this group. • What interventions are needed? • Task 2 • Collaborate with teachers in your grade to see if student groupings can be made. • Identify SMART goals for this group. • What interventions are needed? • Task 3 • Collaborate with teachers across grades to see if student groupings can be made. • Identify SMART goals for this group. • What interventions are needed? • Task 4 • Do the identified skills/concepts match the intervention goals identified on the student’s SLP? • What materials do you need to address student needs? • Do you have them?

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