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Transcript
Table of Contents
Language/ Writing
Cut Score Information



Language/Writing
Reading
Mathematics
Writing Process
1. Use Pre-writing Skills
2. Use Drafting & Revising Skills
3. Use Editing & Proofreading Processes
5
6
7
Composition and Structure
1. Use Details
2. Composition Forms
3. Use Variety of Components
4. Use Appropriate Style and Vocabulary
5. Use Variety of Formats
6. Use Appropriate Format
8
8
8
9
10
10
Grammar and Usage
1. Use Adverb Forms
2. Use Clauses
3. Use Irregular Verb Forms
4. Use Phrases
5. Use Noun Forms
6. Use Negative Forms
7. Subject and Predicate
8. Subject / Verb Agreement
9. Use Adjective Forms
10. Noun-Pronoun Antecedent
11. Run-ons and Fragments
12. Sentence Structure / Type / Kind
13. Use Pronoun Forms
14. Use Variety of Sentences
15. Noun-Pronoun Agreement
16. Use Verb Tense
11
11
12
12
13
14
14
15
16
17
17
18
19
20
21
22
Capitalization
1. Beginning Capitalization
2. Pronoun “I”
3. Adjectives, Titles, and Sentence Beginnings
4. Fundamental Rules
5. Nouns and Proper Nouns
23
23
24
25
26
1
All Information taken from NWEA Idaho Learning Continuum
Punctuation
1. Use End Punctuation
2. Use Marks in Dialogue
3. Use Underlining in Titles
4. Use Apostrophes
5. Use Commas with Dependent / Independent Clauses
6. Use Commas with Phrases
7. Use Commas
27
27
28
28
29
29
30
Spelling
1. Conventional Rules
2. Prefix-Suffix Rules
3. Accuracy and High-Frequency Words
31
31
32
Reading
Word Analysis
1. Structural Analysis
2. Root Words / Suffixes / Prefixes
3. Decoding Strategies
4. Phonological Awareness
33
34
34
35
Vocabulary
1. Context Clues
2. Multiple Meanings
3. Antonyms, Homonyms, Synonyms
36
37
37
Literal Comprehension
1. Reading Directions
2. Reading for Detail
3. Sequencing
4. Locating Information
38
39
40
41
Interpretive Comprehension
1. Summarize and Synthesize
2. Prediction and Generalization
3. Cause and Effect
4. Draw Conclusions / Inference
42
43
44
45
Evaluative Comprehension
1. Evaluate Validity / Author’s Conclusions
2. Fact and Opinion
3. Compare and Contrast
4. Persuasive Elements, Propaganda, Bias, Stereotypes
5. Categorize / Classify Information-Thinking Skills
46
47
47
48
49
2
All Information taken from NWEA Idaho Learning Continuum
Literary Analysis
1. Literary Devices
2. Story Elements
3. Story Grammar
4. Author’s Purpose / Technique
5. Genre
50
51
51
52
52
Mathematics
Number Sense
1. Place Value, Expanded and Standard Notation
2. Absolute Value
3. Decimals
4. Square Roots
5. Factorization and Divisibility
6. Money
7. Whole Numbers
8. Integers
9. Ordering, Equalities, and Inequalities
10. Irrational Numbers
11. Fractions, Ratio, Proportions
12. Set Notation
13. Percents
14. Exponents and Scientific Notation
53
53
54
54
55
55
56
56
57
57
58
58
59
59
Estimation and Computation
1. Integers
2. Logarithms, Properties, Matrices
3. Square and Roots
4. Whole Numbers
5. Decimals
6. Fractions
7. Order of Operations
8. Percents
9. Exponents and Scientific Notation
60
60
60
61
62
63
64
64
64
Reasoning and Problem Solving
1. Reasoning and Problem Solving
65
Measurement
1. Length, Weight, Volume
2. Area, Perimeter, Circumference
3. Ratio, Units, Precision
4. Time, Temperature
67
68
69
69
3
All Information taken from NWEA Idaho Learning Continuum
Algebra
1. Quadratic Formula and Equations
2. Properties
3. Patterns, Sequences, Functions
4. Solve Equations, Simplify Expressions, Order of Operations
70
70
71
72
Geometry
1. Symmetry and Transformations
2. Geometric Principles and Terminology
3. Trigonometry
4. Shapes and Figures, 2- and 3-Dimensional
5. Congruency and Similarity
6. Direction and Distance
7. Coordinate
74
75
76
76
77
78
78
Probability and Statistics
1. Data Analysis
2. Probability and Prediction
3. Statistics
4. Combinations and Permutations
79
80
81
81
4
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Writing Process
Return to
Table of
Contents
Subskill: Use Pre-Writing Skills
RIT 221-230:
Select words based on main topic; Outline a complex topic selection; Choose appropriate
words for a selection; Evaluate possible point of views (i.e. personification); Choose vivid
descriptors; Select method for brainstorming
RIT 211-220:
 Create comprehensive outlines; Use compound sentence selection; Outline verbiage for
imaginative stories; Categorize using main topic as guideline
Student List:
RIT 201-210:
 Choose formal or informal language; Select purpose of paragraph; Choose syntax that
illustrates point of view; Outline expository mode
RIT 191-200:
 Select point of view (i.e. I, He, You); Choose a mode of writing; Use clear descriptors; List
Student List:
details in outline form; Determine tone and mood; Choose tone by determined audience;
Outline main topic with descriptors; Organize sentences for paragraphs; Create a list of
possible word choices; Select main headings for outline; Choose subject and brainstorm (i.e.
word lists, webbing, free writing)
RIT 181-190:
 Create a simple outline; Write in a selected genre (i.e. a simple fairy tale); Create
starter sentences; Categorize around a main topic; Select appropriate sentences for
topic; List sentence details; Pre-write sentences that convey purpose of topic
Student List:
RIT 171-180:
 Choose main topic; Select purpose of writing; Recognize genre; Determine
audience
RIT 161-170:
 Use short complete sentences; Identify a brainstormed single word list about
a given topic
5
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Writing Process
Return to
Table of
Contents
Subskill: Drafting and Revising Skills
RIT 221-230:

Use metaphors as a figure of speech
RIT 221-230:

Student List:
Use exaggeration to make statement; Use adverbial clauses; Ask leading questions; Use
gerund phrases
RIT 211-220:
 Revise syntax for correct order; Use subject-verb agreement; Use a variety of sentences
from simple to complex; Use infinitive phrases to denote emphasis; Use subordinating
clauses; Edit for misplaced modifiers; Combine sentences to make compound and complex;
Use parts of a news story for complete description of an event; Write strong conclusions
RIT 201-210:
 Use participial phrases in correct word order; Use of figurative speech in context; Select the
Student List:
best title for a piece of work; Use precise language; Correct use of transitional expressions;
Use vivid descriptors; Use adverbial clauses in complex sentences; Avoid run-on sentences;
Use sentence variety; Use correct word order when using adjective phrases
RIT 191-200:
 Revise and replace misplaced modifiers; Use figurative language to describe; Use creative
figures of speech; Write to stay on purpose; Use symbolic language; Create a variety of
sentences, simple, compound, and complex; Use phrases and multi-word modifiers to enhance
details; Use adjective and infinitive phrases; Begin topic with strong sentence starters;
Use a variety of genres
Student List:
RIT 181-190:

Use compound and complex sentences; Use a variety of modifiers; Use infinitive
phrases for emphasis; Use figurative language (simile, metaphor); Use vivid descriptor
phrases; Combine simple sentences to form complex sentences; Vary sentence order;
Vary word order; Use sentences of 8-10 words to vary language; Use details for
effective sentences; Vary sentences to show same meaning related to topic;
Use correct word order in interrogative sentences; Use precise nouns and
verbs; Create word list of strong nouns and verbs
RIT 171-180:

Revise to stay on topic; Use vivid descriptors that denote tone and mood; Draft
mood and tone in the detail selection; Categorize main ideas and supporting details;
Use vivid adjectives and adverbs; Combine simple sentences to create compound
sentences; Add adverbs to describe action; Use imaginative language to support
topic; Choose language appropriate for audience
RIT 161-170:

Identify correct word order in 4-6 word sentences; Choose correct word to complete a
sentence; Form question order of simple sentences; Choose a simple 2-4 word main topic;
Add simple details to topic; Describe a given picture in a simple sentence; Identify gerund
phrases; Add details as appropriate to a given topic
6
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Writing Process
Subskill: Use Editing and Proofreading Processes
Return to
Table of
Contents
RIT 231-240:

Identify strong adverbs; Identify indefinite pronouns; Use metaphors for emphasis; Conjugate irregular
verbs correctly
RIT 221-230:

Use complex sentence order in paragraph; Use verb phrases; Use exaggerated figures of speech
for emphasis
RIT 211-220:

Use commas in a series of participial phrases; Use strong topic sentences with strong verbs;
Use capitals in a letter closure; Use abbreviations in appropriate places
RIT 201-210:
 Use capitals in magazine, newspaper, essay and titles; Use commas in letter closure; Punctuate
introductory dependant clauses; Capitalize inside addresses; Punctuate non-essential
parenthetical phrases with commas
Student List:
RIT 191-200:
 Capitalize royal titles, professional titles, and personal titles; Use similes for comparison; Identify
suffixes; Use slang words for a direct purpose; Proof for spelling errors; Use commas between city
and state; Edit sentence fragments; Use correct return address format; Capitalize government
bodies; Use parallelism between subject and direct object; Use appositives
RIT 181-190:
 Capitalize first word of sentence; Use periods with abbreviations; Capitalize greetings and personal
Student List:
titles; Capitalize inside quotations; Use comparative phrases; Use commas for introductory words
(i.e. well, no); Use commas between two main clauses; Use descriptive writing mode; Write business
letters; Use commas in adverbial clauses; Identify subject from predicate; Use past participial
phrases; Use correct compass points; Use compound personal pronouns; Use correct
indentation; Use auxiliary verbs correctly; Capitalize literary titles
RIT 171-180:
 Capitalize names of countries; Spell 3-4 syllable words; Edit out off-topic sentences;
Student List:
Punctuate correctly; Use comparative words; Capitalize professional titles; Use interrogatives;
Create strong sentence beginnings; Use verbs correctly (present perfect, future); Edit
for subject–verb agreement; Use strong conclusions; Write directions; Use dashes
correctly; Edit for pronoun-antecedent agreement; Proofread for tense agreement;
Use commas in a series; Use apostrophes for possessives; Use quotation marks;
Write personal letters; Use prepositional phrases; Use capitals with initials; Use
capitals with titles; Use paragraphing strategies; Use independent clauses correctly;
Avoid double negatives
RIT 161-170:

Use imperatives; Use capitals at the beginning of the sentence; Use present participles;
Use verb phrases; Categorize words; Write letters to a specific audience; Use capitals for
title of names; Use periods; Use superlatives correctly; Use exclamations for emphasis; Use
third person pronouns; Spell irregular verbs correctly; Align subjects and direct objects; Align
subject-verb agreement; Use nominative case; Use capitals for holidays; Use rhyming words
in poetry; Use apostrophes for contractions; Use future tense
7
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Composition and Structure
Subskill: Use Details
Student List:
RIT 211-220:
 Select clear details for paragraph
Return to
Table of
Contents
RIT 201-210:
 No skills listed
RIT 191-200:
 Use imagery in poetry
WRITING
ISAT Goal: Composition and Structure
Subskill: Composition Forms
Student List:
RIT 231-240:

Return to
Table of
Contents
Find the four sentence types within a given paragraph
RIT 221-230:

Select sentences that support topic sentences; Select sentences that support
conclusion; Identify all four sentence forms within a lengthy paragraph


RIT 211-220:
Write limericks; Define composition forms in lengthy passages
WRITING
ISAT Goal: Composition and Structure
Subskill: Use Variety of Components
RIT 231-240:
Student List:

Return to
Table of
Contents
Edit sentences to create complete paragraphs
RIT 221-230:

Identify topic sentence when it is not the first sentence of the paragraph
RIT 211-220:
 Edit sentences into multi-paragraphs; Determine method of organization
(i.e. order of events, from examples to main idea, go from main idea to
examples)
8
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Composition and Structure
Return to
Table of
Contents
Subskill: Use Appropriate Style & Vocabulary
RIT 211-220:
 Choose best opening paragraph in a narrative piece of writing; Use of vocabulary of
declarative, imperative, interrogative and exclamatory terms
Student List:
RIT 201-210:
 Focus on exclamatory sentence structure; Choose the best definition for the term “topic
sentence”
RIT 191-200:
 Use strong topic sentences; Plan for strong conclusions; When given a 5-8 sentence
paragraph, edit for off-topic sentences; When reading a short story choose the best
ending; Choose the correct paragraph that best explains an action; Focus on imperative
sentence structure; Answer standard questions when writing a news story
Student List:
RIT 181-190:
 When given a 4-6 sentence paragraph, choose the off-topic sentence; When given
a series of short sentences, choose the group that iterates one idea
RIT 171-180:
Identify topic sentence; Identify correct paragraph; Given four sentences
choose the one that does not belong; Choose a sentence to add to the
paragraph that is on-topic; Use strong concluding sentences; When given four
simple sentences choose the best sentence order; Choose the first sentence for
the paragraph; Use strong topic sentences; Use correct greetings in a friendly letter;
Use correct format for business letters; Use correct capitalization in greetings and
closures

RIT 161-170:
 Identify off-topic sentences; Choose specific phrases to finish sentence
9
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Composition and Structure
Subskill: Use Variety of Formats
Return to
Table of
Contents
RIT 221-230:
 Write in the persuasive mode
Student List:
RIT 201-220:
 No skills listed
RIT 191-200:
 No skills listed
RIT 181-190:
 Write a job application paragraph; Select appropriate titles for reports
Student List:
RIT 171-180:
 Use all four sentence types; Focus on sentence question structure; Write in
the imaginative mode; Write clear directions; Write concise telephone
messages; Define the parts of narrative writing
RIT 161-170:
Identify sentence types: statement, command, question, and
exclamation. The vocabulary and sentence length increase in difficulty
throughout the increased RIT range.; Determine genre (i.e. poem, letter,
story, ad, etc.); Choose audience when writing a friendly letter; Use rhyme in
some poetry; Use correct structure in letter writing

WRITING
ISAT Goal: Composition and Structure
Subskill: Use Appropriate Format
Return to
Table of
Contents
RIT 211-220:
 Use standard forms of indentation; Review several paragraphs and choose the best
organization; Determine the pattern of organization in a lengthy passage
Student List:
RIT 201-210:
 Combine sentences into paragraph structure; Look for patterns of organization in a
paragraph; Order sentences into a concise paragraph; Give directions in a systematic
order; Use correct business letter structure; Define parts of a research paper; Define
purposes of poetry (i.e. feelings, moods, expressions); Define paragraph by genre;
Identify parts of the newspaper
RIT 191-200:
 Use correct letter format; Develop paragraph with specific details; Edit
paragraph format for fragment and run-on sentences
Student List:
RIT 181-190:
 Use indentation for new paragraph; Focus on declarative sentence structure;
When given four simple and compound sentences, choose the chronological
order; Choose sentence order when writing directions
10
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Return to
Table of
Contents
Subskill: Use Adverb Forms
RIT 211-220:
 Format: Longer sentences, more difficult vocabulary; Recognize correct and
incorrect use of adverbs, including comparative adverb forms; Recognize correct
and incorrect comparative adverb forms for words ending in –ly
RIT 201-210:
 Understand that adverbs can tell “where, when, or how”; Identify adverbs that tell
“when”; Use comparative adverbs correctly; Understand the meaning of
comparative adverbs
Student List:
RIT 191-200:
 Use adverbs telling “when” correctly; Use comparative adverbs telling “when”
RIT 181-190:
 Understand that adverbs can tell “where, when, or how”; Identify
adverbs that tell “where”; Use –ly adverbs correctly; Understand the
meaning of a phrase telling “where”
Student List:
RIT 171-180:
Use adverbs telling “how”; Recognize phrases that tell “where” or “when”; Use
comparative adverbs telling “how” correctly; Recognize the correct use and meaning
of a prepositional phrase containing “under”; Understand the meaning of a phrase
telling “when”

WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Clauses
Student List:
RIT 221-230:
Identify a dependent clause

RIT 211-220:
 Identify the main clause in a sentence
RIT 201-210:
 Understand the intended meaning of a particular clause
11
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Irregular Verb Forms
Return to
Table of
Contents
RIT 221-230:
 Determine which verb to use in a sentence with or without an auxiliary verb; Identify correct
form of less commonly used irregular verbs
RIT 211-220:
 Identify troublesome irregular verbs (lie/lay, sit/set, etc.)
RIT 201-210:
 Format: Difficulty of vocabulary increases in this RIT range; Determine which verb to use in sentences
with or without auxiliary verbs
Student List:
RIT 191-200:
 Identify common irregular past tense forms of verbs; Recognize more difficult irregular verb forms;
Recognize or determine the correct use of irregular past tense verbs
RIT 181-190:
 Determine which verb to use in a sentence; Determine which verb phrase to use in a
sentence; Determine which verb to use in a sentence that has an auxiliary verb; Identify the
past tense of an irregular verb
RIT 171-180:

Format: Single word verbs only in this RIT range; Determine the correct verb form to use in a
sentence (range of difficulty from come/came to catch/caught); Determine the correct verb forms to
use in a compound or complex sentence
RIT 161-170:
 Determine the correct common irregular verb form to use in a short, simple sentence
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Phrases
Return to
Table of
Contents
RIT 231-240:
 Recognize and identify a prepositional phrase containing ‘within’; Recognize adverb and
adjective phrases
RIT 221-230:
Recognize a simple noun phrase; Recognize and identify a prepositional phrase containing
‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

Student List:
RIT 211-220:
 Recognize what part of the sentence a prepositional phrase modifies; Recognize a
prepositional phrase used as an adjective; Recognize the meaning of a verb phrase
RIT 201-210:
 Vocabulary: prepositional phrase; Identify a prepositional phrase; Recognize a
phrase telling “which”

RIT 191-200:
Understand the meaning of a phrase telling “why”; Recognize phrases telling “how” or
“where”
12
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Noun Forms
Return to
Table of
Contents
RIT 231-240:

Recognize the correct plural spelling of a noun ending in “y” when just an ‘s’ is added; Recognize
the correct plural forms of irregular and not frequently used plurals
RIT 221-230:

Student List:
Understand the meaning of a plural possessive noun; Recognize the correct possessive form
of a word; Distinguish a possessive noun from a plural noun or a noun used as a contraction
with ‘s for “is”; Recognize the correct irregular plural form of nouns not commonly used (Latin
roots like data-datum; open compounds like lady in waiting); Distinguish irregular plurals from
words that are not plural
RIT 211-220:

Student List:
Recognize which is not a correct irregular plural noun; Identify a plural possessive noun;
Distinguish plural nouns from singular collective nouns, nouns that end in ‘s’, and possessive
nouns; Identify a noun that is an idea or a feeling, not just a person, place, or thing
RIT 201-210:
 Recognize the correct plural form of a noun; Understand the meaning of a singular possessive
noun; Recognize the correct irregular plural form of a noun; Identify which word is not a plural
noun; Recognize the correct use of a plural noun in a sentence; Distinguish possessive nouns
from contractions; Recognize a collective noun as being singular, distinguishing it from
plural nouns
RIT 191-200:
 Identify a word as a noun; Identify which is the noun in a sentence; Recognize the correct
Student List:
plural form of a noun used in a sentence; Recognize plural nouns needing the –es
ending; Recognize a noun that is not plural; Recognize the irregular plural form of
a noun; Identify which is not a correct irregular plural noun; Recognize the correct
use of a singular possessive noun
RIT 181-190:

Recognize a regular plural noun used in a sentence; Recognize an irregular plural
noun used in a sentence; Recognize the irregular plural form of a noun; Recognize the
correct plural spelling of a noun ending in “y”
RIT 171-180:

Recognize the regular plural form of a noun; Recognize simple irregular plural nouns;
Recognize regular plural nouns needing –es ending; Recognize the correct use of a singular
possessive noun; Identify a noun
RIT 161-170:

Recognize the regular plural form of a noun (add s); Recognize simple irregular plural nouns;
Recognize that a noun is to be used as a direct object
13
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Return to
Table of
Contents
Subskill: Use Negative Forms
RIT 231-240:
 Recognize the correct and incorrect use of negatives “hardly” and “barely”; Recognize the
correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t
any; hasn’t he ever; isn’t any; scarcely had we
RIT 221-230:
 Recognize the correct and incorrect use of negatives “hardly” and “scarcely”; Recognize
the correct use of only one negative in a sentence: haven’t anything
RIT 211-220:
 Recognize the correct use of negatives “hardly” and “scarcely”
RIT 201-210:
 Recognize the correct use of only one negative in a sentence: no more than; hasn’t any;
Recognize that two negatives in a sentence is not Standard English; Use “n’t”
contractions correctly
Student List:
RIT 191-200:

Recognize the correct use of only one negative in a sentence: isn’t any; has no; doesn’t have;
haven’t any
RIT 181-190:
 Recognize the correct use of only one negative in a sentence: can’t – anybody; doesn’t – any; have
never had any
RIT 171-180:
 Recognize the correct use of negative phrase “doesn’t have”
WRITING
ISAT Goal: Grammar and Usage
Subskill: Subject & Predicate
Return to
Table of
Contents
RIT Above 221:
Identify the predicate of a sentence; Identify the part needed to complete a sentence:
subject, object, or adjective to complete the linking verb; Verbalize that a predicate
contains a verb

RIT 211-220:
 Identify the subject of a sentence
Student List:
RIT 201-210:
 Name the two main parts of a sentence
RIT 191-200:
Identify the subject of a sentence; Identify a complete sentence where the predicate
is written first; Recognize where to divide a sentence between the subject and the
predicate

14
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Subject-Verb Agreement
Return to
Table of
Contents
RIT Above 221:

Recognize the correct use of subjects or verbs in the following cases: (a) Complex subject (“one of the
__s”, “all of the __s”) – linking verb, (b) “There” – linking verb – plural noun, (c) Indefinite pronoun –
linking verb
RIT 211-220:
 Recognize the correct use of subjects or verbs in the following cases: (a) First
person singular subject – main verb, (b) Identify a singular subject by recognizing
form of the verb in the predicate
Student List:
RIT 201-210:
 Recognize the correct use of subjects or verbs in the following cases: (a) Singular
subject – linking verb, (b) Singular subject – main verb, (c) Plural subject – linking
verb, (d) Plural subject – auxiliary verb
Student List:
Student List:
RIT 191-200:
 Recognize the correct use of subjects or verbs in the following cases: (a) Compound
subject – linking verb, (b) Compound subject – verb phrase, (c) Third person singular
subject – main verb, (d) Plural subject – auxiliary verb or verb phrase
RIT 181-190:
 Identify the subject and predicate of a sentence; Recognize word order necessary to
form a complete sentence; Recognize the correct use of subjects or verbs in the
following cases: (a) Singular or plural subject - verb phrase, (b) Compound subject or
third person plural subject - linking verb or present participle, (c) Third person singular
subject - auxiliary verb, (d) Third person singular or plural subject – main verb,
(e) First person plural subject – main verb
RIT 171-180:
 Recognize the correct use of subjects or verbs in the following cases: (a) Third
person subject - linking verb, (b) Singular subject - verb phrase, (c) Third person
plural and second person singular - correct present participle to use as
the first word in a question
RIT 161-170:
Recognize the correct use of subjects or verbs in the following cases:
(a)Third person singular or plural subject - present participle, (b) Second
person singular subject - present participle to use as first word in a
question, (c) Subject-verb agreement in a short simple sentence

15
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Adjective Forms
Return to
Table of
Contents
RIT 221-230:
Recognize correctly and incorrectly used comparative forms, use tricky context clues to
determine correct use

Student List:
RIT 211-220:
 Recognize that adjectives are words that describe things; Use comparatives “-y,
-ier, -iest” correctly; Understand that there are names for various parts of
speech; identify which word in a sentence is the adjective; Understand the use
of the adjective-forming suffix “-al” when added to nouns ending in “–tion”
(inspiration, inspirational); Understand that comparative –er means to compare
two things; Understand the correct use of “good” as an adjective, not an adverb
RIT 201-210:
 Use comparatives “less, least” correctly; Understand the meaning of comparative
adjectives; Identify adjectives used in a sentence; Recognize correctly and
incorrectly used comparative forms
Student List:
Student List:
RIT 191-200:
 Use comparatives “bad, worse, worst” correctly; Use comparatives “more, most”
correctly; Use comparative adjectives (-er, -est) correctly; Recognize correctly and
incorrectly used comparative forms; Use adjectives telling “what kind”
RIT 181-190:
 Use comparative adjectives (-er, -est) correctly; Use comparatives “good,
better, best” correctly; Identify a word describing a noun in a sentence;
Recognize the correct use of comparative adjectives; Use superlative
adjectives correctly
RIT 171-180:
 In a short, simple sentence, use an adjective that tells “what kind”;
Use comparatives “good, better, best” correctly; Use comparative –
er correctly; Use superlative –est correctly

RIT 161-170:
Recognize the correct use of comparative adjectives -er and –est
16
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Noun-Pronoun Antecedent
Return to
Table of
Contents
RIT 231-240:

Recognize clear or unclear pronouns-antecedents
RIT 211-230:

No skills listed
RIT 201-210:
 Identify the noun replaced by a pronoun; Replace more than one noun with the correct
pronouns, matching gender and type of pronoun: nominative, objective, and possessive;
Use the correct pronoun in one sentence to match the number and gender in another:
them
RIT 191-200:
 No skills listed
RIT 181-190:
 Use the correct pronoun in a sentence to match number, gender, thing in a
previous sentence: it, her, they, he, his, himself; Identify the noun in one sentence
referred to by a nominative or possessive noun in another
Student List:
RIT 171-180:
Recognize that “___ and I” = “we”; Use the correct pronoun to match the
number and gender of the subject: he, they, him; Identify the noun in one
sentence replaced by a pronoun in another


RIT 161-170:
Understand that pronouns take the place of nouns; Identify the pronoun used to take
the place of a singular “thing”
WRITING
ISAT Goal: Grammar and Usage
Subskill: Run-ons & Fragments
Return to
Table of
Contents
RIT 211-220:
 Identify sentence fragments
Student List:
RIT 201-210:
 Recognize complete and incomplete sentences (first time this term appears); Recognize a
group of words as an incomplete sentence or a question
17
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Sentence Structure, Type, Kind
Return to
Table of
Contents
RIT 231-240:

Identify a complex sentence
RIT 221-230:

Identify sentence patterns (sentences containing adjectives and helping verbs): noun-verb, nounverb-noun, noun-linking verb-noun; Determine the correct verb forms or verb phrases to use in
compound or complex sentences
RIT 211-220:

Student List:
Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verbnoun, noun-verb-verb; Identify a sentence as simple or compound; Complete sentences correctly
with words or phrases; Recognize sentences with clear meaning and correct form; Name the part
of the sentence needed to complete a sentence: adjective to complete the linking verb; Recognize
complete complex sentences
RIT 201-210:

Student List:
Identify compound sentences; Identify sentence patterns (some articles and possessive pronouns
used in short, simple sentences): noun–verb, noun-verb-noun; Change the word order and keep the
same meaning; Add a phrase to form a complete sentence; Verbalize what sentence part is needed
to form a complete sentence: subject, object, adjective, or subordinate clause
RIT 191-200:

Recognize sentences that are complete and not complete; Complete sentences with the
correct phrase; Recognize complete sentences containing only a noun and a verb; Identify a
simple sentence; Identify the correct word order to form a sentence; Identify a group of
words as an incomplete sentence; Identify two sentences with different word order but the
same meaning; Turn a clause into a complete sentence
Student List:
RIT 181-190:

Format: Statements, questions, and commands; Recognize word order specific to a
question; Identify/recognize complete sentences with adverb phrases or nouns of
direct address at beginning (comma in sentence); Select words in two places to form
a complete sentence; Identify a group of words as an incomplete sentence; Identify
sentences containing more than one idea; Identify a group of words that do not form a
complete sentence – requiring very careful reading
RIT 171-180:


Format: Statements, questions, and commands; Select words to form a complete sentence;
Recognize a complete sentence; Recognize words that do not form a complete sentence;
Recognize a complete question; Recognize word order that makes sense (syntax)
RIT 161-170:
Format: Statements, questions, and commands; Recognize a complete sentence; Arrange
words in order to form a complete sentences
18
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Pronoun Forms
Return to
Table of
Contents
RIT 221-230:

Recognize the correct and incorrect use of nominative and objective case pronouns in complex
sentences; Use nominative pronouns followed by a noun correctly: We boys will…; Use
nominative pronouns correctly as the first word in a compound subject; Use indefinite pronouns
correctly: “___ of the girls is …” (many, some, either, several); Distinguish “that” used as a
pronoun from “that” used as an adjective; Recognize the correct and incorrect use of “who,
who’s, and whose”
Student List:
Student List:
RIT 211-220:
 Identify which word in a sentence is the pronoun; Recognize the correct and incorrect
use of reflexive, nominative, possessive, and objective pronouns; Understand the
meaning of a pronoun: “all of us” = “we”; Use nominative case pronouns correctly; Use
nominative pronouns correctly in compound subjects; Recognize the correct and
incorrect use of “I” in a compound subject or in a list; Recognize the correct and
incorrect use of reflexive pronouns: themselves, itself, herself, ourselves; Use
indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each,
one, either)
RIT 201-210:
Recognize the correct and incorrect use of nominative, objective, possessive,
and demonstrative pronouns; Use objective pronouns correctly in a complex
sentence: Everyone except ___…; Recognize correct and incorrect use of “their,
they’re, and there”; Use reflexive pronouns correctly: themselves


RIT 181-200:
No skills listed
RIT 171-180:
 Understand the meaning of possessive pronouns used in a sentence
19
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Variety of Sentences
Return to
Table of
Contents
RIT 211-220:
 Understand that sentences tell past, present, or future; Identify which sentence tells
past
RIT 201-210:
 Sentences have more complex syntax and phrasing, more difficult vocabulary;
Identify sentences that tell past, present, or future
Student List:
RIT 191-200:
 Format: Sentences in this RIT range often begin with prepositional or adverb
phrases; Recognize that sentences can tell past, present or future actions;
Identify a sentence that tells past action; Identify a sentence that tells future
action



RIT 181-190:
Format: Sentences become more complex, with more difficult vocabulary;
simple paragraph
RIT 171-180:
Format: Short sentences, 2–10 words, basic vocabulary
RIT 161-170:
Format: Short sentences, 4-6 words, using very basic vocabulary
20
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Noun-Pronoun Agreement
Return to
Table of
Contents
RIT 191-200:
 Use possessive pronouns correctly: their, theirs, his, hers, its; Recognize the correct
and incorrect use of she/her as subject or object; Recognize the correct and incorrect
use of “I” in a compound subject or in a; Use reflexive pronouns correctly: themselves;
Recognize the correct use of “whom” (With whom are you…?)
Student List:
RIT 181-190:
 Identify the pronoun used to take the place of “___ and me”; Use possessive pronouns
correctly: their; Use reflexive pronouns correctly: myself, themselves; Identity
pronouns used to replace singular or plural “things”: it, them; Use objective
pronouns correctly: her, him; Recognize the correct and incorrect use of “I” in a
compound subject (“___ and I”); Use nominative pronouns correctly by
matching gender; Use indefinite pronouns correctly: everyone; Identify
pronouns used to replace singular or plural nouns: her, they
RIT 171-180:
Use objective pronouns correctly: us, him, her, them; Identify the pronoun used to
take the place of a compound or singular subject; Recognize correct and incorrect
use of demonstrative pronouns “them” and “those”; Use nominative pronouns correctly:
he, she, we; Use indefinite pronouns correctly: all, some, none; Use the pronoun “I”
correctly in a compound subject; Use objective pronouns correctly in compound direct
objects: “___ and us”; Use possessive pronouns correctly: hers, his

RIT 161-170:
 Use objective pronouns correctly: me, us, them; Use nominative pronouns correctly: he, she,
or they; Use possessive pronouns correctly: her
21
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Grammar and Usage
Subskill: Use Verb Tense
Return to
Table of
Contents
RIT 221-230:

Recognize sentences in which the subject of the sentence is the “doer” of the action
RIT 211-220:
 Determine the correct verb form to use in a sentence; Identify the verb form not used correctly in a
sentence; Recognize verbs that have the same form for both present and past tense; Understand
that there are names for various parts of speech; identify which word in a sentence is the verb;
Determine which verb to use in a sentence in which the auxiliary verb is separated from the main
verb; Understand the meaning of a complex verb phrase; Determine which verb form is correctly
used in a complex sentence
Student List:
RIT 201-210:
 Understand the tense and meaning of verbs, replace with similar verbs of the same tense and
meaning; Determine the correct verb tense to use in a sentence; Determine the correct verb form to
use in a sentence: irregular verbs, verbs used with auxiliary verbs; Identify present tense verbs;
Determine the correct verb phrase to use in a sentence
RIT 191-200:
 Identify the past tense of a verb; Determine which verb to use in a question that has an auxiliary verb
at the beginning of the sentence; Recognize or determine the correct use of regular past tense
verbs; Determine the correct verb to use in a sentence with auxiliary verbs; Tell the meaning of
“past tense of a verb”; Determine the correct verb to use to tell future actions
Student List:
RIT 181-190:
 Recognize a sentence that tells past action or events; Identify the correct past tense form of
common irregular verbs; Recognize or determine the correct use of common irregular
past tense verbs; Recognize or determine the correct use of past tense helping or
auxiliary verbs; Determine the correct use of a verb phrase; Recognize the correct use
of gerunds; Recognize the correct use of regular past tense verbs; Determine the correct
verb tense to use in a sentence; Recognize or determine the correct use of future tense
verbs and verb phrases; Identify which word is a verb
Student List:
RIT 171-180:

Recognize the correct use of present tense verbs (will ____); Recognize the correct use of
common irregular past tense verbs; Recognize past tense verbs used correctly in sentences;
Recognize the correct use of present progressive verbs (is __ing); Determine the correct verb
form to use in a sentence; Distinguish which sentence tells past tense; Recognize the correct use
of a past tense helping or auxiliary verb; Identify the correct irregular past tense form of a verb
RIT 161-170:

Recognize the correct use of past tense verbs (add –ed); Recognize the correct use of past
progressive (was __ing); Recognize the correct use of common irregular past tense verbs
22
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Capitalization
Return to
Table of
Contents
Subskill: Beginning Capitalization
RIT 211-220:
 Capitalize only the first word in the greeting and closing of a letter with no proper
nouns
RIT 201-210:
 Capitalize the first word in the greeting and closing of a letter; Capitalize the first
word in the sentence; Capitalize only the first word in a multi-word greeting or closing
RIT 191-200:
 Capitalize the first word in the sentence; Capitalize the first word in the greeting and
closing of a letter; Capitalize only the first word in a sentence without proper nouns;
Capitalize the beginning of each sentence in a group of sentences; Capitalize first word
and proper nouns
Student List:
RIT 181-190:
 Capitalize the first word in the sentence; Capitalize the first word in the greeting
and closing of a letter; Capitalize the beginning of each sentence in a short
group of sentences; Recognize a group of words as a sentence and
capitalize the first word; Capitalize first word and names; Identify a
sentence in which the first word is not correctly capitalized; Capitalize
only the first word in a sentence without proper nouns
Student List:
RIT 171-180:
 Capitalize the first word in the sentence; Capitalize “Dear” in a letter greeting;
Capitalize “Love” in a letter closing; Capitalize only the first word in a sentence of
common nouns
WRITING
ISAT Goal: Capitalization
Subskill: Pronoun “I”
Return to
Table of
Contents
RIT 191-200:
 Identify the sentence not capitalized correctly (“I” the error); Identify “I” errors twice
in the same sentence
RIT 181-190:
Identify or correct several errors including “I” in one sentence; Identify “I” errors twice
in the same sentence

Student List:
RIT 171-180:
 Generalize the rule: always capitalize “I”; Identify or correct several
errors including “I” in one sentence

RIT 161-170:
Vocabulary – capitalized; Lack of capital for “I” the only error to identify
23
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Capitalization
Subskill: Adjectives, Titles, Sentence Beginnings
Return to
Table of
Contents
RIT 221-230:
 In a quotation, capitalize only the first word if the sentence continues past the part
identifying the speaker; All titles
Student List:
Student List:
RIT 211-220:
 In a quotation, capitalize only the first word if the sentence continues past the part
identifying the speaker; Compass directions – when to and not to capitalize them; Full
names, including titles
RIT 201-210:
 Capitalize first word of a quotation; Distinguish sentences using quotations that are not
capitalized correctly; Capitalize the first word in the sentence and the first word of a
quotation; Capitalize the first word in the sentence, the first word of a quotation,
and proper nouns; Capitalize the beginning of each sentence in a group of
sentences, including quotations within sentences
RIT 191-200:
 Capitalize the first word in the sentence and the first word of a quotation;
Verbalize the rule telling which word in a quotation is always capitalized; Book,
movie, TV show, magazine titles: know which words to and not to capitalize

RIT 181-190:
Capitalize first word of a quotation; Book or movie titles; Professional titles
RIT 171-180:
 Abbreviated professional and personal titles: Mr., Mrs., Dr.; Initials; Book titles; Professional
titles (Mayor ___, Congressman ___)
24
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Capitalization
Subskill: Fundamental Rules
Return to
Table of
Contents
RIT 221-230:
 Format: Sentences contain various combinations of correctly and incorrectly used capital
letters, generally relating to use in quotations, but also first words in sentences,
and proper/common nouns; Distinctions between common and proper nouns,
depending on how they are used in the sentence (Mother, my mother);
Generalization of capitalization rules – classifying types of nouns that should
be capitalized; When to capitalize family relationships
Student List:
RIT 211-220:
 Format: Most items also call on finer distinctions between common and proper
nouns, depending on how they are used in the sentence (Mother, my mother);
Format: Sentences contain various combinations of correctly and incorrectly
used capital letters, generally relating to use in quotations, but also first words in
sentences, proper/common nouns, capitalizing multiple sentences in a
paragraph; All titles: what to capitalize and what not to capitalize; Generalize
capitalization rules
Student List:
Student List:
RIT 201-210:
 Format: Most of the items in this range require correct identification of
more that one capitalization error, either missing capitals or incorrect
capitals; Format: Longer passages in many of the items; Generalize rules
of when to capitalize the first word: sentences, poems, letter greetings;
Differentiate between similar common and proper nouns; Radio and TV
station initials; All titles: which words should and should not be
capitalized; Compass directions: when they are correctly and
incorrectly capitalized
RIT 191-200:

Format: Most of the items in this range require correct identification of more
than one capitalization error, either missing capitals or incorrect capitals;
Distinguish between common and proper nouns; Generalize rules of capitalization
RIT 171-190:
 No skills listed

RIT 161-170:
Format: Short sentences, simple vocabulary; Capitalize the first word in the sentence
25
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Capitalization
Subskill: Nouns & Proper Nouns
Return to
Table of
Contents
RIT 221-230:

Full names, professional and family titles; Holidays and special events; Nationalities, languages,
countries, continents; Towns, cities, particular geographic locations (___ Valley, Mt. ___);
Organizations, clubs, teams, groups; Classes, courses; Religions
RIT 211-220:
 Countries, nationalities, languages; Holidays, special events; Places, rivers, parks,
bridges, monument; Artistic groups; Buildings, businesses, stores
Student List:
RIT 201-210:
 Full names, including titles and initials; Particular places, points of interest, buildings,
monuments; Teams, organization, government bodies; Countries and continents;
Historical events and eras; Companies, stores, products; Classes, schools; Ships;
Identify proper nouns
Student List:
RIT 191-200:
 Places: rivers, mountains, countries, states, cities, monuments, buildings, points of
interest; Organizations and government bodies; People’s full names, including initials
and titles; Identify a “proper noun”; Company and product names; Nationalities and
languages; Team names
Student List:
RIT 181-190:
Format: Towards the end of this range, some of the items require reading multiple
sentences in one passage; Identify nouns correctly or incorrectly capitalized;
Correctly capitalize up to four words in the same sentence; Distinguish
between common and proper nouns


Names of people: full name, including initials and titles; Places: countries,
cities, states, vacation spots; Pets’ names; Historical events; Course
names; Names of organizations



RIT 171-180:
Differentiate between common and proper nouns; Correctly capitalize up to four
words in the same sentence; Identify nouns correctly or incorrectly capitalized
Particular place names: states, city and state (both); Names of people: first, middle,
and last; Nationalities; Street names
RIT 161-170:
Particular place names: cities, vacation spots, rivers, states; Days and months; Family,
personal, or professional titles: Dr., Uncle __, Rev., Miss, Mrs.; Names of people; Holidays
26
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Punctuation
Subskill: Use End Punctuation
Return to
Table of
Contents
RIT 211-220:
 Identify correct punctuation in a 16-20 word compound sentence; Use correct
punctuation when sentence ends with an abbreviation] Identify correct punctuation in a
5-7 sentence paragraph
RIT 201-210:
 Identify different meanings of the same sentence when end punctuation is changed;
Identify incorrect end punctuation; Identify periods when given a paragraph
RIT 191-200:
 Use correct end punctuation in 8-10 word sentences; Mark each end punctuation
correctly when writing a multi-paragraph friendly letter
Student List:
RIT 181-190:
 Use correct end punctuation on a collection of sentences; Use question
marks correctly when writing a friendly letter
RIT 171-180:
 Identify punctuation never used at the end of the sentence; Use question, period,
or exclamation mark at the end of 5-8 word sentences

RIT 161-170:
Use question marks on 3-4 word interrogative sentences; Use periods on imperative
sentences; Use periods on declarative sentences; Use exclamation marks on exclamatory
sentences
WRITING
ISAT Goal: Punctuation
Subskill: Use Marks in Dialogue
Return to
Table of
Contents
RIT 211-220:
 Use quotations in quoted material; Use single quotation inside quotation marks
RIT 201-210:
 Use quotations in titles; Use parentheses around non-essential phrases
Student List:
RIT 191-200:
 Use quotation on both sides of split direct conversation
RIT 181-190:
 Use quotation marks for direct conversation
27
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Punctuation
Subskill: Use Underlining in Titles
Return to
Table of
Contents
RIT 221-230:
Underline play titles

Student List:
RIT 211-220:
 Underline movie titles; Underline magazine titles
RIT 201-210:
 No skills listed

RIT 191-200:
Underline book titles
WRITING
ISAT Goal: Punctuation
Subskill: Use Apostrophes
Return to
Table of
Contents
RIT 221-230:

Use apostrophes for plural possessives in a compound sentence
Student List:
RIT 211-220:
 Use apostrophes for subject and helping verb contractions
RIT 201-210:
 Use apostrophes in possessive plurals; Use apostrophes with helping verb and “not”
Student List:
RIT 191-200:
 Use apostrophes in pronoun contractions
RIT 181-190:
 Use apostrophes in irregular contractions
RIT 171-180:
 Use apostrophes in singular possessives

RIT 161-170:
Use apostrophes in contractions with verb and “not”
28
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Punctuation
Return to
Table of
Contents
Subskill: Use Commas with Dependent/Independent
Clauses
Student List:
RIT 211-220:
 Use commas between two main clauses in a compound complex sentence
RIT 201-210:
 Use commas between two main clauses in a complex sentence
RIT 191-200:
 Use commas in dependant clauses; Use commas between two main clauses;
Use commas in a compound sentence
WRITING
ISAT Goal: Punctuation
Subskill: Use Commas with Phrases
Return to
Table of
Contents
RIT 231-240:
Use commas around dependant clauses in compound, complex sentences

Student List:
RIT 211-230:
No skills listed

RIT 201-210:
 Use commas after participial phrases in a lengthy paragraph
RIT 191-200:
 Use commas after participial phrases; Use commas after an
introductory adjective phrase; Use commas around appositives
29
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Punctuation
Subskill: Use Commas
Return to
Table of
Contents
RIT 221-230:

Use commas to separate adverbial introductory clauses in a complex sentence
RIT 211-220:
 Use commas in a direct quotation; Use commas around non-essential phrases
Student List:
RIT 201-210:
 Use commas after a direct address in an imperative sentence; Use commas after
participial phrases in a lengthy paragraph; Use commas in non-essential
parenthetical phrases; Use commas around interrupting phrases contained within
the sentence
RIT 191-200:
 Use commas around parenthetical phrases
RIT 181-190:
Use commas in personal greetings, Use commas in introductory
words, (i.e. well, no, sorry); Use commas between two main clauses; Use
commas after introductory clauses; Use commas after introductory
adverbial clauses; Use commas in a letter closing; Use commas after direct
address; Use commas between city and state
RIT 171-180:
 Use commas in a series

Student List:

RIT 161-170:
Correctly place commas in the date
30
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Spelling
Subskill: Conventional Rules
Return to
Table of
Contents
RIT 231-240:
 Tricky, troublesome words; Distinguish which homograph is not correctly
used
Student List:
RIT 221-230:
 Troublesome spelling patterns: (a) -ance/-ence; (b) ei/ie; (c) -ary/-ery; (d) plural
form of words ending in “o”
RIT 211-220:
 Troublesome spelling patterns: (a) -ance/-ence, (b) ei/ie, (c) -ary/-ery, (d) plural
form of words ending in “o”
Student List:
RIT 201-210:
 Distinguish the correct spelling of a word from incorrect versions;
Identify which word is or is not spelled correctly
RIT 191-200:
 Format: Many longer words: three and four syllables; Format:
Less frequently used words; Distinguish the correct spelling of
a word from incorrect versions; Recognize the correct spelling of
“ui” words; Recognize the correct spelling of “ie” or “ei” words
RIT 181-190:
Recognize misspelled common compound words; Distinguish the correct
spelling of a word from incorrect versions; Identify two words misspelled in
one sentence; Recognize the correct spelling of a plural noun: change “y” to “i”
and add “-es”; Recognize a sentence in which all words are correctly spelled (up
to 8 words); Recognize an incorrectly used homograph in a sentence


RIT 171-180:
Recognize words misspelled when endings added: double final consonant, add -ed; drop e,
add –ing
WRITING
ISAT Goal: Spelling
Subskill: Prefix-Suffix Rules
Return to
Table of
Contents
RIT 201-210:
 Recognize correctly and incorrectly applied basic spelling rules when adding endings
or affixes; Recognize when to double final consonant before adding ending
Student List:
RIT 191-200:
 Recognize correct application of basic spelling rules: (a) Change “y” to “i” and add
ending, (b) Change “f” to “v” and add –es, (c) Drop final “e” and add –ing, -ed, or
–ous; Recognize correct and incorrect spellings of root words with affixes: un-, ly, a-, dis-, -able, im-, mis-, -ful, -ness; Recognize the correct
spelling/pronunciation of words ending in –th or –the
RIT 181-190:
 Recognize the correct spelling of root words with suffixes added: -ous, -y, -less, ing, -ed
31
All Information taken from NWEA Idaho Learning Continuum
32
All Information taken from NWEA Idaho Learning Continuum
WRITING
ISAT Goal: Spelling
Subskill: Accuracy and High-Frequency Words
Return to
Table of
Contents
RIT 201-210:
 Format: Generally more difficult, commonly misspelled words
RIT 191-200:
 Recognize common words that have been misspelled, either by sight or by
applying basic rules of phonics; Recognize the correct spelling and use of
homographs; Recognize the correct spelling and use of the contraction “it’s”
Student List:
Student List:
RIT 181-190:
 Format: One- or two-syllable words, with some of three-syllables at upper
RIT range; Recognize words misspelled when endings added: double
final consonant, add -ing; drop e, add –ing
RIT 171-180:
Format: Short, one- or two- syllable words, frequently used words;
Recognize common words that have been misspelled, either by sight
or by applying basic rules of phonics


RIT 161-170:
Recognize common words that have been misspelled, either by sight or by
applying basic rules of phonics
33
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Word Analysis
Subskill: Structural Analysis
Return to
Table of
Contents
RIT Above 211:
Items include same skills and content as above with more difficult vocabulary and
extended thinking
RIT 201-210:
 Form multi-syllable compound words; Identify word that, with correct prefix,
becomes its own antonym; Identify suffix which will give new meaning to
specified word
Student List:
RIT 191-200:
 Identify and/or form compound words
RIT 181-190:
 Find the word with the correct prefix in a complex sentence; Identify word using
correct suffix to complete sentence; Identify the two words that make up a
contraction; Divide words into syllables; Find the pairs of 2 and 3 syllable words
that sound alike
Student List:
RIT 171-180:
 Choose the compound word that is missing in a sentence; Know the
meaning of simple compound words; Identify the correct usage of prefixes:
un-, con-, dis-, in-, extra-, over-, re-, trans-, pre-, de-; Know the meaning of
prefixes: dis-, un-, re-; Identify the correct usage of suffixes: -er, -less, ful, -ary, -able, -y; Know the meaning of suffixes: -er, -less, -ful, ary, -able, -y; Know the correct usage of comparative suffixes: -er,
-est; Put words in alphabetical order
Student List:
RIT 161-170:
Use word endings -et, -er, -le, -e to find word meaning; Use picture
clues to form simple compound words; Identify compound words;
Recognize when to change y to i and add ending; Identify the correct
usage of prefixes (non-, un-, dis-, re-) with the same base word; Know the
meaning of the prefix “un”; Identify the correct suffix or prefix to use with the
same base word (-less, -ful, -ing, -er); Know the meaning of the suffix “-er”;
Know the two word meanings of simple contractions such as “you’re = you are;
Put upper case letters in alphabetical order


RIT 151-160:
Identify the correct prefix (un-, dis-, in-, con-) to use with simple base words; Know the
two word meanings of simple contractions, such as “it’s = it is”
34
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Word Analysis
Subskill: Root Words, Suffixes, Prefixes
Return to
Table of
Contents
RIT Above 211:
 Items include same skills and content as above with more difficult vocabulary and
extended thinking.
RIT 201-210:
 Identify base or root word in multi-syllable words
Student List:
RIT 191-200:
 Given a root word definition find word that means ______; Given a prefix definition,
identify the word meaning ______, with a variety of prefixes from which to choose;
Given the root meaning, identify word meaning______, with a variety of
suffixes from which to choose



RIT 181-190:
Identify the root or base word in a multi-syllable word
RIT 171-180:
Find the root word when used with simple prefixes and suffixes
RIT 161-170:
Find the root word
READING
ISAT Goal: Word Analysis
Subskill: Decoding Strategies
Return to
Table of
Contents
RIT 171-180:
 Recognize beginning blends gr/ fr/ sc
Student List:
RIT 161-170:
 Recognize vowel digraphs ew, eu, oi, ey; Recognize beginning sounds
cr, bl, kn; Combine simple word family endings with beginning
sounds to form words
RIT 151-160:

Recognize beginning sounds ch/cl/c/s
35
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Word Analysis
Subskill: Phonological Awareness
Student List:
Return to
Table of
Contents
RIT 191-200:
 Find the word that rhymes with a non-phonetic spelling; Identify same ending
sound within a list of several words; Identify same ending sounds
RIT 181-190:
 No skills listed
RIT 171-180:
 Recognize medial vowel sounds ow/ short i, and the -ed ending; Recognize
which letters are vowels; Match the words in phrases and simple sentences;
Recognize one-syllable rhyming words
Student List:
RIT 161-170:
 Recognize short vowels a/I; Recognize ending sounds n/t; Identify
simple rhyming words
RIT 151-160:
 Recognize the correct use of the plural “s” ending; Match upper
and lower case letters

RIT Below 150:
Recognize initial consonant h/p; Recognize short vowels a/o; Recognize
plurals; Recognize basic sight words
36
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Vocabulary
Subskill: Context Clues
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary and
extended thinking.

RIT 211-220:
 After reading a sentence with a paragraph of 75-100 words, use the context of the
Student List:
sentence to find the meaning of specific word, After reading a story, find the word in
the story which means about the same as underlined word, Increased vocabulary
within the story or passage
RIT 201-210:
 After reading a paragraph of 50-75 words, use context to determine meaning of a
Student List:
specific word in paragraph, Given a complex sentence, determine which of four
words is synonym (not defined) for underlined word, Knowledge of vocabulary with or
without context within a complex paragraph, Recognize and understand a variety of
word referents, Recognize and understand sentences containing explanatory
phrases, sometimes set off by commas
RIT 191-200:
 Use context to determine meaning of specific word in paragraph of 30-60 words,
Identify which of four words is the defined synonym for underlined word in sentence,
Know vocabulary with/ without context
RIT 181-190:
 Demonstrate knowledge of increased vocabulary within the context of a sentence or
Student List:
paragraph, Find a sentence which does not use a multiple meaning word correctly, Use
context to determine the meaning of a word in a paragraph, Choose which of four
sentences best expresses the meaning of idiomatic expression
RIT 171-180:

Use a picture to identify a word, Use context to determine which of 4 words
means the same as underlined word from paragraph of 20-30 words, Use
context through complex sentences and phrases to find the meaning of an
unfamiliar word, Use context and inference to find a missing word, Use
context to find the meaning of idiomatic phrases, Use context to find
meaning of compound words, Use context to find the opposite
meaning of a word, Demonstrate acquisition of more specific
vocabulary
RIT 161-170:
 Use a picture to identify a word or sentence, Use context to find
the meaning of an unfamiliar word in short sentences, Use context
to find a missing word in simple and compound sentences, Use
context to find multiple meanings when given a word list, Use word
context to define evaluative meaning, Use context to find the opposite
meaning of a word
RIT 151-160:
 Match a picture with a sentence, Use context to find the meaning of an
unfamiliar word using simple vocabulary, Use context to find a missing word in
a simple sentence, Make inferences from context
RIT Below 150:
 Associate single words with pictures
37
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Vocabulary
Subskill: Multiple Meanings
Return to
Table of
Contents
RIT Above 211:

Items include same skills and content lower RIT bands with more difficult vocabulary and
extended thinking.
RIT 201-210:
 Use context of an advertising passage to figure out a word that has multiple meanings
Student List:
RIT 181-200:
 No skills listed
RIT 171-180:
 Understand the correct meaning of a word that can have multiple meanings; Use
context to understand multiple meanings within a passage

RIT 161-170:
Use multiple meanings to define simple words
ISAT Goal: Vocabulary
Subskill: Antonyms, Homonyms, Synonyms
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary and
extended thinking.
RIT 211-220:
 Find words with opposite meanings within the context of a story or passage
RIT 201-210:
 Identify sentence which means the opposite in a paragraph of 50-75 words; Choose word
missing in the sentence when all choices are homonyms
RIT 191-200:
 Given a sentence with a missing word, identify correct missing word from a list of
homonyms; Find pairs of words that are synonyms (defined in question); Find groups of
words with meaning that is similar to a given word
Student List:
RIT 181-190:
 Identify the word which is opposite of a given word; Identify words that are not antonyms
(Term is defined in question. Identify the antonym in context.); Find the synonym for the
word underlined in sentence; Identify which two words are synonyms as defined in a
multiple sentence question

RIT 171-180:
Find the opposite meaning of a word; Recognize pairs of word opposites; Recognize
word pairs with similar meanings in complex sentences and paragraphs
RIT 161-170:
 Find the opposite meaning of simple words; Identify simple homonyms; Recognize the
correct usage of simple homonyms; Recognize word pairs with similar meanings in
longer sentences
RIT 151-160:
38
All Information taken from NWEA Idaho Learning Continuum

Recognize word pairs with similar meanings; Use context to determine which of 4 words
means the same as underlined word in sentence (synonym)
READING
ISAT Goal: Literal Comprehension
Subskill: Reading Directions
Return to
Table of
Contents
RIT 231-240:
 Synthesize/paraphrase directions
RIT 221-230:
 Understand intent of directions; Synthesize complex directions
RIT 211-220:
 Synthesize/paraphrase directions; Follow multi-step directions containing adult
vocabulary where the outcome is not obvious; Follow detail in typical medicine or
product label; Synthesize intention of directions; Understand small but significant detail
in directions
RIT 201-210:
 Find detail in a typical adult language recipe; Understand complex directions involving
multiple variables (if you want this, do that, if you want something else, do something
else…); Understand typical medicine or product labels; Understand vocabulary specific
to typical recipes and product labels; Find detail in complex, multi-step directions
containing adult language; Paraphrase complex directions; Understand complex
directions—must find one detail, then re-read to incorporate previous information; Use
skills that progress in difficulty: (a) Skim, scan to locate details, (b) Re-read specific parts,
(c) Combine two or more sets of information to complete understanding, (d) Paraphrase
Student List:
RIT 191-200:
 Format: Read some adult vocabulary, vocabulary difficulty increases as RIT increases with
up to 12 steps and 200 words; Understand specific detail in a typical recipe; Analyze
detail in directions: (a) Determine important information in directions, (b) Determine
missing steps in a set of directions, (c) Given directions and actions taken,
determine which part of directions not followed correctly; Understand directions on
a label containing adult vocabulary; Determine purpose of directions; Understand
directions in a recipe written in paragraph rather than list format; Understand
directions on a test or worksheet
RIT 181-190:
 Format: Read more complex sentences with up to 9 steps and 100 words;
Find literal detail in “how to” directions; Understand literal detail in directions
to a place using “left” or “right” or compass directions; Determine what to do
before or after certain steps; Understand directions on a typical label; Infer the
purpose of written directions; Find the detail in a typical recipe; Determine the
order of simple directions
Student List:

RIT 171-180:
Format: Read some complex sentences in passages that include up to 7 steps, 60
words; Determine what to do before or after specific steps; Understand directions in
a simple label; Find detail in simple directions
RIT 161-170:
 Format: Read short simple sentences; Follow 3-6 steps, no more than 60 words; Find
literal detail in simple directions; Determine the purpose of simple directions
39
All Information taken from NWEA Idaho Learning Continuum
ISAT Goal: Literal Comprehension
Subskill: Reading for Detail
Return to
Table of
Contents
RIT 231-240:

Read passages that contain rich and varied detail, generally unfamiliar content, extensive vocabulary, complex
sentence phrasing; Locate, paraphrase, and interpret multiple details in a detail-filled passage
RIT 221-230:

Read passages that contain rich and varied detail, generally unfamiliar content, extensive vocabulary,
complex sentence phrasing; Isolate information not stated in a detail-filled passage; Paraphrase and
interpret significant detail; Locate specific detail in a long, detail-filled passage; Locate and interpret
several details in a detail-filled passage
RIT 211-220:
Student List:

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary,
complex sentence phrasing; Locate small but significant detail in a detail-filled passage; Understand and
interpret significant detail; Understand and paraphrase significant detail; Discriminate between details
which are and are not stated in a passage; Locate more than one detail in a detail-filled passage
RIT 201-210:

Student List:
Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary,
complex sentence phrasing; Isolate small but significant detail necessary to answer a question in long,
detail-filled passages
RIT 191-200:

Format: Read passages containing rich detail, vocabulary, description, and complex phrasing with extensive
vocabulary necessary to understand meaning of detail; Locate specific details in a passage to discriminate
between similar answer choices; Recognize significant details when paraphrased; Recognize and understand
detail referenced by “this, that, these, or those”; Recognize and understand characters when referred to
alternately by name and by descriptive phrases; Understand and interpret significant details
RIT 181-190:

Student List:
Format: Read passages frequently around 100 words, containing a variety of descriptive sentences and
vocabulary, rich with detail; Isolate small but significant details necessary to answer a question;
Understand sentences containing explanatory phrases set off by commas (my dog, Spot… my
friends, Jane and Sally…), recognizing that they are not items in a list; Understand relationships
between details, combining details from several sentences to form an answer; Recognize /
understand pronouns substituted for nouns; Note he/she pronoun use to determine gender; Isolate
significant detail, combine with prior knowledge to answer a question; Discriminate between details
which are and are not stated in a passage; Determine who is the speaker in a passage
RIT 171-180:

Format: Longer passages, some up to 100 words; at upper RIT ranges, passages contain
less familiar content and more difficult vocabulary; Isolate details necessary to answer a
question when given many details; Find exact words in a passage to answer a question;
Recognize pronoun substitution for noun; In a letter, understand “I” and the author are the
same person; Recognize important details when in a sentence with complex phrasing (no
longer simple, straightforward sentences); Combine details from several sentences or
rephrase details to answer a question; Identify the speaker in a short one-speaker passage;
Use important details to generalize an answer; In a longer passage with longer, more complex
sentences and more difficult vocabulary, locate important details necessary to answer a question;
Understand the relationship between details; Discriminate between details that are and are not
stated in a passage; Use reasoning, word clues, and recognition of pronoun meaning to identify
speaker in a short passage containing more than one person
RIT 161-170:

Format: Read short passages up to 50 words, which range from very short, simple sentences to longer
more complex sentences; Locate answers by finding exact words in passage; Recognize pronoun
substitutions for nouns; Combine details from two simple sentences to arrive at answer; Understand the
meaning of details to generalize an answer; Discriminate between similar sentences and details to find an
answer; Isolate details necessary to answer question when given many details
RIT 151-160:

Format: Read short passages – up to 40 words; Locate answers by finding exact words from question
40
All Information taken from NWEA Idaho Learning Continuum
41
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Literal Comprehension
Subskill: Sequencing
Return to
Table of
Contents
RIT Above 221:

Summarize events in correct order; Use reasoning to determine the correct order of scrambled sentences; Determine
what comes after in passages with complex phrasing (just before he did this, he did that); Use word clues and
reasoning to determine what comes first when sentences contain flashbacks or are not written in exact time
order
RIT 211-220:

Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer
sentences, and complex phrasing; Paraphrase sentence order from passage with phrases like “just before
this happened, that happened” and “after this happens but before that happens”; Determine last, first, and
next, paraphrasing events from passage; Use indirect word clues to determine the order of scrambled
sentences; Determine what comes after another event; Determine the sequence of events in a subset of
events in the middle of a passage; Paraphrase the sequence of events in a complex passage
RIT 201-210:
Student List:

Student List:
Format: Read longer and more complex sentences where the content becomes less familiar and the
difficulty of the vocabulary increases (soon after this happened, that happened); Read passages where word
clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten
lunch”; Use indirect word clues to determine sequence of sentences from scrambled order; Determine which
event came second or next from sentences in scrambled order; Determine sequence of key events from
complex paragraph; Determine events that occur after or simultaneously in longer, more complex paragraph;
Determine first event from a sequence of events written in the middle of a paragraph; Use key words to
paraphrase order of events; Use re-reading and cross checking to identify order of events; In a paragraph of
unfamiliar content and vocabulary, determine what comes next, after another event; Use direct word clues to
determine what comes before; Determine what comes first in a paragraph containing a flashback
RIT 191-200:

Format: Determine order of events in a passage containing more difficult vocabulary, more complex phrasing,
or less familiar content; Determine sequence of events in a passage containing a flashback; Paraphrase order
of events in passage containing more complex vocabulary, phrasing, or figurative language; Use re-reading
and cross checking to determine specific order of events; Determine which event comes before
another; Determine which events occur simultaneously; Use reasoning and word clues to determine
sequence of events in a passage contain a flashback; Determine order of events when presented in
a scrambled order (more complex sentences, less direct language than previous RIT levels);
Determine which comes last from up to 9 events presented in scrambled order; Determine which
occurs first AND last from events presented in scrambled order; Find first in a subset of events in the
middle of a passage; Use re-reading and cross-checking to identify the order of events in a passage up
to 200 words
Student List:
RIT 181-190:

Determine correct order of events when presented in scrambled order; Paraphrase order of
events in a longer passage (up to 150 words); Use clue words and reasoning skills to
determine order of events when written out of order of occurrence (understanding
flashbacks)
RIT 171-180:

Format: Read up to 150 word passages with clue words rarely given; Determine first or last event
from list of events in scrambled order; Recognize simultaneous events (when this happens,
something else happens); Recognize first in order of events when written not in actual order of
occurrence; Identify what happens first in a subset of events from a longer passage; Recognize what
happens after another event when reading a schedule; Identify what happens next or second, clue
words supplied; Paraphrase events, recognizing first or last in order; Discriminate small but important
details in ordering events
RIT 161-170:

Format: Read up to 70 word passages where clue words are rarely supplied; Identify what happened after
another event; Identify what happened first or last; Recognize first or last in a subset of events from a
passage
RIT 151-160:

Format: Read approximately 30-word passages; Follow straightforward sequence of events; Use clue words
supplied: first, next, last, before, after, later…; Identify what happened after another event; Identify what happened
last in a sequence of events
42
All Information taken from NWEA Idaho Learning Continuum
43
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Literal Comprehension
Subskill: Locating Information
Return to
Table of
Contents
RIT 221-230:

Read passages where details being located are more specific and less obvious, requiring careful reading or rereading; Use an announcement: (a) Find and combine specific pieces of information, (b) Find and understand
specific, detailed information, (c) Compare specific pieces of information; Use a weather report: Find and
understand small but significant details; Use sports scores: Understand commonly used abbreviations; Use a
recipe: Find and understand small but significant details
RIT 211-220:

Student List:
Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples
one would find everyday, not specific to children; Use an announcement: Find / understand specific
information; Use a handbook: Find / understand specific information; Use a shipping and handling chart:
Recognize, know it by name; Use a phone book: (a) Yellow pages: how to read, find, and understand specific
information, (b) White pages: how to use guide letters; Use a catalogue: (a) Use summary information to
determine which product to purchase, (b) Find and understand specific information; Use an index: (a)
Organization of topics, (b) Using increased specificity of terms to locate information, (c) Understand page list
format, difference between use of commas and hyphens (43, 57, 60-62); Use a bibliography: (a) Find /
understand information in an annotated bibliography; Use a glossary: How to use; Use a field guide: Find /
understand specific information; Use a dictionary: How to use to find word meaning
RIT 201-210:

Student List:
Use a table of contents: (a) Use chapter summaries to determine contents, (b) Use clue words from chapter title
to determine contents, (c) Determine the LAST page of a chapter (if chapter 2 begins on p. 20, chapter 1 ends on
p. 19); Use an announcement: (lengthy and detailed, containing common abbreviations, and adult level
vocabulary) (a) Find and understand information; Use an advertisement: (a) Find and understand specific
information, (b) Determine what is being advertised, (c) Understand abbreviations and shortened phrases in a
classified ad; Use a food label: Determine the relative amounts of ingredients; Use reference materials: (a)
Determine the best source of information (encyclopedia, catalog, advertisement, magazine article, picture book),
(b) Understand information contained in a dictionary entry; Use a bibliography: (a) How it is organized, (b) How to
read information (author, title, publisher, etc.), (c) Recognizing simple listing of magazines; Use a list: Meaning of
information
RIT 191-200:
Student List:

Use a table of contents: (a) Locate information on multiple pages, (b) Use clue words from chapter
title to determine contents; Use a list of facts: Use to find information; Use a schedule: (a)
Understand the format, how days, events, and times are listed, (b) Read to understand how long
particular events last, (c) Understand when events start; Use an index: (a) Meaning of “see” and “see
also”, (b) Organized in main topics and subtopics, (c) How drawings, photos, and maps are listed, (d)
Difference between pages separated by commas or by hyphens (45, 48, 50-53); Use an
advertisement: (a) Determine what is being advertised, (b) Locate and understand specific
details in ad; Use reference materials: Determine best source of information (dictionary,
encyclopedia, television program guide, almanac, field guide, atlas); Use a recipe: (a)
Determine number served, (b) Determine amounts of ingredients; Use a glossary:
Understand relationship between dictionary and glossary; Use a title: Use clue words to
determine content
RIT 181-190:

Use an index: (a) More complex with main topics and subtopics, (b) Information listed on multiple
pages; Use a table of contents: (a) Understand that page number listed is the beginning page and that
information continues on subsequent pages, (b) Use chapter title to determine content and page
number to read; Use a title: Use word clues to determine content; Use a weather report: Paraphrase
information; Use a sign or announcement: Understand the meaning of information; Use a bibliography: (a)
How to read, (b) Understand the meaning of (ed.) for editor
RIT 171-180:

Use table of contents: (a) Find page number for a particular story, (b) Determine which part of a book
information can be found
RIT 161-170:

Use a sign: understand the meaning of information; Use a title: determine the content of a book; Use a simple index
(one word descriptors, each on one page): page numbers where information can be found; Use a table of contents:
identify which story is found on a particular page
44
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Interpretive Comprehension
Subskill: Summarize and Synthesize
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary and
extended thinking.
RIT 211-220:
Identify why author chose title; Identify main idea in newspaper and other articles; Restate
lengthy passage through summarizing; List specific information in systematic order and
give a general summary

RIT 201-210:
Identify main idea in magazine articles or stories from other sources

RIT 191-200:
Summarize a longer passage by outlining; Infer main idea from a variety of genre; Infer main
idea from textbook page; Infer main idea of article from newspaper or magazine

RIT 181-190:
Summarize a short passage of 100-150 words; Determine main idea in different genre;
Identify the main idea of a poem; Make inferences about main idea of a personal note;
Determine main idea from a variety of nonfiction; Identify topic sentence; Infer
best title for a story or passage
Student List:

RIT 171-180:
Look at details to determine and refine the main idea of 30-50 word paragraph;
Identify the topic sentence in a simple paragraph; Create a topic sentence for a
simple paragraph; Determine the main idea by selecting the best title for a story or
passage; Refine and explain the main idea of a selection


RIT 161-170:
Determine the main idea of a simple story
RIT 151-160:

Determine the main idea of a simple factual section
45
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Interpretive Comprehension
Subskill: Prediction and Generalization
Return to
Table of
Contents
RIT Above 221:
Items include same skills and content as lower RIT bands with more difficult vocabulary
and extended thinking.

RIT 211-220:
Create prediction for recipe; Predict outcome from advertisement

RIT 201-210:
Predict future events based on prior conclusions drawn

RIT 191-200:
Generalize a statement from specific information within the passage
Student List:
RIT 181-190:
 Predict what will happen next in a multi-paragraph passage; Generalize from
specific information within the passage


RIT 171-180:
Predict future events based on a multi-paragraph passage
RIT 161-170:
Predict future events based on the simple details of a story
RIT 161-170:

Predict future events based on the simple details of a story
46
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Interpretive Comprehension
Subskill: Cause and Effect
Return to
Table of
Contents
RIT Above 221:

Read passages with more difficult, less familiar content and vocabulary

Items include same skills and content as lower RIT bands with more difficult vocabulary
and extended thinking.
RIT 211-220:
Read longer passages, with more difficult content and vocabulary; Identify which is not the
effect of a stated cause

RIT 201-210:
Read slightly longer passages, with more difficult content and vocabulary which use clue
words “since” and “because of”; Demonstrate combining several pieces of information to
understand the cause and effect relationship; Identify which is the “cause” and which is the
“effect” when given a situation

RIT 191-200:
Format: Read passages with complexity of content and vocabulary; that include some clue
words like “since” and “so” and “because”; Identify “cause” presented at beginning of
passage relating to “effect” presented at end of passage; Determine cause and effect of
a variety of events

Student List:

Student List:
RIT 181-190:
Format: At lower RITs, read simpler passages, vocabulary, and content; at higher RITs,
read more complex content in passages; Identify basic cause and effect
relationships, stated in same or adjoining sentences; Use clue word “because”
supplied in answer choices to help focus thinking; Identify implied cause and
effect relationships
RIT 171-180:
Format: Read short passages with relatively simple sentences and basic
vocabulary where cause and effect are stated in same sentence with some clue
words supplied (because, so…); Determine cause and effect relationship in a
passage containing extraneous information; Identify causes and effects stated in
different sentences; Identify causes and effects implied, not stated directly


RIT 161-170:
Identify, determine, or infer simple cause and effect relationships in simple situations
RIT 151-160:

Identify or determine simple cause and effect relationships
47
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Interpretive Comprehension
Subskill: Draw Conclusions/Inferences
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary
and extended thinking.
RIT 211-220:
Make inferences from catalog selections; Make inferences from handbooks; Make
inferences from a science fiction passage; Draw a conclusion from the passage by
inferring the interpretation of the information read; Identify conclusion to story

RIT 201-210:
Make inferences from announcements; Make inferences about directions on labels; Make
inferences about a character type within a variety of literature; Make inferences from
information found on book flap; Make inferences from textbook technical reading; Form a
conclusion based on interpretation of information from a variety of sources

Student List:
RIT 191-200:

Draw a conclusion based on interpretation of information read
RIT 181-190:

Draw conclusion based on interpretation of information read; Infer conclusion from
prior information
RIT 171-180:
Make inferences by noting specific details in multi-paragraph selection; Infer the
qualities or purposes of a list; Make inferences using details in an advertisement;
Infer characteristics and qualities of main characters; Infer answers to riddles by
noting details; Draw conclusions based on information in a story as to what will
probably happen next
Student List:


RIT 161-170:
Infer the qualities or purposes of a list; Draw conclusions based on information in a story
about events taking place
RIT 151-160:

Use simple details to make simple inferences
48
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Evaluative Comprehension
Subskill: Evaluate Validity/Author’s Conclusions
Return to
Table of
Contents
RIT 231-240:

Determine the most qualified source of information; Analyze the reasoning used to support a conclusion
or opinion; Determine which conclusion is supported by facts or details in a passage; Use logical
reasoning to arrive at a conclusion
RIT 221-230:

Format: Read longer passages with more detail, more extensive vocabulary, and less familiar
content; Evaluate whether or not an argument is consistent; Determine which conclusion is
supported by facts in a passage; Determine which fact or detail supports a conclusion; Identify
faulty reasoning leading to a conclusion; Identify a conclusion not supported by facts or details in a
passage; Evaluate reasoning leading to a conclusion; Evaluate the quality of information sources
RIT 211-220:
 Format: Read passages that are generally longer, with much detail, extensive vocabulary, and less
familiar content; Evaluate relative importance of information; Determine which statement or detail
best supports a specific conclusion; Determine most qualified source of information; Determine most
valid conclusion based on information in a passage; Distinguish facts that can be concluded from that
which is opinion or inferred when given a longer, more detailed passage; Determine additional
information needed to evaluate information in a passage; Use logical reasoning to determine the
validity of a conclusion; Note the clue word “probably” meaning not conclusively; Determine which
statement or detail does not support a conclusion; Identify faulty reasoning leading to a conclusion;
Evaluate the quality of information used to support a conclusion
RIT 201-210:

Student List:
Infer/evaluate content based on small sample of writing; Infer/evaluate what is important to a character;
Infer/evaluate character’s feelings or interests; Determine which facts do or do not support a
conclusion; Given a simple passage, distinguish what is true or factual; Determine the most
qualified source of information; Evaluate and prioritize reasons; At upper range of RITs,
determine which fact supports more than one conclusion; Determine which statement best
supports a specific conclusion; Determine statements that cannot be concluded from
information in a passage; Use logical reasoning to determine the validity of a statement
RIT 191-200:
 Determine the most qualified source of information; Determine which facts best support a
Student List:
conclusion or an opinion; Determine the most valid conclusion when given a simple
event or situation; Distinguish what is true or factual from what might be inferred when
given a simple passage; Determine the validity of opinions based on facts given in a
short simple passage
RIT 181-190:
 Determine why a simple story is fiction; Determine which statement is untrue based on
information given in a short, simple passage; Determine which person would be more likely to
have more relevant information when given an event described by different people
49
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Evaluative Comprehension
Subskill: Fact and Opinion
Return to
Table of
Contents
RIT 221-230:

Use word clues to distinguish opinions from fact
RIT 211-220:
 Analyze passage for opinion, inference, value judgment, or fact; Distinguish unsupported opinion from
fact; Determine content of passage—proportion of fact to opinion; Distinguish that which is fact from
that which is inferred; Identify a sentence as being an editorial comment or part of a factual news story
RIT 201-210:

Identify which specific words are opinions; In a longer passage, distinguish which statements are facts
from those that are opinions; Identify word clues that signal fact, not opinion; Determine that which is
fact from that which is inferred; Analyze a passage to determine proportion of fact or opinion
RIT 191-200:
 Format: As RIT increases, difficulty of vocabulary increases, longer sentences or passages are
Student List:
used, and content becomes less familiar and more difficult; Distinguish what is fact from that
which is inferred when given a short passage; Know the meaning of the words “fact” and
“opinion”; Determine if statements are true, false, fact, or opinion; Identify factual
statements made based on information found in a longer passage; Identify word clues that
signal an opinion
RIT 181-190:

Format: Read information presented in short simple paragraph where the paragraphs get longer
with more detail and vocabulary as RIT increases; Given a short paragraph, distinguish a factual
statement about the information from statements of opinion
RIT 171-180:
Format: Read information presented in short simple paragraph
RIT 161-170:
 Read information presented in one or two very simple statements; Distinguish fact from that which is
inferred
ISAT Goal: Evaluative Comprehension
Subskill: Compare and Contrast
Return to
Table of
Contents
RIT 211-220:

Student List:
Locate multiple pieces of information to compare or contrast; Determine what information is being
compared
RIT 201-210:

Contrast information (how are they different?) when given a factual paragraph; Locate
appropriate information to compare or contrast in longer passages with unfamiliar content
RIT 191-200:

Compare and contrast animate and inanimate
RIT 181-190:

Given factual paragraph, compare information (how are they alike?)
50
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Evaluative Comprehension
Subskill: Persuasive Elements, Propaganda, Bias, Assumptions,
Stereotypes
Return to
Table of
Contents
RIT 231-240:

Format: Read passages with complex topics, some quite difficult vocabulary, and more complex
distracters that require more thought to determine correct answer choice; Understand the meaning of
the word “stereotype”; Infer and generalize assumptions of writer; Imply purpose of persuasive writing
RIT 221-230:

Read passages where topics are less familiar, with rich, varied vocabulary; Determine purpose of
persuasive ad or argument; Determine persuasive techniques or methods; Determine tone or effect of
persuasive writing; Analyze persuasive statements; Determine to whom or what feelings persuasive writing
will appeal; Incorporate higher level thinking to understand topics and to differentiate between answer
choices; Infer assumptions of writer or character; Generalize opinions or assumptions of writer; Generalize
people likely to agree or disagree with opinion or assumption; Recognize difference between discriminatory
and non-discriminatory statements; Recognize statements or thinking not assumed by the writer
RIT 211-220:
 As RIT levels increase, differences between distracters and correct answer choice become less
obvious, require more thought; Read passages that vary in length, while difficulty of vocabulary tends to
increase; Determine how assertions of persuasive writing are supported; Determine to whom and to
what feelings ads appeal; Determine what the writer wants the reader to believe about their product or
service; Determine information not given in an ad; Understand meaning of the word “discrimination”;
Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters; Generalize type of
people who would agree or disagree with specific opinions; Compare and contrast opinions or
assumptions of characters; Infer errors in reasoning that lead to stereotypical thinking; Infer
assumptions reader can make from a passage; Generalize opinions or assumptions of writer;
Discriminate between fact and bias
Student List:
RIT 201-210:

Student List:
Format: Read longer passages, generally less than 150 words but some longer where the difficulty
of vocabulary increases as RIT increases; Recognize persuasive techniques or methods; Determine
to whom an ad will appeal; Determine how an ad gets your attention; Determine the
effectiveness of persuasive arguments; Determine the action the ad persuades the reader to
take; Infer errors in reasoning that lead to stereotypical thinking; Infer beliefs, opinions, or
way of thinking of speaker, writer, or character; Understand and apply meaning of “bias”;
Recognize bias or assumptions as opinions
RIT 191-200:
 Format: Read longer passages, up to 100 words, where situations are still fairly straightforward,
with basic vocabulary; Determine the purpose of an advertisement or other persuasive writing;
Determine what the writer wants the reader to notice or care about; Recognize techniques used in
ads or other persuasive writing to persuade readers; Distinguish facts from persuasive elements in
an advertisement; Infer errors in a character’s thinking that lead to stereotyping when given a basic
scenario; Infer who is speaking/writing based on his/her opinions or way of thinking
RIT 181-190:
 Read simple text, generally less than 75 words, basic vocabulary where the speaker/writer’s opinions
stated directly and obviously; Determine what the writer wants the reader to notice, care about, or feel;
Determine which words persuade the reader or catch the reader’s attention; Determine the purpose of
an advertisement; Determine to which senses certain words appeal
RIT 171-180:

Format: Read simple text, generally less than 50 words, basic vocabulary, where the speaker/writer’s
opinions are stated directly and obviously; Determine speaker/writer’s opinion or way of thinking about a
topic; Understand meaning of the word “bias”
51
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Evaluative Comprehension
Subskill: Categorize/Classify Info. & Thinking Skills
Return to
Table of
Contents
RIT 221-230:

Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary
attributes given more difficult vocabulary words; Identify the sentence that does not related to the specific topic in a
long, complex passage; Find commonalities in a set of distinct descriptions
RIT 211-220:

Demonstrate using alphabetical order to the fourth letter; Find words that are like or different from the others
based on secondary attributes when given definitions of similar or related words; Identify words that belong to
the same group based on implications, connotations, multiple meanings, or secondary attributes when given
more difficult vocabulary words; Identify analogous relationships; Find commonalities in a set of distinct
descriptions; Determine which would be logical explanations for events
RIT 201-210:

Identify which word belongs in a group based on implications of words, definitions provided, or interpreting
multiple meanings or words; Identify which sentence does not relate to a more specific topic when given
sentences all relating to a general topic; Put ideas in appropriate groups when given two category names; Match
information in a passage with informal outline of information; Identify items not like others based on secondary
attributes provided in written definitions; Combine information written in a passage with information from
experience to determine how one thing is like or unlike another thing; Identify topics that could be added to an
existing outline; Identify which word is not like the others based on secondary attributes; Find common attributes
of a defined list of items
RIT 191-200:

Identify words belonging to the same category based on attributes of the words themselves; Identify which item
belongs to a group based on secondary attributes; Identify which sentence does not relate to a more specific topic
when given sentences all relating to a general topic; Identify which word is not a member of a group or category
based on information in a passage or specific definitions; Identify which items belong in a common group when
given words that may have multiple meanings; Determine simple logical relationships (if – then); Determine where
information will most likely be found based on attributes; Determine category names for words in up to three different
categories; Determine how sentences are all alike (main topic); Determine which would not be attributes of
another item when given words, some with multiple meanings; Determine analogous relationships
Student List:
RIT 181-190:

Apply logic to analyze simple relationships; Identify which sentence does not relate to a story topic; Identify
analogous relationships between words; Identify lists of words that all belong to the group when given a
category name; Distinguish between factual and inferential observations when given a simple situation;
Determine probable common use of a list of items; Tell how items on a list are all alike; Identify items that
belong in a named group; Identify which items do not belong to a group, based on secondary
attributes; Identify how phrases are alike based on what they tell; Identify which word is not a
member of a group or category based on specific definitions; Classify types of writing based on
purpose
Student List:
RIT 171-180:

Identify which are not members of a group based on defined characteristics; Identify the group name
or category in which it belongs when given a noun; Identify which noun is not like the others; Identify
which word belongs in the same category when given a list of descriptive words; Identify another
member of the group when given a group name; Identify which sentence is not on a specific topic;
Generalize how items or ideas are alike; Find relationships between words based on analogous
relationships (things to eat – hunger)
RIT 161-170:

Format: At beginning of range, distracters very different from correct answer choices. As RIT increases,
distracters become more similar, requiring the use of more specific vocabulary; Identify which item is not like
the others based on type or use; Identify which item is not a member of a broad category or group; Complete a
simple analogy, matching a common tool to the user; Identify which item is a member of a category based on
type or use; Identify category name for a specific item
RIT 151-160:

Identify general category name for specific word based on type; Identify items belonging to a category based on use;
Identify items that do not belong to a category based on use
RIT Below 150:
52
All Information taken from NWEA Idaho Learning Continuum

Identify common words, generally nouns; Identify word that belongs in broad category based on type; Identify word
not like the others, based on type
READING
ISAT Goal: Literary Analysis
Subskill: Literary Devices
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as above with more difficult vocabulary and extended thinking.
RIT 211-220:
 Use the story structure as a literary device; Determine how author develops character traits through
inference; Use descriptive dialogue to develop tone; Recognize foreshadowing as a literary device
in writing; Find a figure of speech and explain; Understand the author’s purpose in use of similes;
Understand the meaning of symbolism in stories; Identify exaggeration and understand its impact on
story line
RIT 201-210:
 Use devices such as humor, exaggeration, word choice to create mood; Use devices by the author
such as word choice and complex descriptors; Infer the story structure as a literary device;
Understand meaning of idioms used in the story; Understand the imagery in the writing; Understand
and explain the meaning of metaphors used in the story; Understand the meaning of symbolism in
stories; Make inferences about a character type within a variety of literature
Student List:
RIT 191-200:
 Use imagery, humor, rhymes to develop interest; Use of devices by author such as word choice
to create mood; Determine word choice to develop mood and voice; Recognize elements of
foreshadowing; Understand meaning of idiom used in the story; Identify an onomatopoeia
element in the story; Make inferences from personal narratives within the context of the story;
Make inferences about directionality; Make inferences about characters from a variety of
literature; Infer who is narrator by the descriptors of the story; Make inferences from
different types of poetry
RIT 181-190:

Student List:
Determine word choice that develops mood; Understand the meaning of a metaphor used
in a story; Identify use of simile in a writing, not by name; Make inferences from a variety of
personal narratives; Make inferences from a fable; Make inferences about characters in a
variety of literature; Infer who is the narrator; Make inferences from poetry; Make inferences
from riddles
RIT 171-180:

Determine the mood or tone of a 50-75 word passage; Infer characteristics and qualities of main
characters
RIT 161-170:
 Determine the mood or tone of a simple passage; Infer actions, characteristics, emotions, or qualities of
characters
53
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Literary Analysis
Subskill: Story Elements
Return to
Table of
Contents
RIT Above 221:

Items include same skills and content as lower RIT bands with more difficult vocabulary and
extended thinking.
RIT 211-220:
 Describe complex character descriptions; Understand complex problems and develop one or more
solutions
RIT 201-210:
 Determine the complex point of view of the author or characters through character descriptions;
Identify the problem and articulate the resolution; Identify main conflict; Identify exaggeration; Identify
a complex problem and list possible resolutions
RIT 191-200:
 Identify the problem and the resolution within a long passage; Identify setting - where, when from the descriptors within the passage; Identify major and minor themes of the passage
Student List:
RIT 181-190:
 Determine point of view of main characters; Determine main characters and quality of
each character; Organization of paragraph by location, main idea, and sequence of
events; Identify problem and its resolution; Identify setting—where, and when; Identify
theme or moral in a multi-paragraph passage; Identify how to resolve problem
RIT 171-180:

Identify characters in a simple story; Infer the character’s emotions; Infer the setting by noting
specific details; Identify the problem in a story; Determine an appropriate resolution to a problem
RIT 161-170:

Identify the problem in a story; Determine how a problem was solved
RIT 151-160:
 Infer the setting of a simple story by noting details that tell time or place
ISAT Goal: Literary Analysis
Subskill: Story Grammar
Return to
Table of
Contents
RIT Above 220:
 Items include same skills and content as above with more difficult vocabulary and extended
thinking.
RIT 211-220:
 Use figurative language, sequence of events, word choice, suspense, imagery that creates complex
interest; Recognize dialogue that provides a variety of purposes and information
Student List:
RIT 201-210:
 Determine purpose of dialogue
RIT 191-200:

Determine point of view of various characters; Identify realistic elements vs. nonrealistic
elements in a story
RIT 181-190:

Compare and contrast characters, both major and minor characters
RIT 171-180:
 Compare and/or contrast people in a passage; Compare and/or contrast events and details of a story
54
All Information taken from NWEA Idaho Learning Continuum
READING
ISAT Goal: Literary Analysis
Subskill: Author’s Purpose/Technique
Return to
Table of
Contents
RIT Above 211:
 Items include same skills and content as above with more difficult vocabulary and extended thinking.

RIT 201-210:
 Infer how author develops characters through story sequence; Recognize the use of suspense to get
the reader’s interest
RIT 191-200:
 Use first person and word choice to hold reader’s attention; Determine author’s strategy for
creating the piece of writing; Draw complex conclusions about characters; Infer how author
developed characters through word choice, story sequence; Identify humor and reason for its use
Student List:
RIT 181-190:

Determine author’s point of view; Determine how author develops characters through word
choice and story sequence
RIT 171-180:

Determine the author’s purpose for writing in a 50-75 word selection; Determine how an author’s
words or techniques influence the reader’s feelings
RIT 161-170:
 Determine the author’s purpose for simple forms of writing
ISAT Goal: Literary Analysis
Subskill: Genre
Return to
Table of
Contents
RIT Above 220:
 Items include same skills and content as above with more difficult vocabulary and extended thinking.
RIT 211-220:
 Identify vivid and descriptive writing; Recognize autobiographical writing; Use writing as a rule for
giving directions; Understand form and general characteristics of folk tales; Understand the structure of
poetry by its rhyme and length of lines; Recognize science fiction; Recognize a book review
RIT 201-210:
 Recognize newspaper writing and personal note writing; Distinguish between fiction and nonfiction
writing in lengthy passages; Identify historical fiction; Identify realistic fiction; Determine purpose of
lengthy folk tales; Understand the content of poems with figurative language; Recognize elements of
a fable
Student List:
RIT 191-200:
 Recognize personal narrative; Distinguish between fiction and nonfiction writing; Analyze
and gain understanding of legends
RIT 181-190:

Recognize personal note writing; Distinguish between fantasy and realistic fiction; Identify realistic
fiction; Read for details in folk tales; Distinguish between descriptive and realistic writing;
Understand the characteristics of legends and myths; Understand poem structure
RIT 171-180:
 Identify the basic form of writing/genre selection; Identify the format of poetry; Identify the rhyming
characteristics of poetry
55
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Number Sense
Return to
Table of
Contents
Subskill: Place Value, Expanded and Standard Notation
RIT 231-240:
 Write numerals in expanded form through the billions; Understand and identify place
value and value of each digit in numerals through the hundred billions
RIT 221-230:
 Match word names to numerals to the hundred thousands in decimals
RIT 211-220:
 Understand and identify the place value and value of each digit in numerals through the
billions
RIT 201-210:
 Understand and identify the place value and value of each digit in numerals through the
billions; Write the word name for a decimal and vice versa; Write numerals in expanded
form through the hundred billions
Student List:
RIT 191-200:
 Identify the number and written word for ordinal numbers; Write numerals in expanded
form through the hundred thousands; Match word names to numerals through
billions; Identify place value using model to count
RIT 181-190:
Student List:

Match number words to numerals to the ten thousands place; Identify and understand the
place value and value of each digit in numbers through the hundred thousands; Add whole
numbers using place value; Identify and understand place value for decimals (tenths,
hundredths, and thousandths)
RIT 171-180:
Write numerals in expanded form through the thousands place

RIT 161-170:
 Identify and understand the place value and value of each digit in numbers through the
hundreds
Mathematics
ISAT Goal: Number Sense
Subskill: Absolute Value
RIT 221-230:
 Definition and application of absolute value
Student List:
56
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents
Mathematics
ISAT Goal: Number Sense
Return to
Table of
Contents
Subskill: Decimals
RIT 231-240:
 Write a decimal or mixed decimal for a fraction; Write a whole number or a decimal in
scientific notation (negative exponents)
RIT 221-230:
 Identify and order decimal and fractional coordinates on a number line; Relate fractions to
decimals; Write a decimal or mixed decimal for a fraction (2/3=0.66)
RIT 211-220:
 Round monetary amounts to the nearest single coin or bill which could be used to pay for
a purchase up to and including $20.00; Write the decimal equivalent of a fraction and
label as repeating or terminating; Round decimals to nearest whole number, tenth,
Student List:
or hundredth; Write a terminating decimal as a fraction or mixed number; Round
decimals to nearest whole number, tenth, hundredth, or thousandth; Identify
and order decimal and fractional coordinates on a number line
RIT 201-210:
Write a decimal for a shaded region (hundredths); Write a terminating decimal
as a fraction or mixed number; Round decimals to nearest whole number, tenth,
hundredth, or thousandth; Multiply a decimal by multiples of 10, 100, or 1000

Student List:
RIT 191-200:
Write a decimal for a shaded region (to tenths place); Round decimals to the nearest
whole number; Identify and understand place value for decimals (tenths, hundredths, and
thousandths)

RIT 181-190:

Identify the greater or lesser of two decimals
ISAT Goal: Number Sense
Subskill: Square Roots
Return to
Table of
Contents
RIT 261-270:
 Understand properties of square roots
RIT 251-260:
 No skills listed
Student List:
RIT 241-250:
 Evaluate expressions using square roots

RIT 231-240:
Identify perfect squares in a list of numbers and calculate the positive square
root of a perfect square
57
All Information taken from NWEA Idaho Learning Continuum
RIT 221-230:
Evaluate expressions using square roots
Mathematics
ISAT Goal: Number Sense
Subskill: Factorization & Divisibility
Return to
Table of
Contents
RIT 271-280:
 Identify the lowest common multiple of numbers in their prime factored state
RIT 231-270:
 No skills listed
RIT 221-230:
 Identify the least common denominator for 3 or more fractions: list the multiples or prime
factorization
Student List:
RIT 211-220:
 Understand and use rules of divisibility; Identify the greatest common factor of two whole
numbers: list the factors or prime factorization; Identify the greatest common factor and
least common multiple of two whole numbers
RIT 201-210:
 Apply rules of divisibility; Identify the greatest common factor of two whole
numbers each of which is less than 100; List the prime and composite numbers
less than 50 in a word problem
RIT 191-200:
Identify numbers as prime or composite; Apply rules of divisibility by 2’s; Complete a
factor tree for a number (prime factorization); Understand and demonstrate that many
whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3); Identify
the least common multiple of two whole numbers

RIT 181-190:
 Apply rules of divisibility by 5; Identify the greatest common factor of two whole numbers
each of which is less than 100; List some common multiples of two whole numbers
ISAT Goal: Number Sense
Subskill: Money
Return to
Table of
Contents
RIT 191-200:
 Combine and identify the value of a collection of coins and bills up to and including
$100.00
Student List:
RIT 181-190:
 Identify the coins: pennies, nickels, and dimes; Identify the value of a penny, nickel,
dime, quarter, and one dollar bill; Combine and identify the value of a collection of
coins and bills up to and including $1.00; Combine and identify equivalent
values of coins and bills up to and including $1.00; Make change to $1.00 by
“counting on” or subtracting
RIT 171-180:
 Identify value of a one dollar bill; Combine and identify the value of a collection
of coins and bills up to and including $1.00
58
All Information taken from NWEA Idaho Learning Continuum
RIT 161-170:

Identify value of a penny, nickel, dime, and quarter
Mathematics
ISAT Goal: Number Sense
Subskill: Whole Numbers
Return to
Table of
Contents
RIT 201-210:
 Round to the nearest millions and billions; Write the Roman numeral equivalent of
Arabic numbers 1-2000 and vice versa
RIT 191-200:
 Order numerals through 9999; Count and convert to dozens; Round 4- and 5-digit
numbers to the nearest hundred thousand, thousand, hundred or ten
RIT 181-190:
 Identify one more and one fewer; Count and write by 2’s and 3’s; Round 2- and 3-digit
numbers to the nearest hundred and tens; Identify the value of Roman Numerals using I,
V, and X
Student List:
RIT 171-180:
 Identify missing numbers in a series through 100; Identify the number that is “one
more than”, “one less than”, “10 more than”, and “10 less than” a given number;
Count objects that are grouped into tens and ones; Identify missing numbers
in a series through 100; Identify the number that is “one more than”, “one less
than”, “10 more than”, and “10 less than” a given number; Count objects that
are grouped into tens and ones
RIT 161-170:
Identify missing numbers in a series through 100; Identify the number that is “one
more than”, “one less than”, “10 more than”, and “10 less than” a given number; Count
objects that are grouped into tens and ones

RIT 151-160:
 Match sets of objects to numerals 0-40 to demonstrate an understanding of one-to-one
correspondence; Identify and count numbers 0-20; Identify and order ordinal numbers (first to
tenth)
ISAT Goal: Number Sense
Subskill: Integers
Return to
Table of
Contents
RIT 241-250:
 Understand the meaning of integers
RIT 231-240:
 No skills listed
RIT 221-230:
 Understand the meaning of integers
Student List:
RIT 211-220:
 Identify the greater or lesser of 2 integers; Order integers on a number line
59
All Information taken from NWEA Idaho Learning Continuum
RIT 201-210:
 Order integers on a number line
Mathematics
ISAT Goal: Number Sense
Subskill: Ordering, Equalities & Inequalities
Return to
Table of
Contents
RIT 221-230:
 Order a set of integers from least to greatest; Place numbers in correct order on a number
line
RIT 211-220:
 Compare and order fractions with the same denominator and with different denominators;
Order decimals to thousandths; identify the greater or lesser of two decimals to thousandths
RIT 201-210:
 Order numbers from least to greatest and greatest to least; Compare and order numbers
through the billions; Order decimals and fractions to the hundred thousandths; Identify the
greater or lesser of 2 integers; Ordering integers that include fractions and wholes; Ordering
Student List:
exponential values
RIT 191-200:
 Compare and order fractions and mixed numbers
RIT 181-190:
 Order sets of objects 0-20; Identify the greater or lesser of two numerals; Order
numerals through 999; Identify the numeral that comes before, between, or after
any given numeral through 999; Compare and order fractions; Compare and order
decimals to the hundredths place
Student List:
RIT 171-180:
No skills listed


RIT 161-170:
Order numbers 0-100
RIT 151-160:
 Compare and order numbers and sets of objects 0-10
Mathematics
ISAT Goal: Number Sense
Subskill: Irrational Numbers
RIT 261-270:
 Define irrational numbers
Student List:
60
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents
Mathematics
ISAT Goal: Number Sense
Subskill: Fractions, Ratio, Proportions
Return to
Table of
Contents
RIT 231-240:
 Define ratio; Write ratios in a variety of ways
RIT 221-230:
 Model and write numerical fractions; Change a fractional numeral to its simplest form
(lowest terms); Understand the concept of ratio using concrete and pictorial models;
Determine if a pair of ratios is equal or not equal using the equivalent fractions method;
Write the missing number in 2 equivalent ratios; Solve proportions using the cross
product method
RIT 211-220:
 Change a fractional numeral to its simplest form (lowest terms); Write the missing number
in two equivalent ratios; Use a number line to identify a fractional point
RIT 201-210:
 Change a fractional numeral to its simplest form (lowest terms); Write the missing number
in two equivalent ratios; Use a number line to identify a fractional point
RIT 191-200:
 Write equivalent fractions using pictorial representation; Write improper fractions
from picture presentations; Find equivalent fractions using multiples and factors; Write
mixed numbers as improper fractions and improper fractions as mixed numbers;
Identify the least (lowest) common denominator of two fractions; Express a
fraction as a decimal and vice versa
Student List:
RIT 181-190:
 Separate regions into sub regions that are equivalent (halves, thirds,
fourths); Read, shade, and write fractional parts of a group; Change a
fractional numeral to its simplest form (lowest terms)
Student List:

RIT 171-180:
Identify one-half of an object or set; Identify fractional parts of a region or group
RIT 161-170:
 Identify one-half of an object from a picture
RIT 151-160:
 Identify equal parts of a region (halves, thirds, fourths); Represent fractions by using models
and drawings
Student List:
Mathematics
ISAT Goal: Number Sense
Subskill: Set Notation
61
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents
RIT 271-280:
 Use inequalities to represent set notation
Mathematics
ISAT Goal: Number Sense
Subskill: Percents
Return to
Table of
Contents
RIT 261-270:
 Change a percent to a fraction (including mixed numbers)
RIT 231-260:
 No skills listed
RIT 221-230:
 Write a ratio (fraction) as a percent and a percent as a ratio (fraction): denominators
of 100
Student List:



RIT 211-220:
Express a fraction as a decimal and as a percent
RIT 201-210:
Write a decimal or fraction as a percent or vice versa
RIT 191-200:
Model percents using a 10 x 10 grid; Write a decimal or fraction as a percent and vice versa
Mathematics
ISAT Goal: Number Sense
Subskill: Exponents & Scientific Notation
Return to
Table of
Contents
RIT 271-280:
 Evaluate power of zero
RIT 251-260:
 No skills listed
RIT 251-260:
 Evaluate powers with a negative exponent
Student List:
RIT 231-250:
 No skills listed
RIT 221-230:
 Identify and use powers of 10

RIT 211-220:
Order of “powers”; Write a whole number or a decimal in scientific notation; Write
a number expressed in scientific notation in standard form
RIT 201-210:
62
All Information taken from NWEA Idaho Learning Continuum

Write whole number in exponential form and compute the power of a number
RIT 191-200:
 Exponential representation of 3 multiplied numbers (2x2x2)
Mathematics
ISAT Goal: Estimation and Computation
Return to
Table of
Contents
Subskill: Integers
RIT 251-260:
 Use the additive inverse property to solve problems; Use order of operations rules
RIT 241-250:
 Subtract integers, subtracting a negative
Student List:
RIT 231-240:
 Add integers with unlike signs; Add several integers; Multiply integers with like signs;
Divide integers with like signs

RIT 221-230:
Divide integers, like signs
RIT 211-220:
 Add integers with like signs; Add integers with unlike signs; Add several integers;
Multiply integers with unlike signs; Divide integers with unlike signs
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Logarithms - Properties – Matrices
Student List:
Return to
Table of
Contents
RIT 251-260:
Logarithms
 Solve logarithmic functions
Properties
 Identify and use the arithmetic properties of subsets of integers and rational,
irrational, and real numbers
Matrices

Multiplication of matrices
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Squares and Roots
RIT 241-250:

Simplify an expression containing imaginary roots
63
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents
Student List:
RIT 221-240:
 No skills listed
RIT 211-220:

Calculate the square of any number less than 100
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Whole Numbers
Return to
Table of
Contents
RIT 231-240:

Divide a 2-digit number or a 3-digit number by a 1-digit number with remainder; Divide multi-digit numbers
using a calculator
RIT 221-230:

Develop computational fluency with division facts; Divide multi-digit numbers using a calculator; Introduce
the math strategy of compatible numbers in estimating for all four operations
RIT 211-220:

Divide a 3-digit or 4-digit number by a 1-digit number; Use multiplication as a check for division; Multiply by
multiples of 10 and 100 with an emphasis on mental math; Divide a 4-digit number by a 2-digit number
RIT 201-210:

Understand the concept of division using pictorial representation; Use front-end estimation strategy for
multiplication and division; Divide a 2-digit number by a 2-digit number with a remainder; Subtract multi-digit
numbers without using a calculator; Multiply by multiples of 10 and 100 with an emphasis on mental math;
Divide a 3-digit number by a multiple of 10; Divide a 3-digit number by a 2-digit number (no zeros)
RIT 191-200:

Solve one-step word problems involving multiplication; Subtract multi-digit numbers with regrouping; Multiply a 2digit number by a 2-digit number with no regrouping; Multiply a 2-digit number by a 2-digit number with regrouping;
Subtract multi-digit numbers without using a calculator; Multiply a 3-digit number by a 2-digit number with
regrouping; Multiply a 3-digit number or 4-digit number by a 2-digit number or 3-digit number with zeros; Add whole
numbers using place value
RIT 181-190:

Student List:
Subtract a 2-digit number from a 3-digit number with a single regrouping; Identify the division facts related to
a multiplication fact with one factor as 1,2,3,4,5 and the other factor 0-9; Understand the concept of division
using concrete objects; Subtract a 3- or 4-digit number from a 4-digit number with regrouping; Use
strategies to develop computational fluency with multiplication: “zero property,” “property of one,” “arrays,”
doubles,” “nine patterns”; Multiply a 3-digit by a 1-digit number with regrouping (including zero); Multiply three
2-digit numbers (one is 10); Identify the division facts related to a multiplication fact; Divide a 2-digit number
by a 1-digit number with no remainder (basic facts to 9); Solve one-step word problems involving
division; Add 2 or several multi-digit numbers with regrouping; Subtract multi-digit numbers with
regrouping; Divide a 3-digit or 4-digit number by a 1-digit number; Divide a 2-digit number by a 2digit number with no remainder; Add multi-digit numbers without using a calculator; Multiply multidigit numbers
Student List:
RIT 171-180:

Add 1- and 2-digit numbers with regrouping; Add two 2-digit and 3-digit numbers with regrouping;
Subtract two 2-digit numbers with regrouping; Understand the concept of multiplication using concrete
objects; Add 2-, 3- and 4-digit numbers with regrouping; Multiply a 2- or 3-digit number by a 1-digit
number with no regrouping; Multiply a 2-digit number by a 1-digit number with regrouping; Divide a 2-digit
number by a 1-digit number with remainder; Multiply a 3-digit number by a 2-digit number
RIT 161-170:
Student List:

Separate sets through manipulative and pictorial subtraction problems; Add a 2-digit number and a 2digit number with no regrouping; Subtract a 1-digit number from a 2-digit number with no regrouping;
Subtract a 2-digit number from a 2-digit number with no regrouping; Subtract 2-and 3-digit numbers with
no regrouping
RIT 151-160:
64
All Information taken from NWEA Idaho Learning Continuum

Combine sets through manipulative and pictorial addition problems; Add three 1-digit numbers; Add 2-and 3digit numbers with no regrouping; Subtract a 1-digit number from a 2-digit number with regrouping;
Understand the concept of multiplication using symbols; recall multiplication facts with one factor as 1,2,3,4,5
and other factor 0-9
RIT 150-Below:

Identify fact families with sums 0-18 in horizontal format; Understand the concept of subtraction using
symbols; subtract two numbers in vertical format
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Decimals
Return to
Table of
Contents
RIT 231-240:

Add whole numbers and decimals to the hundredths place (same number of digits); Subtract
decimals to the hundredths place (not the same number of digits); Subtract decimals to
thousandths, vertically and horizontally, with and without regrouping; Subtract a decimal from a
whole number; Multiply a decimal by a decimal, factors to thousandths place; Divide a decimal
by a whole number and vice versa; Divide a whole number (or decimal) by a decimal to
thousandths place; Compute and count change greater than $20.00
RIT 221-230:

Student List:
Subtract whole numbers and decimals to the hundredths place (same number of digits); Write a
number sentence to solve one-step word problems involving the operations of addition,
subtraction, and multiplication of fractions and decimals; Subtract decimals through hundredthousandths with a calculator; Multiply a decimal by multiples of 10, 100, or 1000; Divide a whole
number (or decimal) by a decimal to thousandths
RIT 211-220:

Add decimals through hundred-thousandths with a calculator; Multiply a decimal by a decimal,
factors to thousandths; Divide a decimal by a whole number and vice versa; Compute basic
operations with monetary amounts up to and including $20.00
RIT 201-210:

Add decimals to hundredths place using both horizontal and vertical format; Subtract decimals to
hundredths place; Compute and count change greater than $20.00; Subtract decimals through
hundred-thousandths with a calculator; Compute and count change up to and including $10.00
(addition and subtraction only); Solve written word problems involving the addition or
subtraction of monetary amounts
Student List:
RIT 191-200:

Student List:
Add whole numbers and decimals to the hundredths place (not the same number of digits);
Subtract whole numbers and decimals to the hundredths place (not the same number of
digits); Compute basic operations with monetary amounts up to and including
$20.00; Add decimals to thousandths, vertically and horizontally, with and without
regrouping; Subtract decimals to thousandths, vertically and horizontally, with and
without regrouping; Multiply a decimal by a decimal, vertical form (tenths or
hundredths); Compute simple addition or subtraction problems involving monetary
amounts up to $10.00; Compute half price greater than $20.00
RIT 181-190:

Subtract whole numbers and decimals to the hundredths place (same number of digits);
Add decimals to hundredths place using both horizontal and vertical format (not the same
number of digits); Subtract decimals to hundredths place (not the same number of digits);
Multiply a decimal by a whole number; Divide a decimal by a whole number and vice versa;
Compute simple addition or subtraction problems involving monetary amounts up to $10.00;
Compute and count change up to and including $5.00 (addition and subtraction only)

RIT 171-180:
Add whole numbers and decimals to the hundredths place (same number of digits)
65
All Information taken from NWEA Idaho Learning Continuum
RIT 161-170:

Subtract whole numbers and decimals to the hundredths place (same number of digits)
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Fractions
Return to
Table of
Contents
RIT 261-270:

Multiply a mixed number by a whole number, fraction, or mixed number
RIT 261-270:

Add and subtract rational numbers with unlike denominators (may involve integers)
RIT 251-260:

No skills listed
RIT 241-250:
Multiply a whole number by a fraction

RIT 231-240:

Student List:
Add fractions having unlike denominators with answer reduced to lowest terms; Subtract fractions
having unlike denominators with answer reduced to lowest terms; Add and subtract mixed
numbers with like denominators with regrouping; Add and subtract mixed numbers with unlike
denominators with regrouping; Add and subtract whole numbers, fractions, and mixed numbers;
Multiply a fraction by a fraction; answer in lowest terms; Multiply mixed numbers; Divide a fraction
by a fraction; Divide a mixed number by a whole number or a fraction; Multiply three factors using
fractions, mixed numbers, and whole numbers in any combination, answer in lowest terms; Divide
a whole number, fraction, or mixed number by a mixed number
RIT 221-230:

Add and subtract fractions with like denominators; change improper fractions to mixed numbers;
Subtract fractions having unlike denominators, answer in lowest terms; Add and subtract whole
numbers, fractions and mixed numbers; Use estimation to solve problems involving mixed
numbers; Divide a whole number, fraction or mixed number by a mixed number
RIT 211-220:
Student List:

Add fractions with like denominators, answer in lowest terms; Add mixed numbers with unlike
denominators with regrouping; Multiply a whole number by a fraction; Divide a fraction by
a fraction; Divide a mixed number by a whole number or a fraction
RIT 201-210:

Add mixed numbers with like denominators with regrouping; Subtract mixed
numbers with like denominators with regrouping; Subtract mixed numbers with unlike
denominators with regrouping; Multiply a fraction by a fraction; answer in lowest terms;
Multiply mixed numbers
Student List:


RIT 191-200:
Express 1 in many different ways (1/1, 2/2, 4/4); Subtract fractions with like
denominators; Add fractions having unlike denominators, answer in lowest terms
RIT 181-190:
Subtract mixed numbers with like denominators with regrouping
66
All Information taken from NWEA Idaho Learning Continuum
RIT 171-180:

Add fractions with like denominators
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Order of Operations
Return to
Table of
Contents
RIT 191-200:

Evaluate numerical expressions using the order of operations
Student List:
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Percents
Return to
Table of
Contents
RIT 231-240:
 Find the percent one number is of another (8 is what % of 20?); Find a number from a
percent (20 is 45% of what number?)
RIT 221-230:
 Find the percent one number is of another (20 is what % of 90); Find a number
from a percent (4 is 9% of what number)
Student List:
RIT 211-220:
 No skills listed


RIT 201-210:
Find a percent of a number
RIT 191-200:
Find a percent of a number (6% of 30)
Mathematics
ISAT Goal: Estimation and Computation
Subskill: Exponents & Scientific Notation
Student List:
RIT 241-250:
 Understand and use the rules of exponents, including negative exponents
RIT 231-240:
67
All Information taken from NWEA Idaho Learning Continuum
Return to
Table of
Contents

Evaluate expressions using the order of operations that include exponents; Find products by
applying rules for exponents
RIT 201-230:
 No skills listed
RIT 191-200:

Identify the base and the exponent of a given numerical expression and calculate its value
68
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Reasoning and Problem Solving
Return to
Table of
Contents
RIT 261-270:
 Solve complex geometry, algebra, and probability problems; Solve problems involving
successive discounts and rate of interest
RIT 261-270:
 Solve problems involving successive discounts and rate of interest
Student List:
Student List:
Student List:
RIT 251-260:
 Solve problems involving ratio of a side of a figure to its area, perimeter, or volume;
Determine proportional parts of a number; Use proportional relationships to determine
lengths of sides of a figure that are represented by algebraic relationships; Solve
complex word problems with surface area, area, circumscribed figures, Pythagorean
Theorem, consecutive integers; Use clues given in word problems to decode correct
answer; Determine correct formula needed to solve problem
RIT 241-250:
 Solve complex word problems involving rate, ratio, percent, averages, and sale price;
Solve problems involving regression equations; Manipulate problems with time and a
half and overtime wages; Use of symmetry to determine grouping properties; Use a
matrix to identify given figure on a graph; Write the converse of a geometric statement
RIT 231-240:
 Use logic to predict outcomes; Work backwards to solve problems; Solve multi-step
problems involving computation; Find correct mathematical expressions to represent word
problems; Find simple interest earned; Find commission and total pay; Find missing
numbers in a diagram by using patterns; Use map scales to solve problems; Solve
if-then logic problems; Solve complex word problems involving ratio, percent,
discount, sale price, rounding and estimation, averaging, length, volume, rate,
calendars, probability, money, and time; Given the answer to a problem,
determine the question; Formulate expressions and equations to model problem
solving situation
RIT 221-230:
 Choose and use an appropriate problem solving strategy: Draw a picture,
Make a model, Guess and test, Make a list, Make a table, Find a pattern,
Work backwards, Solve a simpler problem, Draw a diagram, or Write an
equation; Write and solve an equation using ratios, given a word problem;
Write and solve an equation for a word problem; Solve simple interest
problems (amount x rate x time); Use estimation to determine if solutions to
word problems are reasonable
RIT 211-220:
Solve practical word problems involving perimeter and area of a square, rectangle
or triangle; Solve practical problems involving the mean (average) of a set of
numbers; Solve one- and two-step word problems involving any combination of basic
operations on whole numbers, decimals, and fractions; Determine the discount price
and sale price; Choose and use an appropriate problem solving strategy: Draw a
picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work
backwards, Solve a simpler problem, Draw a diagram, or Write an equation; Calculate the
cost of one item or the unit cost using a proportion

Continued on Next Page
69
All Information taken from NWEA Idaho Learning Continuum
RIT 201-210:
 Translate verbal statements into equations (all four operations; several operations); Estimate
the answers to word problems; Solve written word problems involving the addition or
subtraction of monetary amounts; Solve word problems involving customary and metric
measurement; Solve word problems involving distance, rate and time; Use logic to solve
problems; Solve word problems using proportional reasoning; Solve geometry problems
by making a drawing or diagram; Choose and use an appropriate problem solving
strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find
a pattern, Work backwards, Solve a simpler problem, Draw a diagram, Write an
equation, or Logical Deduction
Student List:
Student List:
RIT 191-200:
 Identify the correct information to solve addition and subtraction word problems; Solve
one-step word problems involving multiplication and division, including money; Estimate
the answers to word problems; Determine what operation is needed to solve a word
problem (all four operations); Choose and apply an appropriate problem solving strategy:
Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern,
Work backwards, Solve a simpler problem, or Draw a diagram; Solve word problems
involving any combination of basic operations on whole numbers (one-step problems);
Write a number sentence to solve one-step word problems involving the operations
of addition, subtraction, and multiplication of fractions and decimals; Use a number
line to write number sentences using subtraction; Solve multi-step word problems
involving any combination of basic operations; Solve one- and two-step word
problems involving any combination of basic operations on whole numbers,
decimals, and fractions
RIT 181-190:
Solve simple addition word problems; Write number sentences using addition;
Determine what operation is needed to solve a word problem (addition and
subtraction); Solve simple word problems using addition and subtraction; Solve onestep word problems involving addition or subtraction of four or fewer digits; Solve onestep word problems involving division; Identify extra information or missing information
that is necessary to solve word problems; Choose and apply an appropriate problem
solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table,
or Find a pattern

RIT 171-180:
 Solve simple subtraction word problems; Use a problem solving process (as defined by text)
RIT 161-170:
 Solve simple addition word problems; Understand the concept of addition using concrete
objects; Determine what operation is needed to solve a word problem (any operation)
RIT 151-160:
 Determine what operation is needed to solve a word problem (addition and subtraction)
70
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Measurement
Subskill: Length - Weight – Volume
Return to
Table of
Contents
RIT 271-280:
Find volume of cylinder using knowledge of radius versus diameter

RIT 261-270:

No skills listed
RIT 251-260:

Find volume of cones and rectangular prisms and cylinders
RIT 241-250:

No skills listed
RIT 231-240:

Find the volume of a pyramid
RIT 221-230:

Measure length with metric measures (centimeter); Measure length with customary measures
(inch); Select the appropriate unit of measure for length, area, and volume
RIT 211-220:

Measure length to the nearest millimeter, centimeter, meter, and kilometer
RIT 201-210:

Student List:
Find the volume of a figure using cubic units; Perform conversions between units of mass in the
metric system; also as necessary in addition or subtraction problems; Select appropriate
unit of measure for length and area; Find the volume of rectangular solids using the
formula
RIT 191-200:

Measure length to the nearest millimeter, centimeter, meter, and kilometer; Select the
appropriate metric and customary unit to measure an object or distance; Perform
conversions between linear units in the customary system; also as necessary in
addition or subtraction problems; Perform conversions between units of capacity
in the customary system; also as necessary in addition or subtraction problems
Student List:
RIT 181-190:

Measure weight with metric measures with units provided (grams); Measure length to
the nearest inch, foot, and yard and do appropriate conversions between these units
RIT 171-180:

Determine more capacity or less capacity; Measure length with customary measures
(inch); Measure weight with customary measure (pounds); Measure capacity to the nearest
cup, pint, quart, and gallon and do appropriate conversions between these units; Estimate
and measure the length of an object to the nearest metric and customary measure using a
picture of a ruler
RIT 161-170:

No skills listed
RIT 151-160:

Compare objects by shape, size, height or length (larger, smaller, taller, shorter, longer); Measure
length with metric measures using a graphic of a ruler (centimeters)
71
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Measurement
Subskill: Area - Perimeter – Circumference
Return to
Table of
Contents
RIT 281-300:
Solve problem using ratio of rectangular areas

RIT 271-280:

No skills listed
RIT 261-270:

Understand that area of a square equals side squared; Find the perimeter with
use of variables
RIT 251-260:
Find area of inscribed figure by using midpoints and endpoints

RIT 241-250:
Calculate the area of a parallelogram and rectangle using algebra tiles; Understand
the effects of changing dimensions on perimeter, area, and volume; Compare
volume of different dimensional containers

RIT 231-240:
Find the perimeter of a square or rectangle using the formula; Find the perimeter of
polygons; Calculate the area of a parallelogram and rectangle; Calculate the area of
a triangle

Student List:
RIT 221-230:

No skills listed
RIT 211-220:
Calculate the area of irregular shapes; Understand the effects of changing
dimensions on perimeter and area

Student List:
RIT 201-210:
 Find the perimeter of a square or rectangle using the formula; Solve
practical word problems involving perimeter and area of a square,
rectangle or triangle; Calculate the area of a triangle



RIT 191-200:
Estimate and verify the area of a figure using square units (counting); Find
the area of irregular shapes; using square units; Find the perimeter of
polygons
RIT 181-190:
Develop area readiness by counting squares and blocks; Estimate and verify
the area of a figure using square units (counting); Find the perimeter of a polygon
with 5 or less sides (no formula)
RIT 171-180:
Find the perimeter of a figure using units; Estimate and verify the area of a figure
using square units (counting)
72
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Measurement
Return to
Table of
Contents
Subskill: Ratio - Units – Precision
RIT 241-250:
Units
 Select appropriate unit of measure
Precision
 Actual versus precise measurements
RIT 201-240: No skills listed
Student List:
RIT 191-200:
Ratio

Understand the concept of ratio using concrete and pictorial models
ISAT Goal: Measurement
Subskill: Time – Temperature
Return to
Table of
Contents
RIT 231-240:
 Convert from Celsius to Fahrenheit; Subtract Fahrenheit temperatures
RIT 231-240: No skills listed
RIT 221-230:
Compute word problems with time and calendars

RIT 201-210:
Compute basic operations with units of time (include basic concept of time zones)

RIT 191-200:
Identify time relationships: minutes in an hour, hours in a day, days in a week, weeks in a
year

Student List:
RIT 181-190:
Tell time to the nearest one minute on analog and digital clocks; Compute word
problems with time and calendars; Determine elapsed clock time (no remaining
with addition and subtraction); Determine elapsed clock time (any operation
with renaming)

RIT 171-180:
Tell time to the quarter hour using analog and digital clocks; Tell time to the nearest
5 minutes using analog and digital clocks; Compute simple conversions among units of
time: seconds, minutes, hours, days, weeks, months, years

Student List:

RIT 161-170:
Order periods of time (days of the week, months of the year, etc.); Tell and write time to the
hour and half hour using analog and digital clocks; Identify and interpret a calendar; Read a
Fahrenheit and Celsius thermometer to the nearest degree
RIT 151-160:
73
All Information taken from NWEA Idaho Learning Continuum

Choose the appropriate tool: clock to measure time, calendar to measure days and months,
thermometer to measure temperature, ruler to measure length; Measure temperature with
customary measures
74
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Algebra
Subskill: Quadratic Formula and Equations
Return to
Table of
Contents
RIT 251-260:

Solve a quadratic equation by factoring or completing the square; Know the quadratic
formula and demonstrates its proof by completing the square; Identify discriminant
and roots; Use the quadratic formula to find the roots of a second-degree polynomial
and solve quadratic equations; Graph quadratic functions and know that their roots are
the x-intercepts
Student List:
Mathematics
ISAT Goal: Algebra
Subskill: Properties
Return to
Table of
Contents
RIT 211-220:

Understand the properties of integers: commutative, associative, identity, zero property of
multiplication, distributive property of multiplication over addition, and inverse property of
addition
RIT 201-210:
Use strategies to develop computational fluency with multiplication: zero property, property
of one, arrays, doubles, nine patterns; Use the basic properties of addition to write an
algebraic expression equivalent to a given algebraic expression; Understand the properties
of integers: commutative, associative, identity, zero property of multiplication,
distributive property of multiplication over addition, and inverse property of addition

Student List:
RIT 191-200:



No skills listed
RIT 181-190:
Identify the associative, commutative, identity and zero property of multiplication
RIT 171-180:
Identify the associative, commutative, identity and zero property of multiplication;
Demonstrate the associative, commutative, and zero property of addition
75
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Algebra
Subskill: Patterns, Sequences, Functions
Return to
Table of
Contents
RIT 261-270:

Determine the domain of independent variables and the range of dependent variables in a
relation that is defined by a graph, a set of ordered pairs, or a symbolic expression; Analyze
properties and relationships of functions (e.g. linear, polynomial, rational)
RIT 251-260:

No skills listed
RIT 241-250:
Students analyze a given set of data for the existence of a pattern and represent the
pattern algebraically and graphically; Determine whether a relation is defined by a graph,
a set of ordered pairs, or a symbolic expression is a function and justify the conclusion;
Use a function table to determine inverse variation

RIT 231-240:
Using whole numbers, complete a function table based on a given rule; Graph linear
functions, noting that the vertical change (change in y-value) per unit of horizontal change
(change in x-value) is constant; Identify linear equation for a straight line

RIT 221-230:
 Complete a function table according to a rule; Recognize and continue a number pattern
and/or geometric representation (e.g. Fibonacci sequence, triangular numbers); State a
rule to explain a number pattern, including arithmetic progression; Investigate geometric
patterns and relationships and describe them algebraically
RIT 211-220:

Use logic to solve a problem involving a function table
Student List:
RIT 201-210:
Use of a function “machine” to determine input and output

RIT 191-200:

Count and write by 4’s; Find and extend patterns
RIT 181-190:
Find and extend patterns, both increasing and decreasing; Complete a number
pattern; Complete a table according to a rule; Choose and apply an appropriate
problem solving strategy: Find a pattern
Student List:

RIT 171-180:
Recognize and extend a pattern: shape, color and size; Compare objects by shape,
size, height, or length (larger, smaller, taller, shorter, longer)

RIT 161-170:
No skills listed

RIT 151-160:
 Find and extend patterns; Recognize and extend a pattern: shape, color and size
76
All Information taken from NWEA Idaho Learning Continuum
77
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Algebra
Return to
Table of
Contents
Subskill: Solving Equations, Simplifying Expressions, Order of Operations
RIT 271-280:
 Identify the region defined by a linear inequality
RIT 261-270:
 Find the slope of a line parallel to a given line; Find the x-intercept of a given equation;
Solve equations with fractions as exponents; Analyze a graph to identify the appropriate
system of equations; Determine the vertex of a parabola; Determine which of several
equations can be factored; Determine commonalities between three given equations of
lines
Student List:
Student List:
RIT 251-260:
 Simplify embedded expressions before solving linear equations and inequalities in one
variable; Solve problems that use variables in expressions describing geometric
quantities by solving for one variable; Solve equations with variables as exponents; Use
the rules of exponents to multiply polynomials by monomials; Derive linear equations by
using the point-slope function; Find the slope given two points on the line of a given graph;
Write the equation of a line when given the graph of the line, two points on the line, or the
slope of the line and a point on the line; Simplify monomials containing integer powers and
roots; Find the solution set for inequalities that include absolute values; Identify the
equation of a parabola; Simplify expressions containing cube roots; Solve expressions
containing factorials; Find the number of possible solutions for a system of equations;
Cube a binomial
RIT 241-250:
 Students solve equations and inequalities involving absolute values; Solve a system
of two linear equations in two variables algebraically and interpret the answer
graphically; Graph a linear function in two variables using the slope-intercept method
and identify intercepts; Solve a system of two linear inequalities in two variables and
identify the solution set; Understand the concepts of parallel lines and perpendicular
lines and how those slopes are related; Add, subtract, multiply, and divide
monomials and polynomials; Apply basic factoring techniques to second- and
simple third-degree polynomials, including finding a common factor for all terms
in a polynomial, recognizing the difference of two squares, and recognizing
perfect squares of binomials; Add, subtract, multiply, and divide rational
expressions and functions; Find the difference of two squares
RIT 231-240:
 Write an algebraic expression to model a situation; Evaluate an algebraic
expression for given values; Explore equivalent ratios involving missing variables;
Use the correct order of operations to evaluate numeric and algebraic expressions;
Simplify and evaluate expressions that include positive and negative integral
components; Simplify polynomials by combining like terms; Use the rules of exponents
to multiply and divide monomials; Solve simple linear equations and inequalities over
the rational numbers; Create a table of (x, y) values for the given linear equation and
graph the function
Continued on Next Page
78
All Information taken from NWEA Idaho Learning Continuum
RIT 221-230:
 Solve for missing addends in an addition or subtraction sentence; Use boxes or other
symbols to stand for any number in expressions or equations; Solve whole number equations
with one variable (multiplication and division); Solve integer equations (one step, all four
operations); Solve equations involving more than one operation; Solve one-step linear
equations in one variable using addition, subtraction, multiplication, and division with
integer solutions; Simplify numeric expressions by applying properties of rational numbers
(e.g. identity, inverse, distributive, associative, commutative)
RIT 211-220:
 Solve decimal equations (one step, addition and subtraction); Solve integer equations (one
step, multiplication and division); Evaluate expressions using the order of operations (may
include parentheses or exponents); Solve quadratic equations
RIT 201-210:
 Evaluate an expression involving more than one operation (order of operations); Use the
basic properties of multiplication to write an algebraic expression that is equivalent to a
given algebraic expression; Solve equations involving more than one operation; Multiply and
divide polynomials; Solve equations involving rational numbers (addition and subtraction)
Student List:
RIT 191-200:
 Identify and understand the greater or lesser of two numerals (use the symbols < and >
through 999,999); Use symbols of inequality, < and > to write and complete number
sentences; Solve simple addition problems with “n” as an addend or sum; Solve simple
multiplication problems with “n” as a multiple or product; Solve simple division
problems with “n” as a quotient or divisor; Solve whole number equations with any
operation
Student List:


RIT 181-190:
Solve for missing addends in an addition or subtraction sentence; Use inverse
operations to find missing equation; Identify missing elements in number sentences
RIT 171-180:
Solve for missing factors in a multiplication or division sentence; Evaluate a numerical
equation involving more than one operation; Use > or < symbols to compare two numbers
RIT 161-170:
 Solve for missing numbers in an addition or subtraction sentence; Determine what operation
is needed to solve a word problem (any operation)
79
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Geometry
Subskill: Symmetry and Transformations
Return to
Table of
Contents
RIT 281-290:
 Solve problems involving volume with rotational transformation
RIT 261-280:
 No skills listed
RIT 251-260:
 Solve problems involving rotations (turns) and reflections (flips)
RIT 241-250:
 Identify symmetry of a sphere
RIT 231-240:
Understand meaning and representation of a dilation
Student List:
RIT 221-230:
 No skills listed
RIT 211-220:
 Identify types of transformations (rotation)
RIT 201-210:
 Identify mirror-images
Student List:



RIT 191-200:
Identify figures with line symmetry and symmetrical parts
RIT 181-190:
Identify figures with line symmetry; Recognize transformations of plane figures (slides,
flips, and turns); Identify types of transformations (slides, flips, and turns)
RIT 171-180:
Recognize transformations of plane figures (slides, flips, and turns) by identifying the figure
that will fit in a certain space
80
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Geometry
Subskill: Geometric Principles and Terminology
Return to
Table of
Contents
RIT 271-280:

Identify number of diagonals of regular polygons; Informally prove relationships between angles in polygons
by using properties of complementary, supplementary, vertical, and exterior angles
RIT 261-270:

Identify the correct definition of a postulate; Solve problems using two chord power theorem; Identify and
solve problems involving right triangles using the trigonometric functions and the Pythagorean Theorem; Use
of distance formula to determine type of triangle using coordinates; Solve problems regarding relationships
among chords, secants, tangents, inscribed angles, central angle, arc, and inscribed and circumscribed
polygons of circles; Measure and compare angles in degrees; Solve problems involving the perimeter,
circumference, area, volume, and surface area of common geometric figures; Determine how changes in
dimensions affect the perimeter, area, and volume of common geometric figures and solids; Find and use
measures of sides and interior and exterior angles to identify figures and solve problems involving polygons;
Know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations,
and reflections; Find the surface area of a polyhedron and cylinder; Find the diameters when given the area of
a circle
RIT 251-260:

Identify properties and slope of lines; Identify plane; Identify midpoint and endpoint; Identify perpendicular
bisector; Identify properties of polygons (rhombus, parallelogram); Relationship of size of angles and
corresponding sides of a triangle
RIT 241-250:

Identify properties of parallel lines; Construct angle bisectors; Use the Pythagorean theorem to calculate the
measure of one side of a right triangle when the other two sides are known; Identify angle bisectors; Solve
problems regarding relationships among chords of a circle; Calculate the surface area of a rectangular prism
and cylinder
RIT 231-240:
Student List:

Classify triangles by sides (equilateral, isosceles, and scalene) and angles (acute, obtuse, and right);
Classify polygons by sides and angles; Identify and discriminate between regular and irregular polygons;
Find the missing angle measurement in a triangle when two angles are known; Solve word problems
involving similar polygons; Identify the base angles of a triangle; Know the definition of the hypotenuse of a
triangle; Calculate the circumference of a circle using the formula
RIT 221-230:

Student List:
Identify the center, radius and diameter of a circle; Measure angles using a protractor; Classify
angles: supplementary and complementary; Classify angles: adjacent, vertical, corresponding,
and supplementary; Find the missing angle measurement in a triangle when two angles are known;
Analyze circles: center, chord, diameter, radius, arc, semicircle, and circumference
RIT 211-220:

Identify points, lines, line segments, rays, and angles; Identify angles: right, obtuse, and acute; Identify
when two intersecting lines are perpendicular; Identify properties of similar figures; Measure angles
using a protractor
RIT 201-210:

Identify points, lines, line segments, rays, planes, and angles; Identify the diameter of a circle; Identify
intersecting, parallel, and perpendicular lines; Calculate the surface area of a rectangular prism; Identify
angles according to their measure: right, obtuse, and acute
RIT 191-200:

Identify position concepts: (over, under, inside, outside, in front, behind, top, middle, bottom); Describe and
measure right angles; Identify right angles; Identify intersecting, parallel lines; Identify the diagonal of a circle
RIT 181-190:

Identify points on a line; Identify the correct label for a line
81
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Geometry
Subskill: Trigonometry
Return to
Table of
Contents
RIT 261-270:
 Use graph to identify trigonometric functions of angles; Find cosine, sine, and tangent
of any given angle; Use law of cosines
Student List:

RIT 251-260:
Find sin and cosine of a given angle
Return to
Table of
Mathematics
Contents
ISAT Goal: Geometry
Subskill: Shapes and Figures, 2- and 3-dimensional
RIT 221-230:
 Analyze solid figures: rectangular prism, triangular prism, triangular pyramid, square,
pyramid (faces, edges and vertices); Classify polygons by sides and angles
RIT 211-220:
 Identify faces, edges, and corners (vertices) on solid figures; Contrast open and closed
figures; Identify polygons: triangle, quadrilateral, pentagon, hexagon, and octagon; Identify
quadrilaterals: square, rectangle, parallelogram, trapezoid, rhombus; Analyze solid figures:
triangular pyramid and rectangular pyramid (faces, edges, and vertices)
RIT 201-210:

Identify faces, edges, and corners (vertices) on solid figures; Identify polygons: triangle,
quadrilateral, pentagon, and octagon; Identify quadrilaterals: square, rectangle, and
parallelogram; Identify, name, and analyze solid figures: cube, cylinder, triangular pyramid
and square pyramid (faces, edges, and vertices)
Student List:
RIT 191-200:

Recognize solid figures: sphere (ball); Identify and name solid figures: cube, cylinder,
cone, rectangular prism, and sphere; Identify characteristics of plane figures (sides and
corners)
RIT 181-190:
Identify and name the plane figures: circle, triangle, square, and rectangle;
Recognize solid figures: cube (box); Identify characteristics of plane figures (sides
and corners)


RIT 171-180:
Classify and sort solid figures
RIT 161-170:
 Identify and name solid figures: can (cylinder) and cone; Relate and compare plane figures to
solid figures; Identify sides and corners (vertices) on solid figures; Contrast open and closed
figures; Identify cylinder (can) attributes
RIT 151-160:
 Identify and name the plane figures: circle, triangle, and square
82
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Geometry
Return to
Table of
Contents
Subskill: Congruency and Similarity
RIT 271-280:
 Prove that triangles and other polygons are congruent or similar using algebraic, coordinate,
and deductive proofs
RIT 261-270:
 No skills listed
RIT 251-260:
 Solve problems involving properties of similar triangles
RIT 241-250:
 Construct congruent segments and angles
RIT 231-240:
 No skills listed
RIT 221-230:
 Identify congruent triangles according to corresponding parts (SSS, SAS, ASA)
RIT 211-220:
 Identify similar figures (same shape, may or may not be the same size); Identify congruent
polygons and their corresponding sides and angles
Student List:
RIT 201-210:
 Identify congruent figures, angles and line segments
RIT 191-200:

Student List:
No skills listed
RIT 181-190:
 Identify congruent figures, angles, and line segments; Identify similar figures (same
shape, may or may not be same size)
RIT 171-180:
 Identify congruent figures using terminology
RIT 161-170:
 Identify congruent figures
RIT 151-160:
 Identify congruent figures (using “same size and shape” terminology); Identify figures that
are similar, have the same shape
83
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Geometry
Subskill: Direction and Distance
Student List:
Return to
Table of
Contents
RIT 171-180:
 Identify position concepts: over, under, inside, outside, in front, behind, top, middle,
bottom
Mathematics
ISAT Goal: Geometry
Subskill: Coordinate
Return to
Table of
Contents
RIT 251-260:
 Derive and solve problems involving use of ordered pairs to determine area of a figure;
Know the effect of rigid motions on figures in the coordinate plane and space, including
rotations, translations, and reflections; Determine the axis of symmetry of a linear graph
RIT 241-250:
 Determine endpoints and midpoint of a line on a coordinate graph
RIT 231-240:
 Find location of coordinates on a number line; Locate the vertex on a coordinate grid
Student List:
RIT 221-230:
 Graph ordered pairs in all four quadrants (coordinate geometry)
RIT 191-220:
 No skills listed
RIT 181-190:
 Graph ordered pairs in the first quadrant

RIT 171-180:
Graph ordered pairs in the first quadrant
84
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Probability and Statistics
Subskill: Data Analysis
Return to
Table of
Contents
RIT 261-300:
 Read and interpret box and whisker plots
RIT 251-260:
 Analyze graphs
RIT 241-250:
 Use a graph to predict some future point in time
RIT 231-240:
 Read and interpret information in a table; Read and interpret information from a graph
RIT 221-230:
 Interpret data given in horizontal and vertical bar graphs to solve problems
RIT 211-220:
 Read and interpret information from a graph; Interpret Venn Diagrams; Make predictions
from a graph
Student List:
RIT 201-210:
 Solve problems using information from a picture graph (symbol may represent more
than one); Interpret data given in percent form on a circle graph and broken line
graph
RIT 191-200:
Solve problems using information from a bar graph; Solve multi-step word problems
with pictographs, bar graphs, or line graphs; Construct, and solve word
problems involving line graphs; Construct and solve word problems involving
circle graphs; Construct and solve word problems involving information from
a table; Read and interpret dual bar graphs and dual broken-line graphs

Student List:
RIT 181-190:
 Solve simple word problems based on data from picture and bar graphs; Solve
problems using information from a bar graph; Construct and interpret line graphs
involving problem solving
RIT 171-180:
 Complete and interpret simple picture graphs, bar graphs, line graphs or tables using
the key to indicate the quantity represented by each symbol; Identify least and greatest
values represented in bar graphs and pictographs; Complete and interpret simple
picture graphs, bar graphs or tables
RIT 161-170:
 Represent and compare data (e.g. largest, smallest, most often, least often) by using
picture graphs, pictures, or simple bar graphs
RIT 151-160:
 Use pictographs or bar graphs to compare quantities
85
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Probability and Statistics
Subskill: Probability and Prediction
Return to
Table of
Contents
RIT 251-260:
 Calculate basic probability theoretically and use results to make predictions
RIT 241-250:
 Predict outcomes using a six-sided cube
RIT 231-240:
 Determine the number of possible outcomes of an event
RIT 221-230:
 Investigate experimental probability of an event using a coin or spinner; Predict outcomes
using probability
RIT 211-220:
 Investigate experimental probability of an event using a coin or spinner
Student List:
RIT 201-210:
 Compute simple probability outcomes; Determine the probability of an outcome
(multiple events); Use the counting principle to determine probability

Student List:


RIT 191-200:
Develop concept of chance and make predictions for events (ex. rolling a number
dice)
RIT 181-190:
Predict whether common events are certain, likely, unlikely, possible, impossible, fair or
unfair; Investigate experimental probability of an event using a coin or spinner
RIT 171-180:
Interpret a table and make predictions (chance); Predict the likely number of times a condition
will occur based on an analysis of data
RIT 161-170:
 Determine an outcome and make a prediction (single event)
86
All Information taken from NWEA Idaho Learning Continuum
Mathematics
ISAT Goal: Probability and Statistics
Subskill: Statistics
Return to
Table of
Contents
RIT 231-240:
 Calculate range, mode, median, and mean
Student List:
RIT 221-230:
 Know the concepts of mode, median, and mean; compute and compare them in simple
examples to demonstrate that these measures of central tendency may differ for a given set
of data
RIT 211-220:
 No skills listed

RIT 201-210:
Solve practical problems involving the mean (average) of a set of numbers
RIT 191-200:
Use tallies to record data; Compute averages with a given set of data
Mathematics
ISAT Goal: Probability and Statistics
Subskill: Combinations and Permutations
Return to
Table of
Contents
RIT 261-300:
 Perform complex combinations in problem solving situations
RIT 251-260:
 No skills listed
RIT 241-250:
 Find how many different ways a set can be ordered
Student List:
RIT 231-240:
 Solve problems involving combinations and permutations
RIT 221-230:
 Use a tree diagram to determine the number of possible outcomes of an
event


RIT 211-220:
Solve problems involving arrangements
RIT 201-210:
No skills listed
RIT 191-200:

Solve problems involving combinations or permutations
87
All Information taken from NWEA Idaho Learning Continuum
Idaho Falls School District #91
Language
Return to Top
The tables on the top show “typical growth” at each grade level. That
means that these scores represent approximately the 50 th percentile—
half of students will grow less than this and half more than this. Please
don’t confuse these scores with “expected” growth. The tables on the
lower left are Idaho Spring Cut Scores. The table on the lower right are
“block growth norms”—based on a student’s fall score, this table will
estimate typical growth on an individual level.
Typical Growth Table
Language
Mean
Fall
Median
180
194
203
209
214
217
220
222
224
Grade
2
3
4
5
6
7
8
9
10
Mean
180.0
191.6
200.9
207.3
212.2
215.2
218.7
220.4
222.2
Basic
Proficient
Advanced
176
186
193
200
204
207
211
213
214
184
194
201
208
212
215
219
221
222
197
207
214
221
225
228
232
234
235
Mean
189.0
199.0
205.5
211.5
215.3
218.4
221.3
223.4
222.5
Ending
Grade
2
3
4
5
6
7
8
9
10
Fall to
Spring
n/a
9.3
6.5
5.8
4.5
3.6
3.5
2.4
1.9
RIT “Block” Growth Norms—Language
2
3
4
5
6
7
8
9
State Cut Scores
Grade
2
3
4
5
6
7
8
9
10
Growth
Spring
Median
190
201
207
213
217
220
223
224
224
150-159
160-169
170-179
180-189
190-199
200-209
210-219
220-229
10
13.0
11.6
11.3
9.3
10.1
8.7
11.9
10.4
11.0
9.7
8.8
9.0
10.6
8.8
9.0
7.8
7.2
7.6
9.1
7.2
7.6
6.5
5.8
6.4
5.3
7.6
6.3
6.1
5.5
4.7
5.1
4.6
4.5
6.5
4.9
5.0
4.3
3.8
4.0
3.0
2.6
2.8
3.4
3.5
3.2
3.0
3.1
2.3
1.1
1.5
2.0
1.9
2.1
1.5
0.5
0.8
1.1
0.6
230-23988
All Information taken from NWEA Idaho Learning Continuum
240-249
Idaho Falls School District #91
Return to Top
Reading
The tables on the top show “typical growth” at each grade level. That
means that these scores represent approximately the 50 th
percentile—half of students will grow less than this and half more than
this. Please don’t confuse these scores with “expected” growth. The
tables on the lower left are Idaho Spring Cut Scores. The table on the
lower right are “block growth norms”—based on a student’s fall score,
this table will estimate typical growth on an individual level.
Typical Growth Table
Reading
Mean
Fall
Median
179
191
200
207
212
216
220
223
225
Grade
2
3
4
5
6
7
8
9
10
Growth
Spring
Median
188
199
206
212
217
221
225
226
226
Mean
177.7
188.7
198.0
205.2
210.5
214.4
218.3
221.0
223.1
Basic
174
185
192
198
203
207
210
213
216
Proficient
Advanced
182
193
200
206
211
215
218
221
224
193
204
211
217
222
226
229
232
235
Ending
Grade
2
3
4
5
6
7
8
9
10
Fall to
Spring
14.9
10.4
7.4
6.3
5.3
4.3
4.2
2.9
2.6
RIT “Block” Growth Norms—Reading
2
3
4
5
6
7
8 9
State Cut Scores
Grade
2
3
4
5
6
7
8
9
10
Mean
186.6
197.2
204.3
210.3
215.2
218.9
222.8
224.2
224.3
140-149
150-159
160-169
170-179
180-189
190-199
200-209
10
25.6
15.7
12.6
21.4
14.9
12.1
11.3
20.3
15.5
12.7
11.6
10.4
9.9
15.9
13.3
10.6
10.7
9.6
8.0
8.4
13.0
11.1
9.1
9.0
8.4
7.5
7.5
10.1
9.4
8.0
7.9
7.3
6.5
7.3
6.4
7.9
7.6
6.8
6.7
6.2
5.8
6.4
5.4
4.6
5.4
5.3
5.4
5.2
4.9
5.1
4.3
4.4
2.1
3.3
3.7
3.9
3.6
4.0
3.6
2.8
0.7
1.8
2.0
2.0
2.3
1.3
0.8
-0.3
-0.3
0.2
-1.1
-.0.1
210-219
220-229
230-239
240-249
89
All Information taken from NWEA Idaho Learning Continuum
Idaho Falls School District #91
Mathematics
Return to Top
The tables on the top show “typical growth” at each grade level. That
means that these scores represent approximately the 50 th
percentile—half of students will grow less than this and half more than
this. Please don’t confuse these scores with “expected” growth. The
tables on the lower left are Idaho Spring Cut Scores. The table on the
lower right are “block growth norms”—based on a student’s fall score,
this table will estimate typical growth on an individual level.
Typical Growth Table
Mathematics
Mean
Grade
2
3
4
5
6
7
8
9
10
Fall
Median
178
191
201
209
216
222
228
231
235
State Cut Scores
Grade
2
3
4
5
6
7
8
9
10
Basic
174
185
194
202
208
214
222
229
231
Proficient
Advanced
185
196
205
213
219
225
233
240
242
201
212
221
229
235
241
249
256
258
Mean
177.6
189.7
200.4
208.9
215.2
220.9
227.2
229.8
232.7
Growth
Spring
Median
189
201
209
217
222
228
235
244
250
Mean
188.2
199.7
208.6
216.4
221.9
227.5
234.0
240.9
248.2
Ending
Grade
2
3
4
5
6
7
8
9
10
Fall to
Spring
15.7
11.8
8.9
8.8
8.1
6.9
7.1
5.8
4.8
RIT “Block” Growth Norms—Mathematics
2
3
4
5
6 7 8 9 10
150-159
160-169
170-179
180-189
190-199
200-209
210-219
220-229
230-239
240-249
250-259
260-269
90
All Information taken from NWEA Idaho Learning Continuum
18.5
14.3
16.2
15.9
12.4
11.1
16.2
13.8
11.3
10.9
8.9
7.9
15.9
12.5
10.0
9.5
7.8
7.0
7.4
13.0
10.7
8.9
8.5
7.3
5.7
5.5
9.6
8.5
8.7
7.7
6.2
6.3
7.2
9.2
8.5
9.2
8.3
7.1
7.6
7.8
9.0
9.5
8.8
7.4
7.7
8.4
8.1
8.7
9.3
8.1
8.3
6.8
7.0
7.5
8.5
7.8
7.6
5.1
4.0
7.5
6.7
6.2
3.0
4.4
3.3
1.0