Spreadsheet: b90a527e-b58b-4c5e-8b4f-96c75d7674bd
Sheet: NWEA MAP

Instrument Name: | MAP (Measures of Academic Progress) in  Reading, Language Usage, and Mathematics; MAP for Primary Grades K-2 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | READING |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | LANGUAGE USAGE |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | MATH
Vendor: | Northwest Evaluation Association (NWEA) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | [NAME] |  | Grade 1 |  | [NAME] |  | [NAME] |  | [NAME] |  | Grade 5 |  | Grade 6 |  | Grade 7 |  | [NAME] |  | Grade 9 |  | Grade 10 |  | [NAME] |  | Grade 1 |  | [NAME] |  | [NAME] |  | [NAME] |  | Grade 5 |  | Grade 6 |  | Grade 7 |  | [NAME] |  | Grade 9 |  | Grade 10 |  | [NAME] |  | Grade 1 |  | [NAME] |  | [NAME] |  | [NAME] |  | Grade 5 |  | Grade 6 |  | Grade 7 |  | [NAME] |  | Grade 9 |  | Grade 10
Purpose: | The MAP assessment system provides educators with information that can be used to improve teaching and learning. It combines adaptive technology, assessment content, a vertical measurement scale, and educator resources to provide a stable, reliable growth measure for students. The data gives teachers, administrators, and policy makers’ reliable and accurate verification of this growth.  Given that all students may not be at grade level, MAP serves to identify the instructional level of each child whether at, above, or below grade level. Unlike a statewide summative assessment, MAP poses questions that are not always grade-level questions. The assessment adapts as a student is taking it and is unique to that student. Once a score is determined, teachers are given learning objectives matched to that student’s score.   Since MAP and MAP for [NAME] assessments are on the same scale, there is flexibility in the use of these instruments at the “transitional” second grade. For some second grade students, MAP for [NAME] may be most appropriate based on their current mathematics and reading achievement levels. For other second graders who read independently, MAP could be administered. This level of flexibility in administration helps ensure that each student has the opportunity to demonstrate his or her optimal level of performance.  The MAP for Primary Grades pinpoints where a student is prepared to learn for a given subject or sub-goal of a subject. Given that all students may not be at grade level, MAP serves to identify the instructional level of each child whether at, above, or below grade level. Unlike a statewide summative assessment, MAP poses questions that are not always grade-level questions. The assessment adapts as a student is taking it and is unique to that student. Once a score is determined, teachers are given learning objectives matched to that student’s score. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain | Starting RIT | Expected Gain
Content Area and Student Population: | MAP for reading, language, mathematics is available for students grades 2-12, MAP for Science is available for grades 2 - 10 (prior to more specialized science curriculum in upper high school), and MAP for Primary Grades Early Assessments is available for [NAME] students in Reading and Math. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 129 | 19 | 148 | 18 | 163 | 18 | 177 | 14 | 187 | 10 | 194 | 9 | 199 | 8 | 203 | 7 | 206 | 6 | 208 | 5 | 210 | 5 |  |  |  |  | 163 | 18 | 178 | 14 | 188 | 11 | 195 | 9 | 199 | 8 | 203 | 6 | 206 | 6 | 208 | 4 | 209 | 4 | 130 | 19 | 149 | 21 | 165 | 17 | 179 | 14 | 191 | 11 | 200 | 10 | 207 | 8 | 213 | 7 | 217 | 6 | 221 | 4 | 221 | 4
Frequency: | Each MAP subject area instrument (mathematics, reading and science) can be administered up to 3 times per year. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 130 | 19 | 149 | 18 | 164 | 18 | 178 | 14 | 188 | 10 | 195 | 9 | 200 | 8 | 204 | 7 | 207 | 6 | 209 | 5 | 211 | 5 |  |  |  |  | 164 | 18 | 179 | 14 | 189 | 11 | 196 | 9 | 200 | 8 | 204 | 6 | 207 | 6 | 209 | 4 | 210 | 4 | 131 | 19 | 150 | 21 | 166 | 17 | 180 | 14 | 192 | 11 | 201 | 10 | 208 | 8 | 214 | 7 | 218 | 6 | 222 | 4 | 222 | 4
Alignment: | MAP is aligned to a state’s content standards that are published on each state education agency website. MAP measures progress to the standards. Each district has a curriculum that supports those standards.  NWEA researchers and test developers study standards throughout the year to ensure that MAP tests reflect current requirements.   Each test is aligned to Colorado’s standards. At this time (2012-2013), the tests are aligned with the old CO Model Content Standards. NWEA, the company that creates the MAP tests, is in the process of a realignment study. Recently, NWEA completed a project to connect the scale of Colorado student assessment program mathematics and reading assessments with NWEA’s RIT scale. Information from the state assessments was used in a study to establish performance-level scores on the RIT scale that would indicate a good chance of success on these tests. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 131 | 19 | 150 | 18 | 165 | 18 | 179 | 13 | 189 | 10 | 196 | 9 | 201 | 7 | 205 | 6 | 208 | 6 | 210 | 4 | 212 | 4 |  |  |  |  | 165 | 18 | 180 | 13 | 190 | 10 | 197 | 9 | 201 | 7 | 205 | 6 | 208 | 5 | 210 | 4 | 211 | 4 | 132 | 19 | 151 | 21 | 167 | 17 | 181 | 14 | 193 | 11 | 202 | 10 | 209 | 8 | 215 | 7 | 219 | 6 | 223 | 4 | 223 | 4
BEGIN ENTERING DATA BELOW |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 132 | 19 | 151 | 18 | 166 | 18 | 180 | 13 | 190 | 10 | 197 | 9 | 202 | 7 | 206 | 6 | 209 | 6 | 211 | 4 | 213 | 4 |  |  |  |  | 166 | 18 | 181 | 13 | 191 | 10 | 198 | 9 | 202 | 7 | 206 | 6 | 209 | 5 | 211 | 4 | 212 | 4 | 133 | 19 | 152 | 21 | 168 | 17 | 182 | 14 | 194 | 11 | 203 | 10 | 210 | 8 | 216 | 7 | 220 | 6 | 224 | 4 | 224 | 4
Number of Students in October Count: |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 133 | 19 | 152 | 18 | 167 | 17 | 181 | 13 | 191 | 10 | 198 | 8 | 203 | 7 | 207 | 6 | 210 | 5 | 212 | 4 | 214 | 4 |  |  |  |  | 167 | 17 | 182 | 13 | 192 | 10 | 199 | 8 | 203 | 7 | 207 | 5 | 210 | 5 | 212 | 3 | 213 | 3 | 134 | 19 | 153 | 21 | 169 | 16 | 183 | 14 | 195 | 11 | 204 | 10 | 211 | 8 | 217 | 7 | 221 | 6 | 225 | 3 | 225 | 4
Number of Students Tested: |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 134 | 19 | 153 | 18 | 168 | 17 | 182 | 12 | 192 | 10 | 199 | 8 | 204 | 7 | 208 | 6 | 211 | 5 | 213 | 4 | 215 | 4 |  |  |  |  | 168 | 17 | 183 | 13 | 193 | 10 | 200 | 8 | 204 | 7 | 208 | 5 | 211 | 5 | 213 | 3 | 214 | 3 | 135 | 19 | 154 | 21 | 170 | 16 | 184 | 14 | 196 | 11 | 205 | 10 | 212 | 8 | 218 | 7 | 222 | 6 | 226 | 3 | 226 | 4
 | READING |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 135 | 19 | 154 | 18 | 169 | 16 | 183 | 12 | 193 | 9 | 200 | 8 | 205 | 6 | 209 | 5 | 212 | 5 | 214 | 2 | 216 | 3 |  |  |  |  | 169 | 17 | 184 | 12 | 194 | 9 | 201 | 8 | 205 | 6 | 209 | 5 | 212 | 4 | 214 | 3 | 215 | 3 | 136 | 18 | 155 | 20 | 171 | 16 | 185 | 13 | 197 | 11 | 206 | 10 | 213 | 8 | 219 | 6 | 223 | 6 | 227 | 3 | 227 | 4
 | FALL RIT Scores |  |  |  |  | Spring RIT Scores |  |  |  |  | RIT Growth (Fall to Spring) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 136 | 19 | 155 | 18 | 170 | 16 | 184 | 12 | 194 | 9 | 201 | 8 | 206 | 6 | 210 | 5 | 213 | 5 | 215 | 2 | 217 | 3 |  |  |  |  | 170 | 17 | 185 | 12 | 195 | 9 | 202 | 8 | 206 | 6 | 210 | 5 | 213 | 4 | 215 | 3 | 216 | 3 | 137 | 18 | 156 | 20 | 172 | 16 | 186 | 13 | 198 | 11 | 207 | 10 | 214 | 8 | 220 | 6 | 224 | 6 | 228 | 3 | 228 | 3
Grade | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Starting RIT) | 50th Percentile RIT | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Final RIT) | 50th Percentile RIT | %Change in Students At or Above Grade Level | Fall RIT | Spring RIT | RIT Gain | 50th Percentile Gain |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 137 | 18 | 156 | 18 | 171 | 16 | 185 | 11 | 195 | 9 | 202 | 7 | 207 | 6 | 211 | 5 | 214 | 5 | 216 | 2 | 218 | 3 |  |  |  |  | 171 | 16 | 186 | 12 | 196 | 9 | 203 | 7 | 207 | 6 | 211 | 5 | 214 | 4 | 216 | 2 | 217 | 3 | 138 | 18 | 157 | 20 | 173 | 15 | 187 | 13 | 199 | 10 | 208 | 10 | 215 | 8 | 221 | 6 | 225 | 5 | 229 | 3 | 229 | 3
K |  |  |  | - | 142 |  |  |  | - | 156 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 138 | 18 | 157 | 18 | 172 | 16 | 186 | 11 | 196 | 9 | 203 | 7 | 208 | 6 | 212 | 5 | 215 | 5 | 217 | 2 | 219 | 3 |  |  |  |  | 172 | 16 | 187 | 12 | 197 | 9 | 204 | 7 | 208 | 6 | 212 | 5 | 215 | 4 | 217 | 2 | 218 | 3 | 139 | 18 | 158 | 20 | 174 | 15 | 188 | 13 | 200 | 10 | 209 | 10 | 216 | 7 | 222 | 6 | 226 | 5 | 230 | 3 | 230 | 3
1 |  |  |  | - | 160 |  |  |  | - | 174 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 139 | 18 | 158 | 18 | 173 | 15 | 187 | 11 | 197 | 8 | 204 | 7 | 209 | 6 | 213 | 5 | 216 | 4 | 218 | 2 | 220 | 2 |  |  |  |  | 173 | 16 | 188 | 11 | 198 | 8 | 205 | 6 | 209 | 5 | 213 | 4 | 216 | 4 | 218 | 2 | 219 | 2 | 140 | 18 | 159 | 19 | 175 | 15 | 189 | 12 | 201 | 10 | 210 | 9 | 217 | 7 | 223 | 6 | 227 | 5 | 231 | 3 | 231 | 3
2 |  |  |  | - | 176 |  |  |  | - | 187 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 140 | 18 | 159 | 18 | 174 | 15 | 188 | 11 | 198 | 8 | 205 | 7 | 210 | 6 | 214 | 5 | 217 | 4 | 219 | 2 | 221 | 2 |  |  |  |  | 174 | 16 | 189 | 11 | 199 | 8 | 206 | 6 | 210 | 5 | 214 | 4 | 217 | 4 | 219 | 2 | 220 | 2 | 141 | 18 | 160 | 19 | 176 | 15 | 190 | 12 | 202 | 10 | 211 | 9 | 218 | 7 | 224 | 6 | 228 | 5 | 232 | 3 | 232 | 3
3 |  |  |  | - | 190 |  |  |  | - | 198 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 141 | 18 | 160 | 17 | 175 | 15 | 189 | 10 | 199 | 8 | 206 | 6 | 211 | 5 | 215 | 4 | 218 | 4 | 220 | 2 | 222 | 2 |  |  |  |  | 175 | 15 | 190 | 11 | 200 | 8 | 207 | 6 | 211 | 5 | 215 | 4 | 218 | 3 | 220 | 2 | 221 | 2 | 142 | 18 | 161 | 19 | 177 | 14 | 191 | 12 | 203 | 10 | 212 | 9 | 219 | 7 | 225 | 6 | 229 | 5 | 233 | 3 | 233 | 3
4 |  |  |  | - | 199 |  |  |  | - | 205 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 142 | 18 | 161 | 17 | 176 | 15 | 190 | 10 | 200 | 8 | 207 | 6 | 212 | 5 | 216 | 4 | 219 | 4 | 221 | 2 | 223 | 2 |  |  |  |  | 176 | 15 | 191 | 11 | 201 | 8 | 208 | 6 | 212 | 5 | 216 | 4 | 219 | 3 | 221 | 2 | 222 | 2 | 143 | 18 | 162 | 19 | 178 | 14 | 192 | 12 | 204 | 10 | 213 | 9 | 220 | 7 | 226 | 6 | 230 | 5 | 234 | 3 | 234 | 3
5 |  |  |  | - | 206 |  |  |  | - | 211 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 143 | 18 | 162 | 17 | 177 | 14 | 191 | 10 | 201 | 7 | 208 | 6 | 213 | 5 | 217 | 3 | 220 | 3 | 222 | 2 | 224 | 2 |  |  |  |  | 177 | 15 | 192 | 10 | 202 | 7 | 209 | 5 | 213 | 4 | 217 | 3 | 220 | 3 | 222 | 1 | 223 | 1 | 144 | 17 | 163 | 18 | 179 | 14 | 193 | 12 | 205 | 10 | 214 | 9 | 221 | 7 | 227 | 6 | 231 | 5 | 235 | 3 | 235 | 3
6 |  |  |  | - | 212 |  |  |  | - | 216 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 144 | 18 | 163 | 17 | 178 | 14 | 192 | 10 | 202 | 7 | 209 | 6 | 214 | 5 | 218 | 3 | 221 | 3 | 223 | 2 | 225 | 2 |  |  |  |  | 178 | 15 | 193 | 10 | 203 | 7 | 210 | 5 | 214 | 4 | 218 | 3 | 221 | 3 | 223 | 1 | 224 | 1 | 145 | 17 | 164 | 18 | 180 | 14 | 194 | 12 | 206 | 10 | 215 | 9 | 222 | 7 | 228 | 6 | 232 | 5 | 236 | 3 | 236 | 3
7 |  |  |  | - | 216 |  |  |  | - | 219 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 145 | 17 | 164 | 17 | 179 | 14 | 193 | 9 | 203 | 7 | 210 | 5 | 215 | 4 | 219 | 3 | 222 | 3 | 224 | 1 | 226 | 1 |  |  |  |  | 179 | 14 | 194 | 9 | 204 | 7 | 211 | 5 | 215 | 4 | 219 | 3 | 222 | 2 | 224 | 1 | 225 | 1 | 146 | 17 | 165 | 18 | 181 | 13 | 195 | 11 | 207 | 9 | 216 | 9 | 223 | 7 | 229 | 6 | 233 | 5 | 237 | 2 | 237 | 3
8 |  |  |  | - | 219 |  |  |  | - | 222 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 146 | 17 | 165 | 17 | 180 | 14 | 194 | 9 | 204 | 7 | 211 | 5 | 216 | 4 | 220 | 3 | 223 | 3 | 225 | 1 | 227 | 1 |  |  |  |  | 180 | 14 | 195 | 9 | 205 | 7 | 212 | 5 | 216 | 4 | 220 | 3 | 223 | 2 | 225 | 1 | 226 | 1 | 147 | 17 | 166 | 18 | 182 | 13 | 196 | 11 | 208 | 9 | 217 | 9 | 224 | 7 | 230 | 6 | 234 | 5 | 238 | 2 | 238 | 3
9 |  |  |  | - | 221 |  |  |  | - | 225 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 147 | 17 | 166 | 17 | 181 | 13 | 195 | 9 | 205 | 6 | 212 | 5 | 217 | 4 | 221 | 3 | 224 | 2 | 226 | 1 | 228 | 1 |  |  |  |  | 181 | 14 | 196 | 9 | 206 | 6 | 213 | 5 | 217 | 3 | 221 | 2 | 224 | 2 | 226 | 1 | 227 | 0 | 148 | 17 | 167 | 17 | 183 | 13 | 197 | 11 | 209 | 9 | 218 | 9 | 225 | 7 | 231 | 5 | 235 | 4 | 239 | 2 | 239 | 2
10 |  |  |  | - | 222 |  |  |  | - | 225 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 148 | 17 | 167 | 17 | 182 | 13 | 196 | 9 | 206 | 6 | 213 | 5 | 218 | 4 | 222 | 3 | 225 | 2 | 227 | 1 | 229 | 1 |  |  |  |  | 182 | 14 | 197 | 9 | 207 | 6 | 214 | 5 | 218 | 3 | 222 | 2 | 225 | 2 | 227 | 1 | 228 | 0 | 149 | 17 | 168 | 17 | 184 | 13 | 198 | 11 | 210 | 9 | 219 | 9 | 226 | 7 | 232 | 5 | 236 | 4 | 240 | 2 | 240 | 2
 | LANGUAGE USAGE |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 149 | 17 | 168 | 17 | 183 | 12 | 197 | 8 | 207 | 6 | 214 | 5 | 219 | 3 | 223 | 2 | 226 | 2 | 228 | 0 | 230 | 0 |  |  |  |  | 183 | 13 | 198 | 8 | 208 | 6 | 215 | 4 | 219 | 3 | 223 | 2 | 226 | 2 | 228 | 0 | 229 | 0 | 150 | 17 | 169 | 17 | 185 | 12 | 199 | 11 | 211 | 9 | 220 | 9 | 227 | 7 | 233 | 5 | 237 | 4 | 241 | 2 | 241 | 2
 | FALL RIT Scores |  |  |  |  | Spring RIT Scores |  |  |  |  | RIT Growth (Fall to Spring) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 150 | 17 | 169 | 17 | 184 | 12 | 198 | 8 | 208 | 6 | 215 | 5 | 220 | 3 | 224 | 2 | 227 | 2 | 229 | 0 | 231 | 0 |  |  |  |  | 184 | 13 | 199 | 8 | 209 | 6 | 216 | 4 | 220 | 3 | 224 | 2 | 227 | 2 | 229 | 0 | 230 | 0 | 151 | 17 | 170 | 17 | 186 | 12 | 200 | 11 | 212 | 9 | 221 | 9 | 228 | 7 | 234 | 5 | 238 | 4 | 242 | 2 | 242 | 2
Grade | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Starting RIT) | 50th Percentile RIT | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Final RIT) | 50th Percentile RIT | %Change in Students At or Above Grade Level | Fall RIT | Spring RIT | RIT Gain | 50th Percentile Gain |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 151 | 17 | 170 | 17 | 185 | 12 | 199 | 8 | 209 | 5 | 216 | 4 | 221 | 3 | 225 | 2 | 228 | 1 | 230 | 0 | 232 | 0 |  |  |  |  | 185 | 13 | 200 | 8 | 210 | 5 | 217 | 3 | 221 | 2 | 225 | 1 | 228 | 1 | 230 | 0 | 231 | 0 | 152 | 16 | 171 | 16 | 187 | 12 | 201 | 10 | 213 | 9 | 222 | 9 | 229 | 6 | 235 | 5 | 239 | 4 | 243 | 2 | 243 | 2
2 |  |  |  | - | 176 |  |  |  | - | 188 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 152 | 17 | 171 | 17 | 186 | 12 | 200 | 8 | 210 | 5 | 217 | 4 | 222 | 3 | 226 | 2 | 229 | 1 | 231 | 0 | 233 | 0 |  |  |  |  | 186 | 13 | 201 | 8 | 211 | 5 | 218 | 3 | 222 | 2 | 226 | 1 | 229 | 1 | 231 | 0 | 232 | 0 | 153 | 16 | 172 | 16 | 188 | 12 | 202 | 10 | 214 | 9 | 223 | 9 | 230 | 6 | 236 | 5 | 240 | 4 | 244 | 2 | 244 | 2
3 |  |  |  | - | 191 |  |  |  | - | 199 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 153 | 16 | 172 | 16 | 187 | 11 | 201 | 7 | 211 | 5 | 218 | 4 | 223 | 2 | 227 | 1 | 230 | 1 | 232 | 0 | 234 | 0 |  |  |  |  | 187 | 12 | 202 | 7 | 212 | 4 | 219 | 3 | 223 | 2 | 227 | 1 | 230 | 1 | 232 | 0 | 233 | 0 | 154 | 16 | 173 | 16 | 189 | 11 | 203 | 10 | 215 | 9 | 224 | 8 | 231 | 6 | 237 | 5 | 241 | 4 | 245 | 2 | 245 | 2
4 |  |  |  | - | 200 |  |  |  | - | 205
5 |  |  |  | - | 208 |  |  |  | - | 212
6 |  |  |  | - | 212 |  |  |  | - | 215
7 |  |  |  | - | 216 |  |  |  | - | 218
8 |  |  |  | - | 218 |  |  |  | - | 220
9 |  |  |  | - | 220 |  |  |  | - | 223
10 |  |  |  | - | 222 |  |  |  | - | 224
 | MATHEMATICS
 | FALL RIT Scores |  |  |  |  | Spring RIT Scores |  |  |  |  | RIT Growth (Fall to Spring)
Grade | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Starting RIT) | 50th Percentile RIT | # of Students Tested | # of Students At or Above Grade Level | % of Students At or Above Grade Level | Mean RIT (Final RIT) | 50th Percentile RIT | %Change in Students At or Above Grade Level | Fall RIT | Spring RIT | RIT Gain | 50th Percentile Gain
K |  |  |  | - | 144 |  |  |  | - | 158
1 |  |  |  | - | 162 |  |  |  | - | 177
2 |  |  |  | - | 178 |  |  |  | - | 189
3 |  |  |  | - | 192 |  |  |  | - | 202
4 |  |  |  | - | 203 |  |  |  | - | 210
5 |  |  |  | - | 211 |  |  |  | - | 219
6 |  |  |  | - | 218 |  |  |  | - | 224
7 |  |  |  | - | 225 |  |  |  | - | 229
8 |  |  |  | - | 229 |  |  |  | - | 232
9 |  |  |  | - | 232 |  |  |  | - | 236
10 |  |  |  | - | 235 |  |  |  | - | 237