The Learning Continuum is provided by NWEA as part of their MAP Growth assessment system.
- Makes it easier to use MAP Growth scores to differentiate classroom instruction.
- Makes connections between specific skills and RIT scores to identify what students are ready to learn.
- Structured by instructional areas (such as Literature for Reading and Geometry for Math) which are organized based on state or Common Core standards.
- Demonstrates the continuum of skills, showing what skills come before and after a set of skills, which can provide direction in instructional planning and goal setting.
Each column in the Learning Continuum includes the skills within a block of 10 RIT points. If a student has a RIT score of 205, then the skills within the 201-210 block are the skills that student is ready to work on in class right now.
The Learning Continuum can be used for:
- Planning small group instruction, including flexible grouping
- Goal setting
- Identifying areas of strength and areas of concern for each student
- Creating centers, homework, or other assignments based on skills needed for each student
- Providing students, parents, and aides with specific skill sets for a student to focus on
To Access the Learning Continuum:
- Log in to the NWEA reports website where you access your students’ MAP scores
- Select “View Reports,” then “MAP Growth Reports”
- From the list of MAP Growth Reports, select “Learning Continuum”
- There are two ways to view the Learning Continuum:
- “Class View” lists the blocks of learning statements vertically with students who scored within each block listed on the side.
- “Test View” lists the blocks on learning statements horizontally (similar to the image above) and shows the full range of RIT scores.
- “Six Ways the Learning Continuum Can Help Teacher Decision Making” – NWEA blog post, October, 2015
- “Match RIT to Concepts” – Word lists to reinforce within each RIT band
- Available after logging in to NWEA’s reports site
Material from the Learning Continuum is provided by courtesy of NWEA and may not be republished, rewritten, or redistributed. All rights reserved