–See Other Class Level Reports–
The Learning Continuum report translates MAP scores to learning statements, using two views:
Translates MAP scores to learning statements so you can set student goals and tailor your instruction to student needs.
Class View — organized by what each student is ready to learn
Test View — organized by all RIT bands so you can see what to reinforce or introduce
|Applicable Tests||MAP Growth and MAP Growth K‑2.|
Instructor, Administrator, or Assessment Coordinator (School or District)
|1 year prior, for tests completed within your test window range (set under Manage Terms)|
New—Learn about the Student Profile report, which offers a new and convenient way to use learning statements, as well as related standards.
How to Access
You can access the Learning Continuum either from View Reports > MAP Reports > Learning Continuum, where you can open either the Class View or Test View...
...quickly open the Class View by clicking links in the Class Breakdown by Goal report:
With this access, you can more easily pinpoint the student or students who need support.
Note: In addition to teachers (Instructor role), school and district leaders can also take advantage of this feature (specifically, the District Assessment Coordinator and Administrator roles).
If available, click Edit Display Options to further control the display. The Display Options are not available on all test versions.
Why do grade 3 and 4 filters appear for grade K-2 tests?
- Group by Topic—These topic groups are chosen by NWEA to make it easier to locate common themes and content. The topics are not connected to any standard.
Group by Standard—Most useful when combined with the Grade Level Standards filter, so you can isolate particular standards.
Filter by Grade Level Standards—Use this in combination with the Group by Standard option:
Because of the adaptive nature of MAP assessments, the grade K-2 tests do contain questions that go beyond the targeted grade level. For this reason, the grade-level filters in the Display Options also go beyond the K-2 target.
However, the tests themselves are still designed for students in grades K-2.How are topic groups chosen?
Depending on which test version you have, the Group by Topic display option may appear. These topic groups are chosen by NWEA to make it easier to locate common themes and content. The topics are not connected to any standard.
Use the browser search: Ctrl+F or Cmd+F.
Example: You are unsure which sub-goal contains a certain topic.
Click a RIT band to view it in isolation, along with adjacent RIT bands. (Class View only.)
Example: You need to differentiate instruction for students performing in a given RIT band.
Note: To restore the full view, click View All.
Click a student name to isolate just that student. (Class View only.)
Example: You need to set learning goals for a certain student.
Note: To restore the full view, click View All.
Note: Printed copy will become outdated as the test calibration changes, so always refer to the online view for the latest information.
- Use the Firefox browser for the most accurate print rendering; however, any supported browser will work.
Display the learning statements you want.
Tip: For the Test View, you can print every third RIT band to avoid printing the RIT bands that overlap.
- Scroll to the top and click Print (or type Ctrl+P on Windows, Cmd+P on Mac).
- Optional—For a PDF, you could print to a PDF printer driver:
- On Windows—You must first have a PDF printer driver installed. You can then select the PDF printer.
On Mac—When printing, click the PDF button and choose Save as PDF...
Frequent Questions for the Learning Continuum
- Reinforce — For learning statements in the RIT band just below where a student scored, you could reinforce their learning, but they are likely to know these skills and concepts.
- Develop — The learning statements in the RIT band where a student scored are what the student should be working on now.
- Introduce — The learning statements in the RIT band just above where a student scored are potential skills and concepts you could introduce when the student is ready for more challenge.
The term “grade band” refers to the listings published in EDL Core Vocabularies, an industry standard for correlating vocabulary with the grade level at which words are introduced.
Every learning statement is associated to one or more MAP test questions. By calibrating test questions to RIT scores, the corresponding learning statements can also be shown to fall within RIT bands.
Note: The appearance of a learning statement in a given RIT band does not necessarily mean that students who fall in that RIT band received questions about that skill or concept. However, statistically a student's RIT score within a goal area does predict the applicability of learning statements to a given RIT band.
Statements covering a broad range of RIT bands indicate a skill or concept with progressive levels of complexity. An example for reading would be subject-verb agreement, starting with simple text and becoming increasingly complex. An example for math would be equivalent fractions, starting with simple pairs and moving toward larger numbers and sets of fractions.
You can still differentiate instruction in these situations by varying the complexity and context of the skill.
Note: In contrast, the older DesCartes report artificially truncated learning statements to appear in only three consecutive RIT bands.
You may notice more questions that appear to be above a student’s enrolled grade level for students with higher RIT ranges, and this may result in learning statements above the student's enrolled grade level. This change is intended to ease transition to 6th grade and beyond by offering a more precise RIT score. Read the NWEA recommendations for transitioning students from 2-5 to 6th and beyond.
The Learning Continuum is the exclusive property of NWEA and is protected by U.S. and international copyright. Use of the Learning Continuum by any person or entity other than a subscriber school district or other recognized and subscriber entity (“Subscriber”) is prohibited. By using the Learning Continuum, you agree to the following terms and conditions of this Use Agreement (the “Use Agreement”).
As a current subscriber of NWEA’s products and services and as long as the Learning Continuum is contained within your organization or school district, you may reproduce the Learning Continuum, in its entirety or portions thereof, without gaining express written permission from NWEA if you agree to all of the following:
- the use is for non-commercial purposes only
- you do not modify any information or image
- access is password protected and is accessible only to your authorized users
- you include any copyright notice originally provided in the materials
You may load it into a database and on a password protected website without written permission provided that you include NWEA’s copyright notice.
If only portions of the Learning Continuum are published or reproduced, be mindful not to combine them to avoid changing or modifying the learning statements. You further understand that the Learning Continuum should not be the basis of alignment for products and services not reviewed and approved by NWEA. If you do conduct unauthorized alignments, you agree to hold NWEA harmless and indemnify NWEA from claims, lawsuits that may arise from your alignment. NWEA only supports the Learning Continuum in its original format. Any changes to the Learning Continuum made by you will not be supported.
Any transfer to a 3rd party (commercial entities or persons not in your organization or district) to house, maintain, modify or adapt the Learning Continuum without a separate license will be prohibited. NWEA may immediately terminate all permissions hereunder in the event of any breach of this Use Agreement. Upon termination of this Use Agreement, you will immediately cease all use, reproduction, and distribution of the Learning Continuum and will immediately delete the Learning Continuum from all of your computers, databases, servers and websites.
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