Individual Student Report

Description	The Individual Student report provides the most specific student-level results from each MAP Reading Fluency test as well as instructional tips, next steps, and past performance.
Intended audience	Instructors, School Administrators
Required role	Instructor, School Administrator

Continue reading or select a link to learn more about Individual Student Report data.

Accessing Individual Student reports via class-level reports

Individual Student reports are accessible via the class-level reports.

1. Select Reports on the dark gray menu bar at the top of the screen, then choose one of the following reports from the drop-down menu, depending on which data you would like to review.

   • Benchmark Matrix Report

   • Screener Outcomes Report

2. Adjust the role as needed.

3. Adjust the high-level filters as needed.

4. Select a student’s name from the Students column in the report to open that student’s Individual Student report.

Tip: Use the Term drop-down menu (or Test Date, if available) to see past test results.

 

Early Literacy RIT score

A new Early Literacy RIT composite score provides a clearer view of student reading development. Use it to better understand student progress and connect early literacy development to long-term academic growth.

 

Results from Foundational Skills measures

Foundational Skills measures will have results from the following content areas:

• Phonological awareness

• Phonics/word recognition

• Sentence reading fluency

• Picture vocabulary

• Listening comprehension

• Zones of proximal development levels (ZPD levels) are identified for Phonological Awareness and Phonics & Word Recognition skills

Results from Oral Reading measures

Passage reading measures produce the following results:

• Oral reading rate as Scaled Words-correct-per-minutes (swcpm)

• Accuracy (percent of words read correctly)

• Number correct for each comprehension quiz

Rapid Automatized Naming is reported as pictures correctly named per second. A maximum of 45 seconds is allotted to name 18 items on each of two pages.

Nonsense Word Fluency is reported as words correct per minute and phonemes correct per minute. Students advance on their own or have up to 7 seconds to read each word aloud and 60 seconds for the measure.

 

Student reports will also include the following information and features:

• A universal screening flag, if applicable (K-5, English only)

• A dyslexia screening flag, if applicable (K-3, English only)

• Summary of students’ strengths and areas for instructional focus (in the Profile and Next Steps section of the report)

• Performance levels for each measure (compares oral reading results to grade-level expectations)

• Instructional recommendations: links to resources for small group and individual student activities based on the student’s profile

• Link to review audio files for all spoken response measures, including Passage Reading, with an option to hand score if desired or applicable

• Raw scores for all measures completed and any field test content

Performance levels: grade-level expectations

All reports use the following color indicators and associated letters to relate student performance to grade-level expectations:

■ Blue: Exceeds grade-level expectations

■ Green: Meets grade-level expectations

■ Yellow: Approaches grade-level expectations

■ Red: Below grade-level expectations

■ Gray: NS No score

■ Dark Gray: NE No grade-level expectations

No Score (NS)

No Score may appear on a student’s report when an insufficient amount of data has been collected to determine a score. This only applies to activities that include oral reading. To learn more, refer to No Score (NS) for Oral Reading.

No grade-level expectations (NE)

The No Expectation performance level may appear in reports for some pre-K, kindergarten, and first-grade students. This level, denoted as NE, will be used where there is no applicable grade-level expectation. For example, if a beginning kindergartener makes it to the Word Reading subtest (which is not expected of a kindergarten student), then gets 2 of 10 questions correct, NE will be reported.

Interpretive tables

To learn more about grade level expectations and zones of proximal development levels, refer to Interpretive Tables .

Interpreting Oral Reading results

To understand your students’ oral reading results, check out these answers to some key questions:

• How are oral reading rates scaled based on passage difficulty?

• How are oral reading errors scored?

• Why do some students have NS on their reports? What is a No Score (NS) for Oral Reading?

• What if I want to try Hand Scoring Oral Reading?

Oral Reading rate scaled scoring: WCPM vs WCPM (Scaled)

The NWEA scaled WCPM score is an equated score that adjusts the raw WCPM score for differences in passage difficulty. The scaled WCPM reflects changes in student ability more accurately than the raw WCPM does.

To understand what an equated score is, it can be helpful to think of the concept behind currency exchange rates. Every currency can be expressed in terms of another currency, such as the US dollar. Similarly, scores on one reading passage can be expressed in terms of scores on another. Such equated scores provide a better indication of students’ reading fluency.

In MAP Reading Fluency, students read multiple passages within a session. Because the test adapts passage complexity to meet students’ demonstrated fluency levels, it is difficult to determine whether changes in student scores are due to changes in student progress or due to changes in passage complexity. Test equating allows us to compare scores across tests.

NWEA used the equipercentile equating and linear equating methods to place reading fluency scores onto the same scale as that of a reference passage.

Use the scaled WCPM scores as you would use any WCPM score, knowing they also consider the complexity of the text read by students. For additional details on the scaled scoring, refer to the MAP Reading Fluency Technical Report.

Notes:

• Scaled WCPM scores are reported on English and Spanish tests, however, scaled WCPM scores should only be compared within the same language.

• The maximum reportable scaled WCPM score is 170 and the minimum is 0 for both English and Spanish tests.

Scoring of Oral Reading errors

MAP Reading Fluency recognizes any self-corrections a student makes as long as the mistake is corrected in a timely fashion, in close proximity to the mistake. In other words, if a student decodes incorrectly and doesn’t “catch” the mistake until the following sentence in the passage, then the self-correction is not noted, and the mistake is counted against the student in terms of Accuracy Rate and WCPM. The Error Type and Scoring Designation table summarizes how specific error types are scored for both machine-scored and hand-scored tests.

Error type and scoring designation

Error Type	How Scored
Omissions (leaving out a word)	Incorrect
Substitutions (substituting one word for another)	Incorrect
Self-corrections	Correct if in close proximity to the error
Insertions (adding extra words)	Not counted as incorrect but affect scores by increasing time

No Score (NS) for Oral Reading

No Score (NS) appears when the recorded audio for a test cannot be scored by the speech-scoring engine.

Occasionally the scoring algorithm in MAP Reading Fluency results in an “NS” designation when it is not warranted or fails to reject a recording which a human would call unscorable (i.e., false positive and false negative scenarios).

The best way to correct for these edge cases is as follows. If the recording is comprehensible but was assigned a “NS” by the system, use the hand-scoring features to determine the word-level errors. The hand-scored results will then populate in reporting. If a recording is not comprehensible, select “omit passage” to exclude a poor recording from overall reports.

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

Table 2 below summarizes the possible reasons for a NS and provides tips for how to obtain a valid score. To resolve an NS score, retest the student or hand score the passage. See Hand Scoring Oral Reading.

Hand Scoring Oral Reading

Students’ oral reading scores may be modified by:

• Hand scoring a student’s audio recording

• Omitting passages, thus hiding the associated score

1. Hand scoring a student’s audio recording

   The hand-scoring feature lets you score a student’s audio recording by hand and overwrite the automatically generated WCPM or WCPM (scaled) score. Because they are not scored, picture books and field test passages cannot be hand scored. To access hand scoring, select Review Audio from the student’s individual report to access the passage, along with the student’s audio recording and the hand-score feature. To learn more about hand scoring, watch this video.

   Note: Recordings may take up to 24 hours to process and become available. Elements of the interface have been updated over time, so your screens may not exactly match the screens featured in this video.

   

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

   Press the Play button or the space bar to start audio playback and begin hand scoring. Use the arrow keys on your keyboard to move through the words in the passage. Other keys let you score the passage:

   Keys and actions for hand scoring

   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 the text 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 select Clear Changes to discard the changes. If a previous hand score was saved, you can use Revert Score to discard it.

   Note: You can only select Save if hand scoring results in a value different from the original score.

2. Omitting passages

   Selecting Omit Passage hides a student’s score from the student’s individual report. You may wish to do this, for example, if the audio quality of a recording is too poor to score. If you omit a passage by mistake, you can restore a suppressed score by selecting Restore Audio on the Test Details and Results line of the student's Individual Student report.

   

   Any record that has been handscored will be marked in the Test Details section of the student’s Individual Student report as well as in the Benchmark Matrix report. 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 will download as a .wav file.

Screening Outcomes

Students who have been flagged by the Universal Screener will have an orange flag at the beginning of their Individual Student reports.

What does the Universal Screener outcome flag mean?

Student performance suggests possible risk of reading difficulty. Monitoring and/or intervention may be appropriate to improve this student’s reading outcomes. A flag on this screener does not indicate a diagnosis of reading disability.

How is a Universal Screener outcome determined?

The Universal Screener outcome is determined differently depending on whether students took foundational skills measures or oral reading measures.

Which students receive a Universal Screener outcome?

Not all students will receive a Universal Screener outcome—this flag is shown only for K-5 students taking English benchmark tests.

 

Recommended next steps for flagged students

Consider the following ways to increase both the intensity and individualization of instruction:

• Emphasize evidence-based practices, both in regular classroom instruction and in interventions aligned to this student’s particular needs.

• Increase opportunities to respond and get feedback, including by using smaller group instruction or providing more time on literacy activities.

• Adjust instruction based on ongoing data. Check the student’s particular skills and monitor the student’s growth.

Dyslexia Screening

Students who have been flagged by the Dyslexia Screener will have a purple flag at the beginning of their Individual Student reports.

What does the Dyslexia Screener outcome flag mean?

Student performance suggests possible risk factors for dyslexia or other reading difficulties. A flag does not indicate a diagnosis of dyslexia or reading disability. For more information, see Dyslexia screener defined: What is a dyslexia screener vs. a diagnostic assessment?.

How is a Dyslexia Screener outcome determined?

Students are flagged for risk factors for dyslexia or other reading difficulties using a psychometrically backed predictive model.

The predictive model used for flagging students considers multiple measures, including phonological awareness, phonics and word recognition, sentence reading fluency, an oral reading fluency domain, as well as the optional Rapid Automatized Naming (RAN) and Nonsense Word Fluency (NWF) measures. The model also takes into account a student’s grade and the time of year that the student is being assessed. By weighing those measures and factors, the predictive model is able to flag students at risk

Recommended next steps

Educators should address possible reading difficulties with any student whose performance was flagged, in accordance with any state/local policies and protocols. Consider also:

• Increasing focus on clear and planful instruction in phonological awareness, sound symbol correspondences, and phonics

• Administering further assessment, including examining skills and monitoring growth

• Increasing communication with families about this student’s reading needs

Results from Rapid Automatized Naming (RAN)

Students’ RAN results include:

• Duration

• Accuracy

• Pictures Correct Per Second

• Link to Review Audio

• Overall Score (summary of results from two series of RAN items)

Hand scoring RAN results

Instructors and School Administrators can hand score and review a student’s RAN performance, and evaluate a student's progress as needed.

To hand score:

1. Select Review Audio.

   

   Note: In the event of No Score (NS), both pages must be scored in order for the Overall Score to populate.

2. Use the Keyboard Controls to review and score the student's audio recording. For detailed instructions, refer to Keys and actions for hand scoring.

3. Select Save and then Back to Report.

   

Results from Nonsense Word Fluency (NWF)

Students’ NWF results after hand scoring include:

• Duration

• Words Correct per Minute

• Word Accuracy

• Phonemes Correct Per Minute

• Phoneme Accuracy

• Link to Review Audio

Hand scoring NWF results

Instructors and School Administrators can hand score and review a student’s NWF performance, and evaluate a student's progress as needed.

To hand score:

1. Select Review Audio.

   

2. Use the Keyboard Controls to review and score the student's audio recording. For detailed instructions, refer to Keys and actions for hand scoring NWF.

3. Select Save and then Back to Report.

   

Save your hand score if you wish to keep it or select Clear Changes to discard the changes. If a previous hand score was saved, you can use Revert Score to discard it.

Results from Progress Monitoring

Students who completed one or more Progress Monitoring tests will have data in the Progress Monitoring tab of their Individual Student report. Learn more about how to access and interpret the Progress Monitoring data using these annotated graphics and corresponding numbered steps.

For all tests

Access Progress Monitoring data with one of the following methods:

1. Select the Progress Monitoring tab of the Individual Student report.

   

2. Select the student's name from the Progress Monitoring Dashboard.

   

Reviewing data for Phonological Awareness and/or Phonics & Word Recognition only

1. Select tab to review Phonological Awareness or Phonics & Word Recognition test results.

2. Review changes in the domain scores over time visualized as a graph.

   1. You can adjust the graph view for Fall, Winter, Spring, School Year.

   2. You can learn more about a test event by hovering over a data point.

      

3. Review the domain scores for each Progress Monitoring administration date.

4. Review the domain scores for Benchmark tests.

   

5. If applicable, review details in the Goal History section.

   

Setting or changing goals for Phonological Awareness and/or Phonics & Word Recognition only

1. Select Set Goal if you have not yet set a goal, or Change Goal if you have already set a goal.

   

   Note: You will only find achievement percentile visualizations (the colored bands for percentile ranges and the grey dashed line for the 50^th achievement percentile) for students in grades with achievement norms.

2. Set or adjust the Growth Comparison Period as needed. This will determine the start term and end term for the goal you set. Your options for Growth Comparison Terms are based on which terms have reportable data.

   

   Note: The growth comparison period list is populated based on which terms have reportable Progress Monitoring data. If the start term has multiple data points, the goal will be based on the first domain score in the growth comparison period (the starting domain score).

3. Set or adjust any of the fields defined below. Changing the values of one field will result in changes to the values in the other fields as well.

   1. Domain Score Goal is the target domain score for the end of the growth comparison period. The domain score goal must be greater than the starting domain score.

   2. Domain Score Growth is the change between the starting domain score and the domain score goal. Domain score growth must be greater than 0.

   3. Achievement Percentile is norm-referenced ranking that compares the student's domain score to that of other students in the same grade and term.

   4. Growth Percentile is a norm-referenced ranking that compares the student’s domain score growth to that of other students in the same grade and growth comparison period with the same starting score.

   Note: By default, the starting values are set to the Projected Growth, representing a student’s anticipated progress with growth at the 50th percentile. You may adjust any of the fields to set a realistic goal for the student.

4. Select Save Goal to set the goal with the fields you’ve entered or select Cancel to exit the goal without saving any data.

   

5. Review progress monitoring data and track progress toward the goal.

   

   Note: You can find previous goals in the Goal History section.

Reviewing data for Oral Reading only

1. Select tab to review Oral Reading test results.

2. Review WCPM (Scaled) data over time visualized as a graph.

3. Select the Status Percentiles slider to see how the WCPM (Scaled) compares to grade-level expectation.

   Note: Status percentiles reflect increased expectations over time toward the next season's performance levels on the Benchmark test. See Oral Reading tables for more details on the accuracy and words-correct-per-minute (WCPM) expectations by grade and season.

   
   

4. Review the Lexile Text Measure for the passage read, along with student results for WCPM (scaled), accuracy, and comprehension.

5. Review audio files and hand score as needed.