NWEA Recommendations for Transitioning Students from MPG to MAP 2 5

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4 Figure 2 depicts the standard error of measurement for second grade students on MAP 2 5 and MPG assessments. The results show that standard errors increase substantially on scores above 190 on the MPG assessment, while standard errors on the MAP 2 5 assessment improve as student scores increase. Above a score of 190 on MPG Reading, the data indicate that MAP 2 5 provides a measure that is equal to or more accurate than MPG.

5 MATHEMATICS Our recommendation is that students with an MPG Mathematics score greater than or equal to 200 transition to the MAP 2 5 Mathematics assessment, assuming that students are exposed to curriculum at the second grade level or above. At this time, and with the fluency data currently available to us, sufficient fluency appears to have little if any impact in mathematics for transitioning students. This is not unexpected given the lower reading demand associated with most mathematics test items. As was the case for reading, we looked at measures indicating valid scores to determine the test most likely to produce better measurement of student performance. Figure 3 depicts the point at which MPG Mathematics and MAP 2 5 Mathematics tests are most appropriately administered based on percent correct. For students scoring 200 on the MPG assessment, 82% exceeded the 60% correct threshold, while only 0.2% of students taking MAP 2 5 exceeded that standard.

6 The standard error of measurement for second grade students also indicated comparable to better measurement in the MAP 2 5 Mathematics test for most students at or above 200, while the MPG Mathematics assessment indicated better measurement for most students below this cut point (see Figure 4). The data indicate that some students experience a drop in score between spring and fall, some of which we would attribute to summer loss when students remain in the same test. However, a greater percentage of students experience a drop in score when transitioning between MPG and MAP 2 5 and at a greater magnitude than would normally be attributed to summer loss. Transitioning based on the provided guidelines may reduce both the percentage of those students demonstrating a drop in scores and the magnitude of the drop; additionally, it will provide a better measure of student performance for most students.

8 GRADE 2 In reading, we recommend that all students who scored at or above 190 on their most recent MPG Reading test be offered the MAP 2 5 Reading assessment in subsequent terms. If a fluency measure is available, these students should also demonstrate fluency on an appropriate measure that is equivalent to the end of the first grade norms on that instrument. All other students should take MPG Reading. For mathematics, we recommend that students who tested at or above 200 on MPG Mathematics take the MAP 2 5 Mathematics test in subsequent terms. All other students should take MPG Mathematics. GRADE 3 We recommend that all students take MAP 2 5 Reading and Language Usage tests with the exception of students whose IEP directs that they take MPG Reading. We recommend that all students take the MAP 2 5 Mathematics assessment. Students who require accommodation because of reading fluency or comprehension issues may be offered MAP 2 5 Mathematics with accommodations if needed.

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