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Administration Guide - See page 3 for what to assign each grade level at each time of year!

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Administration Guide - See page 3 for what to assign each grade level at each time of year!

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This page will explain the different types of benchmark tests. There are several test types:

You may also want to know:

For detailed information on the derivation and structure of test content, please download the MAP Reading Fluency Technical Report. For detailed descriptions of the reports, see the MAP Reading Fluency Reports Portfolio.

MAP Reading Fluency is an Adaptive Test

Due to its adaptive nature, MAP Reading Fluency is able to assess students at any level of reading ability. This map shows the benchmark test pathways. Students assigned Adaptive Oral Reading who pass the Sentence Reading Fluency measure will go on to passage reading as shown by the solid green arrow. Students assigned Adaptive Oral Reading who do not pass the Sentence Reading Fluency measure will be routed to Foundational Skills items, as shown by the red arrow. Students who do well in Phonics on the Foundational Skills test will be administered Sentence Reading Fluency as their last test, as shown by the dotted green arrow.

Test Types

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

For All Students

The Adaptive Oral Reading test will start with a brief picture book reading task for all students, followed by a timed Sentence Reading Fluency test. Based on the student's performance on Sentence Reading Fluency, the test will branch into either an oral reading track with comprehension questions or a track with no oral reading, only skills such as decoding, print concepts, and language comprehension. This test is appropriate for students who already have some oral reading skills and will also adapt for students who are not yet reading.

For Emergent Readers

The Foundational Skills test is an adaptive test that includes only early decoding skills, listening comprehension, and picture vocabulary. It does not include any oral reading. This test is an option if you need this data for a student and do not want to assess oral reading.

The Foundational Skills-Beginner test is an adaptive test that includes only the first four measures in the skill progressions for phonics and phonological awareness plus print concepts. For more information on these skills, see Interpretive Tables. This test is intended for fall testing of pre-kindergarten students and kindergarteners who have not been to Pre-K.

For Students Reading Connected Text

The Adaptive Oral Reading-Passages Only test is an adaptive test that contains reading passages and comprehension questions and does not measure any foundational skills. This test is an option for students who can read connected text and for students who have tested into the oral reading pathway on previous administrations. Picture Book and Sentence Reading Fluency are included in this format, but there is no sentence reading threshold score required to move on to passage reading.

Pre-K

Foundational Skills-Beginner

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

Kindergarten

Foundational Skills

Students in fall with no pre-K experience can be given Foundational Skills-Beginner

1st Grade and Up

Adaptive Oral Reading

If you do not want any Foundational Skills data and want to ensure students receive oral reading passages, you can assign Adaptive Oral Reading-Passages Only.

If you want to ensure that you capture data for both Foundational Skills and Oral Reading, you can assign and administer Foundational Skills and then Adaptive Oral Reading-Passages Only. Note that only the most recent test taken will appear on the Student Matrix report, though results for both tests can be accessed on the Individual Student report.

3rd Grade +

Adaptive Oral Reading

In addition to the benchmark tests, Progress Monitoring tests are short tests designed to measure reading progress. For more information, see Progress Monitoring.

Grade Range

MAP Reading Fluency administration is recommended for grades PK-3, or until fluency with literal comprehension is achieved. Tests may be administered to students rostered in grades PK-8.

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

Students in grades PK-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 completed with 15 or more questions answered and at least 75% accuracy, the student moves on to passage reading and comprehension questions. If the student does not meet this criterion, they will see foundational skills test items.

Students in grades 4 and above assigned Adaptive Oral Reading will receive only passage reading and comprehension questions. Their tests will not adapt down to present foundational skills items. If foundational skills assessment is required above grade 4, you can use the Foundational Skills test. However, please note that the Foundational Skills test content is designed for younger children, and the measurement ceiling for the test is first-grade skills.

Spanish Tests

All benchmark tests are available in English and Spanish. Progress Monitoring is only available in English at this time. Due to the differences between the Spanish and English languages, some of the test content will be different on the Spanish test, but both tests will accurately assess reading ability.

Student Experience

For more information on what the test looks like for students, see What Students See

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This page will explain the different types of benchmark tests. There are several test types: You may also want to know: For detailed information on the derivation and structure of test content, please download the MAP Reading Fluency Technical Report. For detailed descriptions of the reports, see the MAP Reading Fluency Reports Portfolio.

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The MAP Reading Fluency Dyslexia Screener is a test type that can identify when students' performance demonstrates possible risk factors for dyslexia or other reading difficulties. The screener collects data using Foundational Skills measures and a Rapid Automatized Naming (RAN) measure, then uses a predictive model to flag students.

Important: A flag on these reports is not a diagnosis of dyslexia or of a reading disability; rather, it is an indicator that the student's performance suggests possible risk factors for dyslexia or other reading difficulty.

Dyslexia Screener Basics

Purpose

Screens for possible risk factors for dyslexia or other reading difficulties

Test content

Foundational Skills and Rapid Automatized Naming (RAN); identifies students with possible risk factors for dyslexia or other reading difficulties

Administration types

Onsite and remote

Frequency

Up to three times per year

Test time

About 20 minutes to assess an entire class simultaneously

Accessibility

Audio instruction, color contrast adjustment, and magnification

Technology required

Devices and headsets for each student

Continue reading or select a link to jump to a specific section about the Dyslexia Screener.

Dyslexia screener defined: What is a dyslexia screener vs. a diagnostic assessment?

A screener is generally defined as a brief universal assessment used to identify students who may need follow-up. A diagnostic, usually used for a subset of students, is a deeper-dive assessment or evaluation that is focused on why and how the student struggles.

The MAP Reading Fluency Dyslexia Screener is a screener only. It is not meant to diagnose dyslexia or other reading difficulties.

Comparison Between Screener and Diagnostic

Description

Brief measure that quickly identifies where students are in various academic areas

Typically, universal in nature to identify students who may need additional follow-up

Deeper-dive assessment or evaluation

Used to understand why and how a student is struggling in a particular area or multiple areas

Example

MAP Reading Fluency Dyslexia Screener

In-depth analysis by an educator trained in dyslexia, like a school psychologist

What is included in the Dyslexia Screener test type?

In the Dyslexia Screener, students will complete the Foundational Skills assessment and the Rapid Automatized Naming (RAN) measure. To compare the Dyslexia Screener to the other MAP Reading Fluency Test Types, refer to the table Test Segments and Skills Assessed in Each Test Type.

Foundational Skills

This section tests students on phonological awareness, phonics and word recognition, language comprehension, and sentence reading fluency.

Note: The Dyslexia Screener does not include any oral reading passages. If you need oral reading data for your students taking the Dyslexia Screener, you should assign the Adaptive Oral Reading - Passages Only Benchmark test subtype to complete at a later date.

Example of Foundational Skills measure:

Rapid Automatized Naming (RAN)

The Rapid Automatized Naming measure, or RAN, assesses a student's naming speed, by timing them on retrieving and saying the name for a simple object shown on screen. For students who struggle with foundational reading skills, low naming speed may be an additional risk factor for difficulties in developing reading fluency.

Important: RAN is used only as a cognitive screening measure-it is not a literacy skill or part of any standards. Research does not support the effectiveness of teaching or practicing RAN. In fact, the RAN measure is designed with the idea that students have not practiced at all and will be ineffective if used otherwise.

Example of a screen from the RAN measure:

Assigning the Dyslexia Screener

You may choose to assign the Dyslexia Screener as one of the test types in the Assignments tab.

1. Select Assignments on the dark gray menu bar toward the top left of the screen.

2. Select a student or students.

1. To assign tests to individual students or a group of students, select the checkboxes next to the students' names.

2. To assign tests to the whole class, select the checkbox next to the Students column header.

3. Select Dyslexia Screener.

1. Test language will automatically be English.

2. Test subtypes will automatically be Foundational Skills with Dyslexia Screener.

4. If you want to include the mouse skills check, check the box next to Mouse Check. See below for information on this check.

5. Select Assign. The assigned test for each student will appear in the Assigned Test column.

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

From the Assignments tab, you can find results for completed tests by selecting View Report. This will take you to a student's Individual Student report.

For recommended reports, review Dyslexia Screener results.

Note: The Dyslexia Screener includes foundational skills measures, so there is no need to assign an additional Benchmark Foundational Skills test. However, if you need oral reading data for your students who are taking the Dyslexia Screener, you should assign the Adaptive Oral Reading - Passages Only test subtype to complete at a later date.

Dyslexia Screener results

Dyslexia Screener outcomes are available in the Screener Outcomes report. Depending on what type of data you'd like to review, this Dyslexia Reports by Level of Data table can help you to choose which report to consult. For teachers, we recommend starting with the class-level Screener Outcomes Report and using that as a jumping-off point to access student-level data. To learn more about Dyslexia Screener results refer to Results from the Dyslexia Screener.

Note: Students' results from the Foundational Skills measures within the dyslexia screener are also available in the Benchmark Matrix report.

Dyslexia Reports by Level of Data

Learn more about dyslexia

Check out the dyslexia series on the NWEA blog- Teach. Learn. Grow. -to learn more about dyslexia, screening, and intervention.

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The MAP Reading Fluency Dyslexia Screener is a test type that can identify when students' performance demonstrates possible risk factors for dyslexia or other reading difficulties. The screener collects data using Foundational Skills measures and a Rapid Automatized Naming (RAN) measure, then uses a predictive model to flag students.

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The main goal of progress monitoring is to answer the question, “is my intervention working?”

Many partners will use the Screener Outcomes Reports so they can target “Flagged” students for those that may need intervention support.

Your district/school decides what your protocols are for progress monitoring and your intervention plan.

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Once benchmark tests have been given, you may want to use a progress monitoring tool to measure foundational skills (Phonological Awareness and Phonics & Word Recognition) and/or oral reading growth of students to track progress and evaluate how well a specific intervention and/or instruction is working. Use the Progress Monitoring test to do so. Progress Monitoring tests may be administered as often as needed. Results will appear on the student's Individual Student Report. Progress monitoring status will appear on the Progress Monitoring Dashboard . Progress Monitoring tests take about 5-7 minutes to complete for either of the Foundational Skills domain area (Phonological Awareness; Phonics & Word Recognition), and about 5-10 minutes to complete for Oral Reading.

Note: Progress Monitoring in Spanish is not currently available.

Continue reading or select a link to jump to a specific section about Progress Monitoring:

Understanding Progress Monitoring Test Subtypes

Foundational Skills: Phonological Awareness and Phonics & Word Recognition

When students take a Phonological Awareness and/or Phonics & Word Recognition Progress Monitoring test, they will be presented with measures from the corresponding decoding domain(s). The reported outputs of the Phonological Awareness and Phonics & Word Recognition Progress Monitoring tests are scaled domain scores.

Phonological Awareness and Phonics & Word Recognition Progress Monitoring tests are adaptive. The test serves measures that are the appropriate difficulty for the students, based on their performance. Once you assign a Phonological Awareness and/or Phonics & Word Recognition Progress Monitoring test to a student, the student will be presented with a Progress Monitoring test form each time they log in. This will continue until you stop Progress Monitoring or until a new term begins, at which point students will be assigned an Adaptive Oral Reading Benchmark test. For more details, see Understanding the Testing Timeline .

Progress Monitoring tests for foundational skills are recommended for any student participating in an intervention targeting phonological awareness or phonics and word recognition skills up to decodable, one syllable words.

Oral Reading

When students take an Oral Reading Progress Monitoring test, they will be presented with one passage that they will read out loud, followed by six comprehension questions. The passages are drawn from a bank, so students will see different passages each time they test. The reported outputs of the Oral Reading Progress Monitoring test include a Lexile Text Measure for the passage read, along with results for words correct per minute (WCPM) scaled, accuracy, and comprehension.

Oral Reading Progress Monitoring tests are not adaptive. Once you assign an Oral Reading Progress Monitoring test to a student, the student will be presented with a new passage at their assigned Lexile ® level every time they log in. This will continue until you stop Progress Monitoring or until a new term begins, at which point students will be assigned an Adaptive Oral Reading Benchmark test. For more details, see Understanding the Testing Timeline .

Progress Monitoring tests for oral reading fluency are recommended for any student participating in an intervention targeting reading fluency skills.

Assigning Progress Monitoring Tests

For all Progress Monitoring tests:

1. Select Assignments on the dark gray menu bar toward the top left of the screen.

2. Select a student or students

1. To assign tests to individual students or a group of students, select the checkboxes next to the students' names.

2. To assign tests to the whole class, select the checkbox next to the Students column header.

3. Select Progress Monitoring.

4. Confirm English is selected for Test Language.
At this time, only English Progress Monitoring is available; Spanish Progress Monitoring is not currently available.

5. Choose test subtype(s): Phonological Awareness, Phonics & Word Recognition, and/or Oral Reading.
You may select to assign multiple Progress Monitoring tests at once.

For Phonological Awareness and/or Phonics & Word Recognition only:

1. Select Phonological Awareness and/or Phonics & Word Recognition.

2. Select Assign. The assigned test for each student will appear in the Assigned Test column.

For Oral Reading only:

1. Choose a Lexile band (see details below).

2. Select Assign. The assigned test for each student will appear in the Assigned Test column.

Choosing a Lexile Band

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

If you choose Assign at Grade Level, passages will be chosen from these Lexile ranges.

Lexile ranges by grade level

Understanding the Testing Timeline

If you choose to use Progress Monitoring, it's recommended that you start after first administering a Benchmark test to determine a student's reading level. However, Progress Monitoring can be assigned at any time.

If multiple Progress Monitoring tests are assigned to a student, the student will receive one test at a time each time they log into MAP Reading Fluency. For a student to complete more than one Progress Monitoring test in a single sitting, they will need to log back into the system after completing each test. The student will then be presented with the next assigned progress monitoring form.

If multiple Progress Monitoring tests are assigned to a student, the tests will be presented to the student in the following sequence:

Phonological Awareness > Phonics & Word Recognition > Oral Reading

The student will continue to cycle through the assigned Progress Monitoring test forms each time they log in during the term.

At the beginning of every term, students are automatically assigned the Adaptive Oral Reading Benchmark test, and the sequence of Progress Monitoring test assignments resets. For example, if a student with all three Progress Monitoring assignments had been due to take the Oral Reading test next in their cycle, but a new term started before they could take it, (a) the student will be presented with a Benchmark test the next time they log in, and (b) the student would get the Phonological Awareness progress monitoring form the following time they log in as the entire Progress Monitoring cycle resets.

See Table 2 for term changeover dates.

Term changeover dates

Winter

December 1-February 28 (February 29 in leap years)

Summer

There is no summer test term within MAP Reading Fluency. The spring term extends until the fall term begins.

* The June term changeover date will vary each year with the specific date coinciding with the June software release for MAP Reading Fluency, typically scheduled for mid-June.

This graphic shows the interaction between Benchmark and Progress Monitoring assignments:

Adjusting Progress Monitoring Assignments

You can directly edit or stop a Progress Monitoring assignment. To do this, select Edit under Action. You can then choose to stop Progress Monitoring or change the assignment and apply the changes.

You can also override an automated assignment at any time with a manual assignment. If you manually assign a Benchmark test to a student who also has Progress Monitoring assigned, the Benchmark test will be presented the next time the student logs in and, once it's done, the system will return to presenting Progress Monitoring tests from the beginning of the cycle each time the student logs in.

While any Benchmark test is assigned, you will not have access to the Edit button for the Progress Monitoring assignment. If you assign Progress Monitoring to a student while a Benchmark test is assigned, or if any changes are made to a Progress Monitoring assignment, the Benchmark test will be unassigned. You can reassign it if needed.

If you do not want the student to complete the Benchmark assessment, or if you want to give a different assessment, you can edit the assignment. At any time, you can check your Assignments tab to see which test will be presented next to any student.

You can find results for completed tests by selecting View Report. This will take you to a student's Individual Student Report.

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How to assign progress monitoring tests in MAP Reading Fluency.

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Foundations Online MAP Reading Fluency Learning Pathways (1)

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Before you can test, you'll need to set up your headsets and testing devices. This page will explain how to do that. What would you like to do?

Setting Up Devices

MAP Reading Fluency is currently supported on Windows, Mac, iPad, and Chromebook devices.

MAP Reading Fluency on Windows, Mac, and Chromebook devices requires the Chrome browser. Make sure that the most recent version is installed on all devices used for testing. Once Chrome is installed, be sure to perform a hardware check before testing. See Performing a Hardware Check.

iPad Devices

To prepare iPad devices for testing, install the MAP Reading Fluency Testing App, which automatically opens to the student testing site in full-screen mode.

Important: Check that your software is up to date, because changes occur regularly and you must use the latest version. Update information is posted through emailed Partner Updates and on the MAP Reading Fluency Community page (login required) at community.nwea.org, under Product Updates. See also: upcoming maintenance dates and NWEA status page.

Distribution® If desired, you can use a mobile device management tool, such as the Apple® Profile Manager. If needed, use the Bundle ID: org.nwea.map-reading-fluency.

Setting Up Headsets

MAP Reading Fluency requires each student to use a boom-style headset with a microphone. Built-in computer microphones and inline microphones on a headset cord are not supported.

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

Over the ear, rather than earbuds

Passive noise-canceling

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

Before testing, connect the headsets to each device that you plan to use for testing and make sure that your headsets are set as the default device for both audio output and input. You'll also perform a hardware check within MAP Reading Fluency. See below and watch the video for instructions. You should also review the system requirements to ensure that your devices meet the minimum standards.

Setup Overview:

Setting Headsets as Default Device

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

Performing a Hardware Check

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

On each machine 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 click Check Equipment:

From student site
(student.mapnwea.org)

From teacher site
(teach.mapnwea.org)

- or -

Allow the Chrome browser to use the microphone if you are asked. Depending on your school security and browser settings, you may need to allow Chrome to use the microphone each time you 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 the recorded audio back. Use a normal speaking voice. If the volume is too low or too high, you'll see a message indicating the problem. Adjust your volume through your system settings.

See also: Resolving Headset Issues

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Before you can test, you'll need to set up your headsets and testing devices. This page will explain how to do that. What would you like to do? MAP Reading Fluency is currently supported on Windows, Mac, iPad, and Chromebook devices. MAP Reading Fluency on Windows, Mac, and Chromebook devices requires the Chrome browser.

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Usernames - Tip** Make your own usernames!!

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Usernames - Tip** Make your own usernames!!

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MAP Reading Fluency automatically generates usernames for students, but organizations can assign specific usernames by importing a roster file or changing them in Manage Students.

Auto-generated usernames can be difficult to type, so it's recommended to specify usernames when preparing the roster.

Data Administrator Role Required

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Assigning Passwords - ***Tip - make everyone's 1111

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Assigning Passwords - ***Tip - make everyone's 1111

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Before students test for the first time, they need usernames and passwords assigned. Once assigned, the passwords remain set, but anyone can change passwords as needed.

There are two tasks that you should do together:

Watch the following video for a demonstration:

Note: Once MAP Skills retires in Summer 2022 the overlapping user names and passwords across products will no longer be relevant.

About Student Usernames and Passwords

Student usernames are typically assigned when your school or district imports your student roster at the beginning of the school year. After assigning it once, usernames do not need to be reassigned for subsequent terms.

If students are added with the username left blank, they will receive automatically generated usernames. However, the auto‑generated username may be difficult to type, so the better practice is for your school or district to specify usernames when preparing the roster.

You cannot edit student usernames in MAP Reading Fluency-only passwords. If you need to change usernames, contact a leader with the Data Administrator role. They can assign the username for a group of students or individuals.

Changing Passwords

The Student Passwords tab is available to all roles, but you are limited to certain groups of students. See Accessing MAP Reading Fluency. Your passwords can be:

the same for all students

unique for each student

custom or auto-generated

To search or filter students:

As needed, use the filter menus or the search box to display the right group of students:

If you do not see your students or if you need usernames changed, contact a leader with the Data Administrator role.

To set passwords for multiple students:

1. Select any combination of students or click the top checkbox to select all students displayed.

2. Click Change Passwords.

3. Choose from the options that appear:

1. Assign same password: Applies whatever you type to all selected students

2. Generate: Automatically creates unique 4-character words for each student selected

4. IMPORTANT: Print or copy the passwords before you leave this tab.

When you leave this tab or change the list of students, the passwords become hidden. You cannot see or print the passwords, unless you change them again.

To set a password for an individual student:

1. Click on the asterisks and type a password:

2. Click the check mark to save or the "X" to cancel.

3. IMPORTANT: Print or copy the passwords before you leave this tab.

When you leave this tab or change the list of students, the passwords become hidden. You cannot see or print the passwords, unless you change them again.

If you changed passwords by mistake:

You cannot reverse a password change once you confirm it. However, you can reassign prior passwords if needed.

Printing Passwords

Printing must immediately follow changing passwords in order to see them appear. Until you change passwords, the Print button shows an alert (!) as a reminder. If you later try to print or reprint passwords, you will only see asterisks because they are hidden. Passwords will only appear if you change them again.

After you click Print, choose either print option (List View or Card View) that best meets the needs of your students:

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How to assign student passwords for MAP Reading Fluency.

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For a printed version of this information, download the printable checklist.

Note: This checklist relates to Benchmark testing within MAP ® Reading Fluency™. For information about Progress Monitoring, see Progress Monitoring.

1-2 weeks before testing

Creating a test day plan

Confirm the testing window with your administrator

Confirm availability of devices being used for assessment, including boom mic headsets

Determine test group(s) size: whole or smaller groups (consider: students should be about two feet apart while testing)

Determine where students will test, then schedule the test location, if needed

Decide on an activity for students to do after they complete the test, such as silent reading

Recommended: schedule a parent or support staff to assist on testing day, especially if the test group exceeds 15 students

If you are not proctoring the test, schedule a proctor(s)

Setting up the software

Assign a mouse check to students who may not have mouse proficiency (not needed on an iPad®)

Recommended: for students with the mouse skills check assigned, schedule mouse practice time in advance of the testing date; if they do not pass the mouse skills check on test day, they may not be able to complete the assessment

1-5 days before testing

Preparing your students

Introduce the assessment and explain its purpose

Discuss what students should expect in different sections of the assessment

Explain where students will take the assessment and on which devices

Consider showing sections of the Student Experience video to your students

Have students take a practice test

Discuss strategies for what to do when students see a challenging question

Demonstrate how the headsets work and emphasize the importance of not touching the microphone (recommended: have students practice wearing headsets)

Have students practice reading aloud at the same time to mimic the assessment environment

Recommended: if students are not accustomed to reading passages on a screen, you may want to have them practice this as well

Explain what to do when students finish the test

Allow time for students to ask questions and discuss why they take assessments

Additional resources

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For a printed version of this information, download the printable checklist . Note: This checklist relates to Benchmark testing within MAP ® Reading Fluency™. For information about Progress Monitoring, see Progress Monitoring.

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Once passwords and tests are assigned, it's time to test your kids! Students log in to testing at https://student.mapnwea.org. This page will provide more information on the testing process. What would you like to do?

Before Testing:

Starting Testing:

During Testing:

Related Issues:

Preparing Students and Their Environment

Here are some final preparations to consider, after you have already completed the tasks described under Setting Up for Testing.

Help students become familiar with their headsets

Remind students not to touch the microphones or press headset buttons during the test
Consider taping over buttons to prevent students from making adjustments

Minimize background noise, such as open windows or loud fans
Also avoid calling out to the class while students are testing

In a classroom, seat students at least an arm's length apart

Tell students what to do when finished with testing (read a book, return to class, or something else)

See also: Testing and Proctoring Students.

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 through the browser.

Students log in to testing at https://student.mapnwea.org.

Students will need their usernames and passwords to log in. For more information, see Assigning Passwords.

NWEA partners who roster with Clever or ClassLink can now leverage the new Student Single Sign-On (SSO) capability so that their students will not need an additional login step to access MAP Reading Fluency. This saves time for both students and teachers.

The student login option is directly available from within either Clever or ClassLink. Contact NWEA Support for help getting set up with student SSO.

After logging in, students should select the image with the green worm that says Let's Read, followed by the graphic that says Go.

Starting on an iPad

On an iPad, students launch the MAP Reading Fluency Testing App. We suggest running the iPad app in Guided Access mode. This prevents other apps from interfering with testing and ensures students do not close the app during a timed activity. See iPad testing app for more information on the iPad app.

Beginning the test

If the Mouse 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 Adaptive Oral Reading test will have a brief volume check before the test begins, and students assigned a Foundational Skills test will begin the test immediately.

Unlocking a student who's locked out of testing

The Mouse Skills Check is intended to prevent students from beginning the test if they are unable to follow the directions or maneuver the mouse. If a student does not pass the check, they will be locked out of the test.

To take the Mouse Skills Check again:

Click Unlock under Need Help with Equipment to reset. The student will start from the beginning of the Mouse Skills Check after logging back in. The student can log back in immediately or after you feel that they've had enough mouse practice to try again.

To skip the Mouse Skills Check:

Open Assignments, select the student, click Edit, and clear the Include Mouse Skills Check checkbox.

Note: For every test session that includes oral reading, a microphone volume check occurs at the beginning of the test. This check is separate from the Mouse Skills Check. It confirms operational status of all hardware and triggers the browser's "Allow microphone" alert if needed.

Resolving Headset Issues

Students may fail the microphone check if they are speaking too loudly, too softly, at the wrong time, or not at all. Here are a few troubleshooting steps you can take:

Confirm that the headset is the default audio device. See Setting headsets as default device.

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

If you are troubleshooting after the test was completed, you can play back the audio to evaluate what is going wrong. See Individual Student Report for directions on playing back audio.

Make sure the mute button isn't pressed.

Try switching headsets.

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

Finally, try switching computers.

Pausing and Resuming a Test

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

1. Screens with a Pause Button

Press the red pause button that appears on certain instruction screens. It appears before all timed subtests. However, it does not appear after students have reached the oral reading passage section.

2. Screens with a Continue Button

The green Continue button appears before some sections of the test. If you want to pause, do not click the green button. The test will pause until the button is clicked.

3. All Other Screens

Press the Esc key to exit full-screen mode, then close the browser window to automatically pause the test. When a student logs back in, content will be presented starting from the beginning of the last unscored activity. If you plan to have a student resume testing at another time, try to exit 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 a Test Over

Tests that have been completed cannot be deleted. Tests that have not been completed can be discarded. You can start over to discard any in-progress test results. For example, you may want to do this if you discover that a student is having issues with their headset or if the student hasn't been on-task during the timed portions of the test. From the Proctor Dashboard, find the student's name under In-Progress Tests and click Start Over:

Note: The system maintains only one active session at a time, which means you cannot keep one session paused while you start another test for the same student.

Testing Multiple Students on the Same Device

In school environments, student accounts are often configured to forget settings upon logging out of the device. If possible, keep the devices used to test students logged in to the student account between different student users.

Logging out of the device may cause the Chrome browser to no longer be authorized to use the microphone. Make sure to allow Chrome to use the microphone before student testing by conducting a hardware check-see Performing a hardware check. You can check in the address bar on the Reading Fluency website whether Chrome is authorized to use the microphone. If it is not, allow it from the address bar or conduct another hardware check so that the prompt will authorize microphone use.

To change microphone settings using the address bar:

1. Click on the padlock next to the word Secure in the address bar.

2. Click on Site Settings.

Make sure that the drop-down list next to Microphone is set to Allow. If it isn't, choose Always allow on this site.

To change microphone settings on an iPad:

Select the Check Equipment link in the MAP Reading Fluency Testing App. This will prompt you to allow the microphone if it has not been allowed. See iPad testing app for more information on the app.

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How to begin and control the MAP Reading Fluency test.

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Once passwords and tests are assigned, it's time to test your kids! Students log in to testing at https://student.mapnwea.org. This page will provide more information on the testing process. What would you like to do?

Before Testing:

Starting Testing:

During Testing:

Related Issues:

Preparing Students and Their Environment

Here are some final preparations to consider, after you have already completed the tasks described under Setting Up for Testing.

Help students become familiar with their headsets

Remind students not to touch the microphones or press headset buttons during the test
Consider taping over buttons to prevent students from making adjustments

Minimize background noise, such as open windows or loud fans
Also avoid calling out to the class while students are testing

In a classroom, seat students at least an arm's length apart

Tell students what to do when finished with testing (read a book, return to class, or something else)

See also: Testing and Proctoring Students.

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 through the browser.

Students log in to testing at https://student.mapnwea.org.

Students will need their usernames and passwords to log in. For more information, see Assigning Passwords.

NWEA partners who roster with Clever or ClassLink can now leverage the new Student Single Sign-On (SSO) capability so that their students will not need an additional login step to access MAP Reading Fluency. This saves time for both students and teachers.

The student login option is directly available from within either Clever or ClassLink. Contact NWEA Support for help getting set up with student SSO.

After logging in, students should select the image with the green worm that says Let's Read, followed by the graphic that says Go.

Starting on an iPad

On an iPad, students launch the MAP Reading Fluency Testing App. We suggest running the iPad app in Guided Access mode. This prevents other apps from interfering with testing and ensures students do not close the app during a timed activity. See iPad testing app for more information on the iPad app.

Beginning the test

If the Mouse 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 Adaptive Oral Reading test will have a brief volume check before the test begins, and students assigned a Foundational Skills test will begin the test immediately.

Unlocking a student who's locked out of testing

The Mouse Skills Check is intended to prevent students from beginning the test if they are unable to follow the directions or maneuver the mouse. If a student does not pass the check, they will be locked out of the test.

To take the Mouse Skills Check again:

Click Unlock under Need Help with Equipment to reset. The student will start from the beginning of the Mouse Skills Check after logging back in. The student can log back in immediately or after you feel that they've had enough mouse practice to try again.

To skip the Mouse Skills Check:

Open Assignments, select the student, click Edit, and clear the Include Mouse Skills Check checkbox.

Note: For every test session that includes oral reading, a microphone volume check occurs at the beginning of the test. This check is separate from the Mouse Skills Check. It confirms operational status of all hardware and triggers the browser's "Allow microphone" alert if needed.

Resolving Headset Issues

Students may fail the microphone check if they are speaking too loudly, too softly, at the wrong time, or not at all. Here are a few troubleshooting steps you can take:

Confirm that the headset is the default audio device. See Setting headsets as default device.

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

If you are troubleshooting after the test was completed, you can play back the audio to evaluate what is going wrong. See Individual Student Report for directions on playing back audio.

Make sure the mute button isn't pressed.

Try switching headsets.

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

Finally, try switching computers.

Pausing and Resuming a Test

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

1. Screens with a Pause Button

Press the red pause button that appears on certain instruction screens. It appears before all timed subtests. However, it does not appear after students have reached the oral reading passage section.

2. Screens with a Continue Button

The green Continue button appears before some sections of the test. If you want to pause, do not click the green button. The test will pause until the button is clicked.

3. All Other Screens

Press the Esc key to exit full-screen mode, then close the browser window to automatically pause the test. When a student logs back in, content will be presented starting from the beginning of the last unscored activity. If you plan to have a student resume testing at another time, try to exit 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 a Test Over

Tests that have been completed cannot be deleted. Tests that have not been completed can be discarded. You can start over to discard any in-progress test results. For example, you may want to do this if you discover that a student is having issues with their headset or if the student hasn't been on-task during the timed portions of the test. From the Proctor Dashboard, find the student's name under In-Progress Tests and click Start Over:

Note: The system maintains only one active session at a time, which means you cannot keep one session paused while you start another test for the same student.

Testing Multiple Students on the Same Device

In school environments, student accounts are often configured to forget settings upon logging out of the device. If possible, keep the devices used to test students logged in to the student account between different student users.

Logging out of the device may cause the Chrome browser to no longer be authorized to use the microphone. Make sure to allow Chrome to use the microphone before student testing by conducting a hardware check-see Performing a hardware check. You can check in the address bar on the Reading Fluency website whether Chrome is authorized to use the microphone. If it is not, allow it from the address bar or conduct another hardware check so that the prompt will authorize microphone use.

To change microphone settings using the address bar:

1. Click on the padlock next to the word Secure in the address bar.

2. Click on Site Settings.

Make sure that the drop-down list next to Microphone is set to Allow. If it isn't, choose Always allow on this site.

To change microphone settings on an iPad:

Select the Check Equipment link in the MAP Reading Fluency Testing App. This will prompt you to allow the microphone if it has not been allowed. See iPad testing app for more information on the app.

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How to begin and control the MAP Reading Fluency test.

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Test Day Steps and Troubleshooting - Printable 

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Test Day Steps and Troubleshooting - Printable 

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How to access the practice tests

1. Open the regular testing site: https://student.mapnwea.org.

2. Type the username and password.

3. Choose Practice:

4. Choose either English or Español, depending on your needs:

5. Choose either practice test option, Foundational Skills or Oral Reading:

6. For students taking the Practice Test in Spanish, choose from either Destrezas fundamentales or Lectura oral.

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Interpretive Tables - Understanding What levels are expected for each grade during benchmark season

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Interpretive Tables - Understanding What levels are expected for each grade during benchmark season

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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.

For detailed information on the derivation and structure of test content, please download the MAP Reading Fluency Technical Report.

LEXILE ® and METAMETRICS ® are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.

Zone of Proximal Development Levels

The ZPD measure helps you understand what skills a student is close to mastering. In the Foundational Skills - Beginner test, we use ZPD for phonics and phonological awareness.

The following tables show the possible ZPD levels and the measures that correspond with 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 Oral Reading tests can assess all levels. Keep in mind that Foundational Skills is intended for younger students; see Test Segments and Skills Assessed in Each Test Type for more information.

Note: The data in following tables corresponds to English MAP Reading Fluency tests only.

0-Letters and Sounds (Introduce)

Letter-Sound Fluency* -Measures letter sound correspondence knowledge

Letter Knowledge* -Measures letter identification knowledge

1-Letters and Sounds

4-Decodable: One-syllable

Decoding: Single Syllable -Measures word decoding skills

Building Words: Single Syllable -Measures word encoding skills

5- Decodable: One-syllable (Reinforce)

*Included in Foundational Skills - Beginner

**Consonant-vowel-consonant (CVC)

1-Rhymes and Syllables

4-Phonemic Manipulation

Phoneme Addition/Deletion -Measures phoneme manipulation skills

Phoneme Substitution -Measures phoneme manipulation skills

5-Phonemic Manipulation (Reinforce)

*Included in Foundational Skills - Beginner

*Consonant-vowel-consonant (CVC)

Foundational Skills Tables

Grade-Level Expectations - Phonological Awareness, Phonics, and Word Recognition

The following table shows the grade-level expectations for the Foundational Skills topics of Phonological Awareness and Phonics and Word Recognition. Note that not all expectations may be shown for every grade. This is due to the expected progression of skills as a student moves from grade to grade. For example, since few students in the fall of pre-K have the skills to achieve Level 1 competency, any score of Level 1 or better is scored as Exceeds Expectations. However, by the winter of second grade, students are expected to have mastered these skills and moved on to oral reading, so all levels are scored as Below Expectations.

*No Expectation appears for terms when pre-K students are not expected to perform these foundational skills.

Language Comprehension

Note: Language comprehension is measured with a raw score rather than ZPD.

Listening Comprehension - Fall, Winter, Spring

Picture Vocabulary - Fall, Winter, Spring

Oral Reading Tables

The following tables describe the amount of accuracy students must demonstrate to reach different levels of expectation.

Note: For some terms, students in pre-K and K are not yet expected to accomplish oral passage reading. In those cases, reports will either show "No Expectation" or "Exceeds Expectations," depending on demonstrated accuracy.

Sentence Reading Fluency

Sentence Reading Fluency - Fall

Sentence Reading Fluency - Winter

Sentence Reading Fluency - Spring

Oral Reading Accuracy

English

Exceeds Expectations

Accuracy is 98% or greater

Accuracy is 98% or greater

Lexile* of highest accuracy is 400L or greater AND accuracy is 98% or greater

Lexile* of highest accuracy is 500L or greater AND accuracy is 98% or greater

Lexile* of highest accuracy is 600L or greater AND accuracy is 98% or greater

Lexile* of highest accuracy is 700L or greater AND accuracy is 98% or greater

Meets Expectations

Accuracy is 95-97%

Accuracy is 95-97%

Lexile* of highest accuracy is 400L or greater AND accuracy is 95-97%

Lexile* of highest accuracy is 500L or greater AND accuracy is 95-97%

Lexile* of highest accuracy is 600L or greater AND accuracy is 95-97%

Lexile* of highest accuracy is 700L or greater AND accuracy is 95-97%

Approaching Expectations

Accuracy is 90-94%

Accuracy is 90-94%

Lexile* of highest accuracy below 400L AND accuracy is 90-94%

Lexile* of highest accuracy below 500L AND accuracy is 90-94%

Lexile* of highest accuracy below 600L AND accuracy is 90-94%

Lexile* of highest accuracy below 700L AND accuracy is 90-94%

Below Expectations

Accuracy is less than 90%

Accuracy is less than 90%

Accuracy is less than 90%

Accuracy is less than 90%

Accuracy is less than 90%

Accuracy is less than 90%

*Lexile Text Measure. Learn more from Using Lexile Measurements.

Spanish

*Lexile Text Measure. Learn more from Using Lexile Measurements.

Words-Correct-per-Minute (WCPM) Expectations

Students who received Oral Reading tasks will have a scaled WCPM score. The following tables depict the expected scaled WCPM scores for students in each grade for each term based on grade-level text. Slight adjustments are made for off-grade text.

Notes:

Scaled WCPM scores are reported on English tests only; Spanish tests only include raw WCPM scores.

The maximum reportable scaled WCPM score is 170; the minimum is 20. A raw score below 20 will result in a reported scaled WCPM score of 20 or above due to the scaled WCPM score minimum.

For more information, review details for Oral Reading Rate Scaled Scoring: WCPM vs WCPM (scaled).

English WCPM (scaled)

Fall: August 1-November 30

Winter: December 1-February 28/29

Spring: March 1-July 15

Spanish WCPM (raw)

Fall: August 1-November 30

*Lexile Text Measure. Learn more from Using Lexile Measurements.

Winter: December 1-February 28/29

*Lexile Text Measure. Learn more from Using Lexile Measurements.

Spring: March 1-July 15

*Lexile Text Measure. Learn more from Using Lexile Measurements.

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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. For detailed information on the derivation and structure of test content, please download the MAP Reading Fluency Technical Report.

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User Norms - Foundational Skills Scaled Domain Scores

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User Norms - Foundational Skills Scaled Domain Scores

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Foundational Skill - Instructional Planning Report

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Foundational Skill - Instructional Planning Report

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For students on the left side of the Benchmark Matrix use the “Instructional Planning Report” that groups students based on their ZPD for Phonological Awareness, Phonics/Word Recognition, and Language Comprehension.

Select, “Show Students and Resources” in blue for their groups and links to activities and resources.

These are rotation station/ center types of activities listed under “In Class Activities”.

For Language Comprehension there are also  Take-Home Activities, as well as Teacher’s Guides!

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Description

The Instructional Planning report provides actionable class- and student-level insights on foundational skills performance from English and Spanish benchmark tests to help teachers more efficiently plan instruction.

Intended audience

Instructors, School Administrators

Required role

Instructor, School Administrator

To reduce the time teachers spend analyzing data, the Instructional Planning report lets teachers quickly see where their students are in their learning progression-and the literacy skills and instruction they're ready for next. The report includes links to research-to-practice tools that support specific skill development.

Reviewing Instructional Planning Report

These annotated graphics and corresponding numbered steps will guide you through the key features of the Instructional Planning report.

1. In MAP Reading Fluency, select Reports on the dark gray menu bar toward the top of the screen, then choose Instructional Planning from the drop-down menu.

2. To access data from a specific Term, School, Grade, Class, or Language, adjust the high-level filters as needed.

3. Toggle between expanded and collapsed to display or conceal additional information, including student names and links to instructional resources.

4. For each domain (Phonological Awareness, Phonics & Word Recognition, and Language Comprehension), you can find the following:

1. Groupings by progression or zone of proximal development (ZPD), organized as at, above, or below spring term expectations.

2. A list of student names in each ZPD category.

3. Links to in-class activities, at-home activities, and teacher guides.

5. To access more detailed individual student results, select a student's name. This will open their Individual Student report.

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Description The Instructional Planning report provides actionable class- and student-level insights on foundational skills performance from English and Spanish benchmark tests to help teachers more efficiently plan instruction. Intended audience Instructors, School Administrators Required role Instructor, School Administrator To reduce the time teachers spend analyzing data, the Instructional Planning report lets teachers quickly see where their students are in their learning progression-and the literacy skills and instruction they're ready for next.

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If a student routes down due to sentence reading, but is doing fine in foundational skills, then that is telling the teacher the student may be lacking automaticity because in the two minutes they were not able to meet the threshold of 15 answers correct AND 75% of what they attempted. This could be automaticity with decoding or high frequency words. Or it could also be related to their understanding of syntax and comprehension.

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Adaptive Oral Benchmark - How Students get to reading passages

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Adaptive Oral Benchmark - How Students get to reading passages

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To move from the Sentence Reading Fluency section of the MAP Reading Fluency test to the Adaptive Oral Reading test, students must answer at least 15 questions correctly with 75% or higher accuracy in the two-minute Sentence Reading Fluency section. If a student scores 14/14, they will not qualify for the Adaptive Oral Reading test, but a student who scores 16/20 would.

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Grade 4+  cannot adapt down to foundational skills when taking the Adaptive Oral Benchmark!

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Grade 4+  cannot adapt down to foundational skills when taking the Adaptive Oral Benchmark!

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if you have foundational skills concerns for students in grade 4+ you will need to assign them the "Foundational Skills Only" benchmark

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MAP Reading Fluency: About Lexile® measurements, including the oral reading measure

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Brochure

Description

Turn learning evidence into instructional action
Activate MAP® Reading Fluency™ with professional learning around using your assessment data to gain a more holistic view of early readers' abilities and how to target instruction that is just right for each student and track learning progress.

View brochure

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MAP Reading Fluency Professional Learning Overview

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Turn learning evidence into instructional action. Activate MAP® Reading Fluency™ with professional learning around using your assessment data to gain a more holistic view of early readers' abilities and how to target instruction that is just right for each student and track learning progress.

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Virtual MAP Reading Fluency Basics Workshop

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Virtual MAP Reading Fluency Essential Reports Workshop

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Virtual MAP Reading Fluency Informing Instruction

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Recommended Professional Learning Year 1 MAP Reading Fluency NWEA Brochure

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Recommended Professional Learning Year 2 MAP Reading Fluency NWEA Brochure

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Recommended Professional Learning Year 3 MAP Reading Fluency NWEA Brochure

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Science of Reading Literacy Suite Professional Learning Overview

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Science of Reading Literacy Suite Professional Learning Overview

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Brochure

Description

Learn effective and efficient routines for teaching word recognition and comprehension alongside any adopted curriculum, and discover practical resources to use in the classroom tomorrow.

View brochure

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Science of Reading Literacy Suite Professional Learning Overview

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Brochure Description Learn effective and efficient routines for teaching word recognition and comprehension alongside any adopted curriculum, and discover practical resources to use in the classroom tomorrow. View brochure

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Goal Setting for Progress Monitoring *** NEW Fall 2024

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Goal Setting for Progress Monitoring *** NEW Fall 2024

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Video Guide on using the Goal Setting Tool Within Progress Monitoring!

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Video Guide on using the Goal Setting Tool Within Progress Monitoring!

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MAP Reading Fluency Guidance_ Foundational Skills Progress Monitoring Goal Setting Tool-20241017

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Achievement and Growth Norms for Foundational Skills

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Achievement and Growth Norms for Foundational Skills

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Audio quality good, but receiving a "No Score"?

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Audio quality good, but receiving a "No Score"?

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Students have to at least complete 75% of the passage. Check to see if this might be the cause!