Winter 09-10 MAP Survey For Internal Use

MAP in Seattle Schools February 2010
I am a...(check all that apply)
Response Response
Answer Options
Percent Count
Principal 4.0% 26
Other School Administrator 1.8% 12
MAP Lead 10.9% 71
Teacher 76.9% 502
Other School Staff 11.0% 72
I am a...(check all that apply)
answered question 653
skipped question 0 90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Principal
I work at this level:
Response Response
Answer Options
Percent Count
Elementary School 55.1% 360
K-8 School 10.3% 67
Middle School 16.4% 107
High School 18.1% 118
Other 0.2% 1
I work at this level:
skipped question 0
Elementary School
K-8 School
Middle School
High School
Other
I attended the following MAP trainings (check all that apply):
Response Response
Answer Options
Percent Count
MAP training in my school (Feb 2010) 50.5% 330 I attended the following MAP trainings (check all that apply):
MAP Training in my school (Other) 47.0% 307 60.0%
Using MAP Data to Inform Instruction for MAP Teams 33.5% 219
I have not been trained on MAP 11.0% 72 50.0%
Other (please specify) 8.6% 56 40.0%
20.0%
Other (please 10.0%
Number Response Date
specify)
0.0%
1 Feb 26, 2010 4:49 PM MAP Inital Use & How to read Reports (Whitman Middle School)
MAP training in my school

2 Feb 26, 2010 4:58 PM I don't remember.
3 Feb 26, 2010 5:00 PM 2 training at the SoDo August and Fall
(Feb 2010)
4 Feb 26, 2010 5:09 PM Initial MAP training, September 2009
5 Feb 26, 2010 5:15 PM training in Aug
6 Feb 26, 2010 5:22 PM Map team training
7 Feb 26, 2010 5:31 PM trained last year
8 Feb 26, 2010 5:32 PM prepping map reports for teachers, exploration of the site on my own
9 Feb 26, 2010 5:32 PM Initial MAP training at JSCEE
10 Feb 26, 2010 5:36 PM fall school training
11 Feb 26, 2010 5:51 PM MAP data meetings
12 Feb 26, 2010 6:18 PM we are doing it on March 3rd
13 Feb 26, 2010 7:05 PM MAP pilot school 2008-09
14 Feb 26, 2010 7:12 PM Trying to figure out how to use a summative test to inform my instruction
15 Feb 26, 2010 7:13 PM summer and fall trainings, i am on the team
16 Feb 26, 2010 7:20 PM Administration trainigs (giving the test school-wide)
17 Feb 26, 2010 7:20 PM MAP for school psychologists
18 Feb 26, 2010 7:28 PM We talked briefly after the second MAP test on how to check scores.
19 Feb 26, 2010 7:46 PM Attended One Session at Madison
20 Feb 26, 2010 7:54 PM we piloted map last year, had workshops then on the workings of the test
21 Feb 26, 2010 7:57 PM in august, and at another school in the winter
22 Feb 26, 2010 7:58 PM August training, numerous conversations w/ data coach
23 Feb 26, 2010 8:04 PM last year too.
24 Feb 26, 2010 8:30 PM Coach training
25 Feb 26, 2010 8:50 PM beginning of year
26 Feb 26, 2010 9:07 PM Learning how to use MAP data for support in math and reading
27 Feb 26, 2010 9:24 PM Principal MAP training (more than one)
28 Feb 26, 2010 9:50 PM I don't remember the training title.
29 Feb 26, 2010 10:28 PM Also did training in the fall
30 Feb 26, 2010 11:06 PM The MAP training in the fall at JSCEE
I attended the following MAP trainings (check all that apply):

31 Feb 26, 2010 11:32 PM Two district MAP team trainings
32 Feb 27, 2010 12:59 AM Small groups and mini lessons
33 Feb 27, 2010 1:17 AM separate meeting with Data coach to understand results
34 Feb 27, 2010 10:00 PM some of the MAP lead training during pilot 2008-09
35 Feb 27, 2010 10:39 PM online and in school
36 Feb 27, 2010 11:50 PM MAP team training at district level, both Fall and Winter
37 Mar 1, 2010 3:35 PM training for leaders-AUgust
38 Mar 1, 2010 4:33 PM Training at the JSC
39 Mar 1, 2010 6:02 PM fall of 2009 at Cleavland HS
40 Mar 1, 2010 11:25 PM First training in August/September only
41 Mar 3, 2010 3:09 AM on MAP Team
42 Mar 4, 2010 10:40 PM MAP initial training - Aug and Oct.
43 Mar 5, 2010 5:17 PM we did an overview of scores by classroom
44 Mar 5, 2010 7:02 PM MAP training at JSCEE in late August.
45 Mar 6, 2010 5:35 PM I have only attended the MAP training last summer. Other MAP Trainings have been scheduled during PTSA Meetings or other school events that I am required to attend.
46 Mar 7, 2010 8:19 PM MAP training at Cleveland High
47 Mar 8, 2010 7:54 PM 08/01/2009
48 Mar 8, 2010 8:08 PM MAP training for SLPs
49 Mar 8, 2010 8:23 PM I have attended all required map trainings
50 Mar 8, 2010 10:38 PM Original MAP training by representative of the company that creates the MAP (last year)
51 Mar 8, 2010 11:24 PM ESA TRAINING
52 Mar 9, 2010 3:54 AM Training on MAPS for school teams
53 Mar 9, 2010 6:03 AM August training at Cleveland
54 Mar 10, 2010 8:21 PM Map Workshop at John Stanford Center in 09
55 Mar 10, 2010 10:44 PM training in 2008/2009
56 Mar 13, 2010 11:17 PM I did the MAP tests with my students. I do not feel that the results from the test will guide me with my instruction. My class assessment will.
Please indicate the degree to which you agree with the following statements:
Strongly Strongly Not Response

Answer Options Agree Disagree
Agree Disagree Applicable Count
I have reviewed MAP reports for my students. 291 251 21 25 46 634
I understand how MAP data can inform my 141 315 94 44 36 630
I feel prepared to talk to families about MAP results. 119 224 167 83 37 630
I have talked to students about their MAP results. 81 152 178 111 101 623
skipped question 17
Please indicate the degree to which you agree with the following
statements:
700
600
500
400
300
Strongly Agree
200
Agree
100
0 Disagree
Strongly Disagree
I have reviewed MAP
reports for my
Not Applicable
students.

I feel prepared to try to build an instructional ladder 73 198 161 92 90 614
I have differentiated instruction in my classroom 44 203 167 88 110 612
I want to continue to explore how to differentiate 131 285 72 57 61 606
skipped question 34
statements:
700
600
500
400
300
200 Strongly Agree
100 Agree
0
Disagree
I feel prepared to try to
ladder for a lesson this

build an instructional
Strongly Disagree
Not Applicable
year.
What would help you build on the concepts you have learned so far related to differentiation?
Answer Options Response Count
317
skipped question 336
Number Response Date Response Text

I am not given MAP data, as I am a specialist, not a classroom teacher. I would like to receive information on student progress so that I can plan lessons
1 Feb 26, 2010 4:48 PM that differentiate based on student abilities.
2 Feb 26, 2010 4:50 PM knowing more how to do things
3 Feb 26, 2010 4:52 PM I am special ed so I diffriente based on my MAP data - helps me to know what areas my students are weak in and need support.
4 Feb 26, 2010 4:52 PM need training on reading/need a school-wide focus on reading
5 Feb 26, 2010 4:54 PM Time for teachers to collaborate more on developing differentiation ladders
TIME-
to view and use data
to plan differentiated lessons
to talk with parents
6 Feb 26, 2010 5:01 PM to continue conversations with students, individually
7 Feb 26, 2010 5:02 PM I teach honors math classes, and the vast majority of my students are above the ranges on the DesCartes breakdown. I'm not sure what to do about that.
8 Feb 26, 2010 5:04 PM More staffing in the library
TIME!!! and triangulating data to confirm MAP RITs before acting on them. AND common bank of differentiated lessons. AND easy access to other data
points besides MAP to differentiate with (i.e. GLEs etc)
9 Feb 26, 2010 5:04 PM Mostly time. Differentiation, particularly on many smaller lessons, takes time.
10 Feb 26, 2010 5:07 PM Extra time support
I would like to learn how to access the data more easily (I have to relearn every time). I don't always know where to find particular reports so I waste time
searching. My staff is equally struggling in this area. I am not confident how to build the ladders from the reports. I use the strengths and weaknesses and
11 Feb 26, 2010 5:08 PM develop my own ladders rather than using the continuum in the reports.
12 Feb 26, 2010 5:10 PM Need more pasted together descartes goal strand posters.
13 Feb 26, 2010 5:12 PM I need data for all my studnets, not just some of them. I only have MAP data for 10th grade students with 9th grade credit.
What would help me most would be to eliminate the need for my student to leave my class yet another time during the school year to take yet another
14 Feb 26, 2010 5:15 PM standardized test. I am perfectly capable of using my own classroom data to help guide my instruction.
15 Feb 26, 2010 5:15 PM Only a handful of my students took MAP and our class is far beyond the topics tested on MAP
If the district practiced what it preaches: I'm supposed to differentiate but you treat me just like every other teacher, requiring that I take the same trainings
as everyone else, with no respect at all for what I am already know, understand, or am able to do (or to teach other teachers). There is also no
16 Feb 26, 2010 5:17 PM acknowledgement of the difference and range of teaching assignments, and the lack of applicability.
17 Feb 26, 2010 5:18 PM The video shown at the training (clock activity) was a good example. Can we obtain a copy of the video to show to teachers?
18 Feb 26, 2010 5:21 PM To find out what curriculum to use to teach the concepts that show up on the Map test that are not in our curriculum or part of our standards.
If I were able to see examples in my curriculum area--foreign language--especially if I were able to meet with World Language teachers from other schools
19 Feb 26, 2010 5:27 PM with this focus area and share ideas.
20 Feb 26, 2010 5:33 PM How to integrate the information with the writier's workshop and science units
21 Feb 26, 2010 5:34 PM Better examples on video. The math lesson on time with was not the best, not to mention the use of candy!
22 Feb 26, 2010 5:35 PM More time
23 Feb 26, 2010 5:38 PM with the pacing of the math curriculum I don't see much time for extra previous work with enough time those really low students need
24 Feb 26, 2010 5:44 PM Nothing that I can think of
25 Feb 26, 2010 5:45 PM Differentiation doesn't work Quit wasting our time with it. Rigorous work works.
26 Feb 26, 2010 5:45 PM More planning time to implement and follow-up on data for it.
27 Feb 26, 2010 5:51 PM Nothing
28 Feb 26, 2010 5:52 PM More planning time to develop lessons that are truly differentiated for studnts in reading and writing.
29 Feb 26, 2010 5:52 PM Differentiation is according to learning styles and ability levels. The MAP data has not been available for small class sizes (in the past) to be effective.
How does this assessment relate to the curriculum, to DRA assessments, and to the MSP assessment.
Concerning the chart that indicates student strengths and weaknesses, how many test items are used to conclude generalizations about student
performance? Are there enought test questions to statistically be significant in order to draw conclusions to guide instruction? Is the chart that connects
30 Feb 26, 2010 5:59 PM MAP scores to specific grade levels accurate?
31 Feb 26, 2010 6:06 PM More training.
32 Feb 26, 2010 6:12 PM I woudllike to see how to print the book list for individual students.
33 Feb 26, 2010 6:12 PM Time to practice using MAP!!!
34 Feb 26, 2010 6:20 PM If I could understand what the map is telling would help with differentiation
35 Feb 26, 2010 6:21 PM Time to look at the data and practice using it to build an instructional ladder. I need more than one session to figure out a new skill.
36 Feb 26, 2010 6:22 PM More examples or perhaps a "make and take" of how to build an instructional ladder.
37 Feb 26, 2010 6:22 PM We need time to discuss individual students and groups to think about flexible grouping and what that would look like.
38 Feb 26, 2010 6:23 PM PD time with 9th grade teachers in LA and Social Studies together.
39 Feb 26, 2010 6:29 PM Getting a look at the questions.
40 Feb 26, 2010 6:30 PM Examlpes of skill level expectations.
41 Feb 26, 2010 6:30 PM n/a
42 Feb 26, 2010 6:32 PM No need for math coaches, they should be in the classroom teaching math to children.
43 Feb 26, 2010 6:32 PM NA
44 Feb 26, 2010 6:37 PM If the Numbers portion was broken down even further, it would give much more information.
45 Feb 26, 2010 6:44 PM I would like to have some TIME to look at Decartes with my grade level team to plan how we can use these in our classrooms.
46 Feb 26, 2010 6:44 PM I already differentiate...MAP didn't inform my instruction more than my one on one assessments.
47 Feb 26, 2010 6:46 PM Other hands-on materials for instruction and related books covering math concepts.
Time - we have all this data and no time to study or apply it. It's frustrating to have this tool and not have the time to think about how and why it should be
used. I would like to have some time regularly dedicated to this, as part of my work day, and not be expected to do this in ADDITION TO everything else
48 Feb 26, 2010 6:46 PM that still needs to be done.
49 Feb 26, 2010 6:51 PM Learn (which I've scheduled to happen) how to do MAP screening for Primary and grades 2-5.
50 Feb 26, 2010 6:55 PM Real time dedicated to reviewing the data and time to collaborate with other staff to differentiate lessons
51 Feb 26, 2010 6:59 PM Work on rewriting procedures and using graphic organizers in science to help my ELL and students with IEPs be successful in science
If there were more of a notification of those who are not performing to standard. For example, if a student scores low on their reading MAP test, the scores
can say, "Tommy has room for growth in comprehension". Perhaps that is there, but as I will say in the next question, there's a lot of information that is a
52 Feb 26, 2010 7:01 PM bit overwhelming.
53 Feb 26, 2010 7:01 PM greater discussion on the specifics and applications of the data - did it test what my students know or do not know
54 Feb 26, 2010 7:07 PM Availability of map data for all students. I am a semester teacher and data is too difficult to find. It should be available to all teachers at all times.
A student to teacher ratio that's WAY lower – my classes are too big for such detailed differentiation. Also, a MAP test that's specific to the discipline I
55 Feb 26, 2010 7:09 PM actually teach.
My knowledge and experience differentiating has not changed because of the MAP. Every moment in teaching is meeting the needs of all kids at all levels.
The MAP tool does not help me in this because I don’t trust the results of a kindergartener taking a computer assessment. For this age level one-on-one
56 Feb 26, 2010 7:10 PM assessments and observation, combined with a knowledgeable understanding of the standards is what guides my teaching
57 Feb 26, 2010 7:10 PM Time to sit down and analyze the data and build it into my instruction
58 Feb 26, 2010 7:13 PM what are some ways to differentiate?
If i had enough time to analyze all of my students against all of the parameters tested, i think that would be over 200 pieces of data and i certainly do not
59 Feb 26, 2010 7:15 PM have enough time to do that and then design instructin accordingly.
60 Feb 26, 2010 7:15 PM Need more information.
61 Feb 26, 2010 7:17 PM What is an instructional ladder? I have not heard this term before.
62 Feb 26, 2010 7:17 PM Working with my admin team and a coach to look at the data.
63 Feb 26, 2010 7:23 PM Easier access, easier sorting of data to group like-students together.
64 Feb 26, 2010 7:23 PM Concrete exmples. Have everyone do one as part of the training and present it; accountability to colleagues in public does wonders for quality!
65 Feb 26, 2010 7:23 PM Chances to collaborate as a staff.
66 Feb 26, 2010 7:24 PM I found that the test showed discrepancy with my high kindergartners looking low and my low kids looking high
Our students have not received their fall or their winter test results, and there is no plan to do so. Results for reading have been offered on an individual
case by case basis by me. There are no plans as of yet for differentiated reading instruction other than what we do already in our building.
The collision between assessment and instruction is beginning to rear its head with the final MAP sessions. Because MAP immediately follows WASL in April,
the computer infrastructure and test space requirements are superseding the computer and space requirements for State-Mandated CBA research and
instruction for ½ of the student population of our school. MAP is not state required, but WASL and CBA’s are, and by law we are required to complete our
67 Feb 26, 2010 7:25 PM state instruction and assessment first.
68 Feb 26, 2010 7:25 PM More data, more data
69 Feb 26, 2010 7:26 PM I would like to know what is on the MAP test - perhaps examples of questions.
70 Feb 26, 2010 7:29 PM My classroom is highly differentiated (every moment of every day) and we do not use map data to do it.
71 Feb 26, 2010 7:31 PM Perhaps some training!!!!! Maybe a handout on how to access the scores? All I know is that I go to the OSPI website to look up individual student's scores?
72 Feb 26, 2010 7:31 PM time to work with other teachers about how to strengthen instruction departmentally around MAP areas of weaknesses in math and reading
We are not reading teachers at the secondary level, we are trained as literature teachers which is different. I would happily differentiate instruction based on
73 Feb 26, 2010 7:35 PM MAp data if I knew where to start.
74 Feb 26, 2010 7:35 PM Some more examples of the instructional ladder and I am still waiting for the ladder template.
I need to find sources at reading levels below 9th grade for my struggling readers. It would also be helpful if a print out was given to us with all of our
75 Feb 26, 2010 7:35 PM students listed and their scores instead of everyone's score in the school.
76 Feb 26, 2010 7:38 PM I have not seen the test, nor the scores.
The concepts of differentiation aren't really the issue. The logistics of how to manage that in the classroom are much more difficult for teachers. And how to
77 Feb 26, 2010 7:39 PM actually adapt the curriculum appropriately, especially for math which is not well set up in EDM for that purpose.
MAP has not helped my instruction or differentiation at all.... If anything, it prevents it from happenening. It STANDARDIZES what we do.... How can that
78 Feb 26, 2010 7:43 PM possible bring about differentiation??!!??
79 Feb 26, 2010 7:45 PM Having smaller classes...
80 Feb 26, 2010 7:46 PM matching state standards... with MAP
81 Feb 26, 2010 7:46 PM Nothing MAP-related.
82 Feb 26, 2010 7:49 PM I am a Special Education Teacher. I differentiate every lesson, every day to meet the individual needs of my students.
I am comfortable with the district curriculum map and see this as rather a way to check if the strand I'm currently teaching is working. If my data unit isn't
until the end of the year, my expectation is that it won't be too strong, if my number sense unit is in the beginning of the year, I expect those scores to be
83 Feb 26, 2010 7:51 PM stronger, if they are not, then I make adjustments individually or as a whole class.
84 Feb 26, 2010 7:57 PM actual examples of differentiation...videos
85 Feb 26, 2010 7:58 PM I don't teach 9th graders so I didn't have any students tested.
Ongoing dedicated time for teaching teams to explore. Sharing from other teaching/school teams on ways that they have effectively utilized MAP
86 Feb 26, 2010 7:59 PM information.
When trying to teach to the current grade level math standards, it would be good to have some curriculum resources already available to use that help
87 Feb 26, 2010 8:01 PM differentiate lessons, instead of teachers having to create and rewrite lessons themselves like is normally the case.
88 Feb 26, 2010 8:01 PM Nothing, I feel I have a very strong background in differentiation.
89 Feb 26, 2010 8:01 PM time
90 Feb 26, 2010 8:01 PM time to work with my grade team to actually do the work
91 Feb 26, 2010 8:12 PM Sharing what I've tried with peers and coaches to get feedback.
92 Feb 26, 2010 8:13 PM just need more time to apply the skills, haven't had a chance yet.
93 Feb 26, 2010 8:17 PM None--I teach a full-inclusion class with a cooperative special education teacher and am very comfortable with differentiating instruction.
94 Feb 26, 2010 8:17 PM Knowing actually what the students are expected to know.
95 Feb 26, 2010 8:18 PM Better understand how to access the information by providing a review and application session.
96 Feb 26, 2010 8:28 PM I think my students took the wrong exam.
97 Feb 26, 2010 8:29 PM don't know
98 Feb 26, 2010 8:33 PM sample materials
99 Feb 26, 2010 8:33 PM The topicsa in each level are too broad. I need more specific information for differentiation
I want to know step by step how to build ladders for lessons and how to integrate those in the existing curriculums that we are using. I already use a lot of
100 Feb 26, 2010 8:37 PM differentiation in the classroom but not with MAP data because I am not sure how valid the data is for Kindergarten.
101 Feb 26, 2010 8:38 PM Curriculum materials that support above grade level instruction for my students who perform way above grade level on the MAP test.
102 Feb 26, 2010 8:38 PM More time to get into the material besides an hour here and an hour there.
103 Feb 26, 2010 8:39 PM I understand and utilize differentiation in my classroom instruction. What I do not understand is how MAPS is supposed to help me with that.
104 Feb 26, 2010 8:42 PM paid time to actually do it. less students per class , less mandatory meetings, less distractions from district
105 Feb 26, 2010 8:43 PM Clear examples - applied to DIFFERENT DISCIPLINES. Faculty is not all English & Math teachers.
106 Feb 26, 2010 8:45 PM More skills practice.
107 Feb 26, 2010 8:51 PM Teach reading skills to students that are 2 grade levels below.
108 Feb 26, 2010 8:57 PM I would love some time to look at my data - not ficticious data- to see all of the features and benefits of the data useage.
109 Feb 26, 2010 8:57 PM Just more time
110 Feb 26, 2010 9:00 PM Time to actually consider the data for all students, then more time to differentiate
I would like to have coaches plan out a series of mini-lessons to work on the strands that my students struggled on. To me that would look like mini-lessons
for each grade to address the skills: comprehesion, text components, concept of print, etc. Then those mini-lessons could be used with a small group or
taught whole class, depending on the data. I will work on this in the building as much as possible, but I think the district needs to do more in providing a
general framework to guide our instruction in reading (i.e. Bellevue has lesson plans for teachers to use, as do many other districts; we could use unit plans
111 Feb 26, 2010 9:05 PM for reading units of study).
112 Feb 26, 2010 9:05 PM Interpreting the Fall and Winter scores
113 Feb 26, 2010 9:08 PM I'm not sure
114 Feb 26, 2010 9:32 PM How to the "range" objectives from MAP actually relate/connect to our performance expectations in mathematics.
115 Feb 26, 2010 9:36 PM More about pushing the more capable students to a higher level. I know they can get there; I want to be able to inspire them to push themselves.
MAP data (Kindergarten) first time they took it was winter--I suppose seeing how they grow will be beneficial, but for some it was learning how to use the
116 Feb 26, 2010 9:49 PM computer that was hard.
117 Feb 26, 2010 9:51 PM Practical content and grade level examples of tried methods of differentiation.
118 Feb 26, 2010 9:52 PM I differentiate all the time and have done, but it has nothing to do with MAP.
119 Feb 26, 2010 10:08 PM I can not access the system as a Bilingual Instructional Assistant.
120 Feb 26, 2010 10:09 PM School-wide support with administration or support staff training. Using the data with RtI.
I have not had any significant training so far this year to tell me how to differentiate or how to get to the data that would lead to differentiation. We have
121 Feb 26, 2010 10:13 PM now had two assessments and I have not used anything from it.
122 Feb 26, 2010 10:14 PM more collaborative time to plan with colleagues
I am a long term sub hoping for a permanent position. It is also my first year of teaching. It will require some trial and error, but also a clear sense of
123 Feb 26, 2010 10:29 PM expectations by student. I did not have this information until our Map review on Wednesday.
124 Feb 26, 2010 10:31 PM Seeing actualy examples of differentiation on a secondary school level, using MAP data.
125 Feb 26, 2010 10:36 PM Training. Easy to access data.
126 Feb 26, 2010 10:51 PM I'm fine with differentiation, but I'm not sure what a score actually means. Given that number, what can I expect a student to know and be able to do?
127 Feb 26, 2010 10:59 PM Time to work on it.
128 Feb 26, 2010 11:05 PM are there particular skills and numbers that would work for special needs students
I differentiate based on my classroom observations and classroom performance - the MAP areas that are assessed in reading and writing do not correlate
129 Feb 26, 2010 11:06 PM with the actual reading and writing that my students are doing.
I'm not in the classroom, but I work with small groups of students and the MAP info that teachers have shared with me and what I've learned from being the
130 Feb 26, 2010 11:10 PM MAP administrator and MAP lead with our MaP committee have been helpful in differentiating lessons in small groups.
I'm doing a great deal of differentiation in my instruction but none of it is informed by the MAP data. In reading I see frequent and significant inconsistencies
between my running record assessments (DRA, Teachers College Assessment) and the MAP scores, so I can't rely on the MAP data. I also don't know how
many questions in each strand students answered to get their "hi, lo, avg" standing and so I can't really lean heavily on those labels either. Are they "low"
131 Feb 26, 2010 11:27 PM because they got 1 out of 3? 2 out of 5? 7 out of 23? Those nubmers make a big difference.
132 Feb 26, 2010 11:36 PM Have direction from an expert in MAP, content standards (math), current curriculum (CMP2) in creating differentiated instruction for given lessons.
At the kindergarten level, guessing plays a big part of where they fall in the RIT, whereas one on one testing shows what is actually needed to teach because
133 Feb 26, 2010 11:42 PM they don't have an answer.
134 Feb 26, 2010 11:42 PM Time to look at the data and use it .
135 Feb 26, 2010 11:46 PM It would be great to get clear definition of the terminology and have clear directions as to who we are to share the MAP data with.
136 Feb 26, 2010 11:51 PM It would help to actually see the items kidsa missed.
Understand how Every Day Math and MAP align with each other. Are there gaps in the EDM curriculum we need to be aware of so that students can
137 Feb 26, 2010 11:52 PM succeed on the math MAP test.
138 Feb 27, 2010 12:02 AM I find it of no use whatsoever.
Having the time to look at the types of questions asked on the test so I could more fully understand each strand in the primary test would be helpful. For
example, I know one strand is Writing, but I don't know they questions used to asses this strand and what the implications are for that in terms of
139 Feb 27, 2010 12:05 AM differentiating in my classroom. Also having time to meet with my grade level to go over results and plan what differentiation would look like would be great.
I'm still struggling to track down and print out the correct information. I have to figure out how to login each time (I know this is pathetic but since the login
140 Feb 27, 2010 12:13 AM and password seem long and random, I have to find those, then find the link, and then I can't remember which reports are which, etc.)
I don't have MAP data to use yet, but I've been following it with other teachers in the building. I'm curious how teachers will be compensated for the extra
141 Feb 27, 2010 12:17 AM time needed to build this data analysis system into planning?
MAP does not provided data for differentiation. I differentiate instruction regularly based upon results of content-embedded formative and summative
142 Feb 27, 2010 12:18 AM assessments.
143 Feb 27, 2010 12:19 AM More connections to current curriculums, like EDM assessment check list items to DesCartes descriptors.
It would really be helpful if teachers were supplied with a manual of some sort containing lessons to teach to students in the different areas. For example, if
144 Feb 27, 2010 12:24 AM a student is low in problem solving, it would be helpful to have problem solving lessons at my fingertips.
If I based my differentiation of instruction on the Map results, it wouldn't be acuurate since I have a majority of Ells in my 1st Gr. class. I'm sure many of
145 Feb 27, 2010 12:30 AM them couldn't understand what they were being asked to do. I don't think many of the results were accurate.
146 Feb 27, 2010 12:42 AM I would like resources built into this. For instance try this or use a certain book etc.
147 Feb 27, 2010 12:42 AM The MAP data needs to match what the students will be assessed on the MSP 3rd grade 2010.
I would love for someone who has actually taught for an extended period of time (high school classroom, multiple preps, multiple periods per day) to explain
how to effectively implement differentiation. I, and many of my colleagues, already log 60-70 hour weeks as it is. How do we find time to create
148 Feb 27, 2010 12:51 AM differentiated lessons for our students?
As teachers, we do not have a hard copy of sample data questions that were answered by the students. How do teachers build on unknown material? The
only sheet that came out for teachers to explain to parents was a gradation sheet with RIT scales. There not enough information to gain from what is
149 Feb 27, 2010 12:57 AM expected of the students?
It would help to have a copy of my students test to further understand areas of weakness on the MAP when compared to student work, other tests and
150 Feb 27, 2010 1:26 AM social/emotional classroom abilities and conduct.
151 Feb 27, 2010 1:32 AM time to look at map data
So aside of the line where we tell the parents that the MAPS tests help guide instruction how do we convince them not to take the percentile scores and use
152 Feb 27, 2010 1:33 AM them as "my child is smarter than ..." rather than looking at the growth in specific areas.
153 Feb 27, 2010 2:49 AM For students who need one-on-one support, but are not in a full-time one-on-one program, how does a teacher manage that?
I would really like the time to analyze the data. We never get the time and I have found myself doing so at home in the evening because there just isn't any
time during my contractual day for this. I believe the data is essential to delivering intentional instruction for all my students, but I resent the fact that I am
faced with the decision to have a life outside of the school day or do a "good job" and spend that time analyzing data. Even if I was compensated for this
work outside of my contractual day, I still wouldn't do it, because our workload is so great at this point, I can't and won't put somethin else on my plate. I
only have math to analyze too, since I only teach math and science. I couldn't imagine if I had to do both math and reading. Forget it! In all the surveys I
have taken for these added/new district programs/curricula, I always mention it has to do with time and workload. When you are already working EVERY
second of your day with students, planning, grading, calling families, collaborating on other district mandates, it is CRAZY to think I then will sit down at
154 Feb 27, 2010 3:15 AM home or stay at school longer to do this work on top of EVERYTHING else we all do. Give me a break, literally.
155 Feb 27, 2010 3:50 AM Related and appropriate materials for students of different levels and abilities centered on the same concept
It would help me if the whole rit range for a skill could fit nicely on one piece of paper. The extensive amount of paper work required to look at MAP data is
156 Feb 27, 2010 4:44 AM overwhelming.
I don't think that instructional ladders are a helpful tool. It would be helpful to have some math concepts differentiated centrally so individual teachers didn't
157 Feb 27, 2010 5:04 AM need to do all that work.
The MAP training at my school was ineffective and poorly executed. To effectively use MAP to drive instruction I need better training from professional
158 Feb 27, 2010 6:58 AM trainers or at least teachers that have a better understanding of it.
159 Feb 27, 2010 12:47 PM Patterns. Since the test is fairly new, I will feel more confident in the results when I see patterns established with students over time.
The numbers are baffling; the data interface is very difficult to use and manipulate. Isn't there an easy way to download data onto to an excel spreadsheet?
160 Feb 27, 2010 5:30 PM If there were, I would be able to evaluate results much more easily.
161 Feb 27, 2010 7:45 PM More planning and prep time
162 Feb 27, 2010 8:19 PM Knowing how to interpret the scores. I was never taught that.
I have taken classes and workshops on differentiation that I have used in my instruction since the late 1990s. I just do not have the time to drag up MAP
data and tie that into what I already do. True attention to differentiation can only happen in a primary classroom that has 18 or less students. Any more than
163 Feb 27, 2010 9:51 PM that and someone is falling through the cracks.
164 Feb 27, 2010 10:03 PM I want a manageable way to help teachers put post-its grouping their students right on the goal strand print out from Descartes!
165 Feb 27, 2010 10:51 PM Proper text books and a curriculum that was not just a stream of "activities" masquerading as "inquiry based" science.
It would be helpful to take the test to see what kinds of things the students are being asked to know. I have not yet be able to long onto the site to take the
test. It is frustrating to not know how well the test is alligned to our class instruction. Seeing the results in February were even more confusing if the student
did not show gain from the first test. It made me want to understand why there was no gain for some students, and even a decrease in the scores for
others. Since our math program EDM does not teach to mastery, but is spiraling instead....this leads me to think that the MAP testing does expect a degree
166 Feb 27, 2010 11:59 PM of mastery seeing that it showed many students had not mastered some concepts, yet. These are only assumptions.
167 Feb 28, 2010 4:28 AM Gien time for planning and resources and staff to help in the classrom
168 Feb 28, 2010 6:14 AM time to process data
Kindergarten is not getting useful data-we get better and more accurate information with the assessments we give one on one. The kindergarten teachers in
169 Feb 28, 2010 5:51 PM our building are very frustrated with the trainings because they don't apply to us
170 Feb 28, 2010 5:53 PM I feel very prepared to differentiate, but not because of MAP results, just by knowing my children's strengths and weaknesses.
The MAP is not in spanish and 1/2 of my students have only received reading and math instruction in SPanish (dual language program) so not very helpful or
accurate for differentiation and some scores do not align with other assessments. But if I do use it to differentiate I need to understand much better what
171 Feb 28, 2010 8:27 PM the questions look like that they are answering so I know what they are being tested on.
Better understanding of RIT as a "here's where you are" score. Better understanding of how "good growth" is 2-3 RITs but negative 2-3 RITs is a standard
172 Feb 28, 2010 9:27 PM deviation and not to be considered as negative.
173 Feb 28, 2010 11:39 PM Using the Primary Grades instructional Data.
I understand differentiation quite well and have always created lessons & used strategies that support and challenge the varied levels of abilities in my
classroom, however I don't find the MAP data all that useful. The DRA provides much more useful and individualized information that I can much more easily
174 Mar 1, 2010 12:24 AM and effectively use to inform my instruction.
175 Mar 1, 2010 12:36 AM how to project growth from the data and the website. I looked at it but no one seem to understand how it works.
176 Mar 1, 2010 2:18 AM more examples in reading intermediate level
177 Mar 1, 2010 3:11 PM nothing - do it already
Why all the jargon in these questions? I am not even sure what you are asking. If you mean individual differentiation, then I would argue the problem has
178 Mar 1, 2010 3:40 PM never been enough data about kids but rather enough FTE to allow one-on-one time and planning time for differentation to occur.
179 Mar 1, 2010 4:07 PM Unsure at this time.
180 Mar 1, 2010 4:13 PM Let's pay teachers to work extended days (time and a half for the overtime), and then make the students who score below grade level stay extra.
Clearer graphs relating the stadards to the MAP levels would be helpful. A simple graph showing areas students are deficient according to the standards and
how much work we need to do to pass the standards. My instruction is still standard driven, not MAP driven. I am not fully understanding where the two
181 Mar 1, 2010 4:33 PM overlap or diverge.
182 Mar 1, 2010 4:34 PM More info on MAP testing
This is a new test and I would need more time to fully understand it and be able to work on skills
183 Mar 1, 2010 5:19 PM at different levels. I/We already do differentiation with EDM. Don't good teachers do that automatically?
184 Mar 1, 2010 5:41 PM Training time with competent trainers
185 Mar 1, 2010 6:06 PM not sure
186 Mar 1, 2010 6:21 PM More training on how to use the MAP data.
differentiation has not been targeted. At least no specific examples with individual lessons or units. Differentiation of curriculum has only been talked at a
187 Mar 1, 2010 7:15 PM superficial level with generalities.
188 Mar 1, 2010 8:08 PM N/A
More practice accessing the different MAP reports would be helpful; this is partially my fault though because I was absent for one of the MAP training
189 Mar 1, 2010 8:49 PM sessions (out sick).
190 Mar 1, 2010 9:19 PM Understanding what is being tested.
191 Mar 1, 2010 9:31 PM NA
192 Mar 1, 2010 9:52 PM Direct allignment to CMP curriculum.
193 Mar 1, 2010 10:07 PM time to meet and talk with peers
194 Mar 1, 2010 10:14 PM MAP or any other text that measures yearly progress has to match the text we use with the students.
Math Strands:
195 Mar 1, 2010 11:21 PM Geometry & Number Sense
My first graders had a very difficult time taking the test on the computer some children's computers were not working-so initially we had a lot of technical
problems. I feel that that the data on the fall test was not good-so I haven't begun to look inot differentiation. That test results do not give much
196 Mar 1, 2010 11:23 PM information other than how the student did-I'd like to see the question missed to see what it is that they are having trouble on.
This test does not provide a sufficient level of detail about individual student strengths/weaknesses for me to find it relevant for designing instruction. I use
197 Mar 1, 2010 11:45 PM classroom-based assessments for that purpose.
198 Mar 2, 2010 12:12 AM Spend time to review concepts with other teachers (grade band) and work together to come up with concrete goals.
199 Mar 2, 2010 1:32 AM Cross-referencing MAP results with our math curriculum.
200 Mar 2, 2010 3:52 AM More instruction in reading/analyzing the data
201 Mar 2, 2010 5:11 AM I am a teacher, therefore I differentiate. I use all assessment and data to plan differentiation... just doing it is what helps me learn how to do it better.
202 Mar 2, 2010 3:34 PM More time to digest the information
Curriculum to go with the stands students need help with. I don't have nor can afford so many different levels specified areas of curriculum. Or is there a
computer program that students can work on for 1/2 hour/day to help them improve or black line masters or fun computer games or e-book readings to
203 Mar 2, 2010 4:20 PM improve students skill levels?
204 Mar 2, 2010 5:04 PM A better understanding of how MAP aligns with our curriculum and current teaching content.
205 Mar 2, 2010 5:29 PM Once a ladder is created, I would like to see a lesson plan (Math and LA) that demonstrates differentiated instruction based on that ladder.
206 Mar 2, 2010 6:46 PM more time to review results
Differentiation is a process best applied to the instructional materials and curricula that we have. MAP shows progress, and targets areas for focus. It is not
207 Mar 2, 2010 7:51 PM as useful for differentiation because it is not aligned with the curricula.
208 Mar 2, 2010 9:47 PM sharing with teachers who have been using this program for several years
209 Mar 2, 2010 11:11 PM N/A
210 Mar 2, 2010 11:22 PM I do not differentiate on MAP data. I differentiate on the results from other common assessments designed by the teachers at the school.
211 Mar 3, 2010 1:21 AM I would like some background on what growth to expect so I know whether my methods have been useful.
212 Mar 3, 2010 2:43 AM The strands for grouping are still very broad. Need more specific data to inform instruction within the strands.
213 Mar 3, 2010 3:10 AM no comment
214 Mar 3, 2010 4:52 AM Time to develop curriculum and analyze the data more fully.
215 Mar 3, 2010 3:44 PM Easier to access website, easier to find data. I spend too much time finding the correct data on the website.
216 Mar 3, 2010 5:17 PM Demonstration of using the data and Des Cartes information to produce a specific lesson from the Des Cartes info.
217 Mar 3, 2010 7:41 PM N/A
218 Mar 4, 2010 12:34 AM Time
219 Mar 4, 2010 9:01 PM I'm good at differentiating instruction--its the use of MAP result about which i am unsure.
220 Mar 4, 2010 11:26 PM not sure
221 Mar 5, 2010 7:49 AM Information from the MAP testing has proven to be of no value at all given that we have mandated curriculum that we have to teach.
222 Mar 5, 2010 5:19 PM more time to discuss the results and understand the test they were derrived from. I feel blind.
223 Mar 5, 2010 8:32 PM understanding what the scores mean related to EDM
224 Mar 5, 2010 11:55 PM Student data in our building so far has not really been accessible.
I have taught multi-age classes and am confident in my ability to differentiate to meet the needs of the students. Differentiating using MAP data, or any
225 Mar 6, 2010 12:32 AM data,is somewhat at odds with implementing the Everyday Math curriculum in my opinion.
226 Mar 6, 2010 1:13 AM Require staff to use the data.....being able to use data for staff evaluation purposes.
I would like to know how the scores on the MAP are supposed to be used in the differentiating. No one seems to be able to explain them precisely to the
227 Mar 6, 2010 3:39 AM staff.
FTE and help with these duties. Principals are over loaded and cannot fit this additional work on their plates. Therefore, teachers have been taking these
228 Mar 6, 2010 5:37 PM duties on.
Uncertain. The instructional ladder just seem to formalize many of the differentiating strategies experienced teachers are already using -- we just don't have
229 Mar 7, 2010 6:43 AM time to all the documentation.
230 Mar 7, 2010 8:01 PM MAP is not that useful to me for differentiation, classroom performance and observations is much more relevant and usefel.
More GLE/MAP alignment to RIT scores. Instructional materials to use in support of teaching concept at specified levels, that are pre-organized, assembled,
231 Mar 7, 2010 8:23 PM and explained.
232 Mar 7, 2010 8:57 PM more workshops
Connecting EDM scope and sequence with MAP expectations. How do I teach kids to be able to make typical growth on MAP while using EDM materials? Do I
233 Mar 7, 2010 11:44 PM need to supplement? If so, with what?
I do believe that MAP can inform our intervention and support for students. However, I do not believe MAP should be used to inform our daily instruction in
the classroom. It is a norm referenced, standardized measure that is NOT intended to influence the daily instruction in a classroom. While the Des Cartes can
help inform skills that are to be considered "next steps" for an individual child, MAP should NOT be considered a FORMATIVE assessment - it is a benchmak
234 Mar 8, 2010 4:54 PM assessment - a dip stick. In terms of differentiation, MAP can inform my intervention groups.
235 Mar 8, 2010 6:00 PM Hands-on experiences and seeing examples from other middle schools
236 Mar 8, 2010 6:14 PM Time to implement
237 Mar 8, 2010 6:20 PM How implement - beyond interpreting
238 Mar 8, 2010 6:43 PM ongoing training and use of MAP
239 Mar 8, 2010 7:16 PM It would be helpful to actually see the questions that students are answering.
240 Mar 8, 2010 7:28 PM simplified RIT diagrams with fewer bullets per page
241 Mar 8, 2010 7:40 PM Not applicable.
242 Mar 8, 2010 7:56 PM Working with teachers to collaborate on building ladders.
243 Mar 8, 2010 8:07 PM Map has not lead me to any pedagogical differentiation concepts.
244 Mar 8, 2010 8:07 PM Grouped instructional data in 20-30 point bands instead of individual pages
245 Mar 8, 2010 8:08 PM conference with other teachers
246 Mar 8, 2010 8:11 PM More time
I feel that I have a very supportive special education department, and we already worked closely together to create scaffolds to support all of our students
including students of need. Working in a full inclusion model at the 7/8th grade, our special education team leader and I were just discussing what special
education looks like at the high school level. We were also discussing the regular curriculum and were discussing the line about when scaffolding becomes a
247 Mar 8, 2010 8:20 PM disadvantage to our students because it is so quickly removed in high school.
248 Mar 8, 2010 8:22 PM As technology teacher who holds MAP test, I would make sure every student take a test and support the classroom teachers to access the MAP data.
249 Mar 8, 2010 8:22 PM I just need to continue to familarize myself withthe MAPS.
250 Mar 8, 2010 8:28 PM More training on laddering instruction
251 Mar 8, 2010 8:33 PM training
252 Mar 8, 2010 8:37 PM I am not a classroom teacher (ELL specialist) so I would need to discuss this with the teachers of students I work with
253 Mar 8, 2010 8:41 PM nothing
254 Mar 8, 2010 8:42 PM Understanding the scores.
255 Mar 8, 2010 9:47 PM just more time on task with MAP
Finding out how I am supposed to teach my own subject that is not a MAP assessed subject, and also assist teachers who teach MAP subjects and still have
256 Mar 8, 2010 9:58 PM enough time in the day.
257 Mar 8, 2010 10:06 PM More training. Observation, curriculum mapping.
258 Mar 8, 2010 10:14 PM More practice using the data
259 Mar 8, 2010 10:18 PM PD on how differentiation would look inside the classroom with a sample lesson. Share out with other teachers (cross disciplinary).
260 Mar 8, 2010 10:41 PM I would like to know what an "instructional ladder for a lesson" is.
261 Mar 8, 2010 10:43 PM More opportunity to meet and discuss results with my peers.
262 Mar 8, 2010 11:21 PM A lot more time to learn how to REALLY apply it.
263 Mar 8, 2010 11:28 PM More information about how the RIT scale correlates to Washington State Standards.
264 Mar 8, 2010 11:47 PM Please help us interpret the results before we can send the information home.
265 Mar 8, 2010 11:58 PM I don't understand this question. Does it refer to differentiation in the MAP test?
266 Mar 8, 2010 11:59 PM Map Training
267 Mar 9, 2010 12:05 AM Collaborating with colleagues on how to best differentiate in Math.
268 Mar 9, 2010 12:09 AM Independent reflection/assessment evaluation time separate from collaboration time.
269 Mar 9, 2010 12:13 AM More compensated time to research and implement
270 Mar 9, 2010 12:18 AM I still see it more as a tool for analyzing, planning and evaluating school improvement efforts rather than a differentiation tool at the classroom level.
271 Mar 9, 2010 12:21 AM We need to understand more about the percentiles and how you can increase in RIT but not the percentile.
I need help gathering materials to use for differentiation. In addition, I need some help with classroom management, including how to group students
272 Mar 9, 2010 12:39 AM without an obvious "bluebird" or other grouping.
273 Mar 9, 2010 12:45 AM Time to analyze and utilize data
274 Mar 9, 2010 12:49 AM More time...i.e. professional development that is worthwhile and lets me analyze data and build a lesson around it.
275 Mar 9, 2010 1:47 AM Non fiction reading materials for the district based science units.
276 Mar 9, 2010 2:04 AM More specific student data
277 Mar 9, 2010 2:40 AM having more time to confer with each student
278 Mar 9, 2010 2:44 AM Lots of model lessons would be helpful.
279 Mar 9, 2010 2:59 AM Nothing
280 Mar 9, 2010 3:56 AM Time during the day to plan with colleagues for meeting the differenitated needs of our students.
281 Mar 9, 2010 6:32 AM Time to plan lessons!
282 Mar 9, 2010 12:28 PM easier access to reports-website difficult to navigate
283 Mar 9, 2010 3:07 PM The most difficult part is finding the differentiated text resources.
Map data is too new to trust its results to use in differentiating my instruction. I have not been given the chance to see the questions myself or take the test,
so I cannot after just two rounds trust that it accurately measure what my students can or cannot do. The style of testing which allows no returning to
previous questions and rewards impulsive answering typical of many computer games may lead to distortion. The way the questions cycle from less to more
difficult based on previous answers is based on the theory that all learning is linear, which I don't agree with, so I am suspicious. I will need to see how the
results correlate with my own classroom judgments over several cycles of test taking before I will adjust my teaching specifically based on what this test tells
284 Mar 9, 2010 3:39 PM me. I will rely on my own instincts and classroom based evidence instead.
285 Mar 9, 2010 4:03 PM Training and curriculum and supplies.
286 Mar 9, 2010 4:37 PM I need to know what is covered on the test. I need to know how to improve student scores.
287 Mar 9, 2010 7:45 PM IEP objectives to relate more closely to MAP data points, especially in math.
288 Mar 9, 2010 8:15 PM Sample readings and the questions that support the skills that are tested in MAP.
289 Mar 9, 2010 8:25 PM Tips on classroom mgmt with students working on different assignments, activities.
290 Mar 9, 2010 10:22 PM time.
291 Mar 9, 2010 10:45 PM more time
292 Mar 9, 2010 11:25 PM MAP test has not helped me at all. It is a waste of my time.
Actual ideas and lessons, not theoritical ideas. I would like to have someone actually demonstrate case scenarios on how to differentiate with a student with
293 Mar 9, 2010 11:48 PM difficulties. I can easily do it with my own CBA's and when we had the DRA, but I have no idea whats on the MAP.
294 Mar 9, 2010 11:55 PM I have not received development on this topic
295 Mar 10, 2010 12:11 AM More time to plan
296 Mar 10, 2010 3:36 AM Attending a workshop or training in differentiated instruction in math
This survey is faulty because there is no neutral option. There are definitely questions where I was forced to choose either agree or disagree when I wanted
297 Mar 10, 2010 5:20 PM to put a more neutraol answer.
298 Mar 10, 2010 6:18 PM Validity of test.
299 Mar 10, 2010 6:40 PM How are we supposed to do this with the math curriculum for gifted students?
300 Mar 10, 2010 6:58 PM It's already happening. Peter Donovan is working with me to set up math stations in my class.
301 Mar 10, 2010 8:23 PM Have a training in lieu of a staff meeting
302 Mar 10, 2010 10:47 PM Need to align the materials that we have to the areas that are in the data so that we know which lessons to target to students.
303 Mar 10, 2010 11:18 PM Not Applicable
304 Mar 11, 2010 12:19 AM To be given a significant amount of time to dissect, analyze and interpret the data and then make a plan with it.
305 Mar 11, 2010 5:18 PM hands on
306 Mar 11, 2010 7:18 PM Maybe a few more examples like the ones shared in our most recent training would be helpful.
307 Mar 11, 2010 8:29 PM I don't think the reports are very intuitive. It makes it hard to relate to students and parents.
I would like to see more concrete examples of differentiation in the classroom with students performing in a range of beginning (K) readers up to 3rd or
308 Mar 11, 2010 8:47 PM higher grade readers.
309 Mar 11, 2010 11:35 PM I don't know what to do when the MAP results differ greatly from the class work that a student is producing or differs from other test results.
I need it to be doable for a person with three preps. The workload is already heavy, so I need the kind of differentiation that only adds a little more work on
310 Mar 12, 2010 12:27 AM my part.
Support for the classroom from the District for all that is required to help students achieve.
Supplies, replacements for Everyday Math math tools, an improved paper supply budget for all the paper to be copied,and children well fed and ready to
311 Mar 12, 2010 12:36 AM learn.
312 Mar 12, 2010 6:59 AM PD IN DIFFERENTIATION THAT SPED TEACHERS GET, BUT GEN ED DO NOT.
To be ablel to talk with other Kindergarten teachers in the dist. that Have used the MAP successfully to get some meaningful direction in how to use the
313 Mar 12, 2010 4:56 PM information effectively.
314 Mar 12, 2010 7:23 PM understanding how the RIT score is connected to other test scores (like the WASL) + standards
315 Mar 12, 2010 10:15 PM More Time with assistance in smaller groups
316 Mar 13, 2010 6:43 PM I would like to know if I can use other tests in the data base so that I can test my students more often.
This is a flawed survey that answers its own questions. The so-called differentiation that is presented in MAP workshops is based on tracking, although this is
denied at the workshops themselves. Please revisit the concept of differentiation because, although MAP data can be useful in informing instruction, using
317 Mar 15, 2010 3:34 PM this concept of differentiation is separating students even more and doesn't help move instruction for all students forward.
What would you like to share with other teachers and central office staff about how you're using MAP data?
258

1 Feb 26, 2010 4:48 PM I want to use MAP data, but it is not available to me as a specialist.
I have not had enough time to fully review the decartes (sp?) data and so cannot use an instructional ladder - I understand it and can build one but do not yet know
2 Feb 26, 2010 4:49 PM enough to use the MAP info effectively in my classroom
3 Feb 26, 2010 4:50 PM nothing until I feel more informed
I love the graphs - I am able to use them at my IEP meetings to show progress and the parents find them understandable. I like that they are cumlative and so they
4 Feb 26, 2010 4:52 PM show growth over time.
5 Feb 26, 2010 4:52 PM -
6 Feb 26, 2010 4:54 PM How it is only a part of the whole assessment process
7 Feb 26, 2010 5:00 PM YES
8 Feb 26, 2010 5:01 PM just give me TIME
I have found it helpful for me to organize my data according to the students' fall map scores and see which of my students made the most growth. Doing this
allowed me to see that I am really reaching my lowest kids, but am not pushing my highest kids enough.
9 Feb 26, 2010 5:02 PM Some of my students scores went down from fall to winter. I would like to know how much of that is to be expected, and how much I should be concerned about it.
10 Feb 26, 2010 5:04 PM All students have differentiated instruction when using resources in the library and working with library staff regardless to whether I use MAP data.
11 Feb 26, 2010 5:04 PM In our building, we're building an excel spreadsheet to gather data generally, including RIT, to see who needs some support in building.
12 Feb 26, 2010 5:08 PM I use the data to plan extensions or to know what to reteach.
13 Feb 26, 2010 5:12 PM See above.
I'm NOT using MAP data. I think that all standardized tests are flawed and a poor indicator of student ability levels and progress. I can tell much more about my
students based on classroom assessments, which are less biased, more accurate, and have minimal 'test-stress' effects that skew the data. I differentiate instruction
14 Feb 26, 2010 5:15 PM based on my own valid observations. I don't need MAP data to tell me what I can see and what I already know about my students.
15 Feb 26, 2010 5:15 PM N/A
16 Feb 26, 2010 5:17 PM MAP data is exclusively literature based reading or math. It isn't relevant if you don't teach literature or math.
There needs to be more space in our schedules to do this. I wish there were someone that could instruct teachers how to implement supplemental lessons to teach
17 Feb 26, 2010 5:21 PM to the material covered on the MAP test. For instance, we do not teach root words but 4th grade students are tested on these.
18 Feb 26, 2010 5:21 PM I think the map data tells me what I already know- do not particularly care for the assessment.
I am opposed to basing my instruction on one test, such as MAP. Classroom based assessment, interaction, and my professional ability to determine student
19 Feb 26, 2010 5:27 PM strenghts, deficits, and use the GLE's and ealrs are also crucial factors.
20 Feb 26, 2010 5:33 PM The information helps me to work with book groups andn to assign partners with complementary skills for literacy work.
21 Feb 26, 2010 5:34 PM Great work with sharing MAP results with kids by Kimball 4th grade teachers
I have used the MAP data when writing IEPs because its level of specificity helps inform where students are functioning and measures consistently throughout the
22 Feb 26, 2010 5:34 PM year. It is much better than using the Brigance for math and some reading assessments.
23 Feb 26, 2010 5:35 PM No time to do this
24 Feb 26, 2010 5:38 PM it didn't look like while I walked around that there were very many different questions conisidering I saw the same question on nearly all my students' screens
25 Feb 26, 2010 5:44 PM That it helps me understand where my students are when I trangulate with other data
I see which students need more help and it confirms in most cases what I already know. there are one ore two surprises. I think you think that is worth the money
26 Feb 26, 2010 5:45 PM spent on it.
27 Feb 26, 2010 5:45 PM As a way to support immediate direct instruction in math and reading, as well as remedial support.
28 Feb 26, 2010 5:51 PM Disagree with the use for K students - so much of it is guessing and as I teacher, it gives me no feedback as to what my students can specifically do or not do.
It seems that nobody wants to address the issue of "ability grouping" students. We need a program with enough flexibility for students to be able to "test out" of one
29 Feb 26, 2010 5:52 PM group and into another (higher) one. Students learn at different rates and this would allow us to work with rather than against that.
There isnt' enough information, especially to share with parents, about margins of error. If a kid goes down 10-20 points in RIT, should we be concerned. If they go
up 20 points, can parents assume that really reflects growth, etc. There's an assumption when you put specific numbers that these are valid and reliable, and no
30 Feb 26, 2010 6:06 PM discussion of variability.
31 Feb 26, 2010 6:06 PM Nothing.
32 Feb 26, 2010 6:20 PM if I understood it then I would be able to share
33 Feb 26, 2010 6:23 PM Nothing - until I have built and taught lessons and then checked my qualitative and quantitative data.
34 Feb 26, 2010 6:29 PM It's meaningless unless we know what your testing for . . .
35 Feb 26, 2010 6:30 PM That I am a rockstar teacher and my kids are MAKING HUGE gains
36 Feb 26, 2010 6:32 PM How are YOU using it?
37 Feb 26, 2010 6:32 PM NA
MAP in kindergarten is basically teaching kids skills of taking the test so they can be better prepared in 1st grade. Kindergarten data doesn't accurately reflect my
38 Feb 26, 2010 6:44 PM students' readiness levels overall.
39 Feb 26, 2010 6:46 PM Planning for individual instruction and lesson plans.
We hold monthly grade level intervention meetings with our sped staff. Teachers are expected to complete a data form which includes MAP scores for students of
40 Feb 26, 2010 6:51 PM concern.
41 Feb 26, 2010 6:59 PM I am using MAP to arrange the cooperative groups in my science class
42 Feb 26, 2010 7:01 PM Its like there is TOO much information available. It would be nicer to have some basic scores to easier assess where each student's strenghts lie.
43 Feb 26, 2010 7:01 PM not yet
44 Feb 26, 2010 7:07 PM I use MAP data only to form table groups for cooperative learning. It helps inform my instructino.
45 Feb 26, 2010 7:08 PM Our students do not take the test seriously and attempt to get out of it. Our staff recent time lost from instruction and inability to use computer resources.
46 Feb 26, 2010 7:09 PM I would share that I already have lots of work, and I simply don't have the time or resources to incorporate MAP data. Thus, it's basically useless.
My knowledge and experience differentiating has not changed because of the MAP. Every moment in teaching is meeting the needs of all kids at all levels. The MAP
tool does not help me in this because I don’t trust the results of a kindergartener taking a computer assessment. For this age level one-on-one assessments and
47 Feb 26, 2010 7:10 PM observation, combined with a knowledgeable understanding of the standards is what guides my teaching
48 Feb 26, 2010 7:10 PM More support for struggling students
At this point I'm feeling that MAP data is not giving me any information I don't already have from the classroom-based assessments and day-to-day observations I am
already making. In fact, there are some cases where the information from MAP has been quite contradictory to what I know about individual students, leading me to
question the accuracy of a test that is done where second and third grade students have to read from a computer screen and which takes such a long time to
49 Feb 26, 2010 7:14 PM complete in one sitting.
50 Feb 26, 2010 7:15 PM i am using it in a global sense, i would like to have time to use it more specifically.
51 Feb 26, 2010 7:15 PM Need more information
There is no specificity to the data revealed by the MAP test. This is not the fault of the test. The test is built as a summative instrument and does that job well. Where
the process breaks down is when the summative information is used as a diagnostic tool. So my students have problems in Numbers/Operations, which area? and
52 Feb 26, 2010 7:17 PM what operations?
53 Feb 26, 2010 7:23 PM I'm not using the data at the moment.
Just that it takes time to incorporate it into school-based conversations that result in application at the classroom level. As we learn how to use MAP, we need TIME to
54 Feb 26, 2010 7:23 PM learn. Otherwise it becomes another glossed -over project that's never really utilized to its potential.
It is hard to use MAP scores with 1st graders because students' performance in class does not necessarily reflect their MAP success. Much of the test is related to
55 Feb 26, 2010 7:23 PM computer experience.
56 Feb 26, 2010 7:24 PM I do not use the data because it doesn't relate to my own testing and classroom observations and outcomes from lessons.
57 Feb 26, 2010 7:25 PM Please see number 2.
58 Feb 26, 2010 7:25 PM MAP data helps inform my IEPs. It is another source of data used when developing SPED curriculum.
59 Feb 26, 2010 7:26 PM We need more guidance in using MAP data.
60 Feb 26, 2010 7:28 PM I'm not using the MAP data. I don't have enough time.
I know this data is useful, but us not educationally sound to test three times a year. Even the most stringent results of the research literature would not recommend
61 Feb 26, 2010 7:29 PM testing more than two times. It is a waste of money and learning time. Please, desist!!
62 Feb 26, 2010 7:31 PM I'm not using the data at all--I would like to, but first I have to figure out how to get it. If it's not easy to access, let's face it, I'm not going to use it.
I think the idea of MAP is great but the expectation that teachers have time to review the data is unrealistic. I also belive the whole school should be trained and
63 Feb 26, 2010 7:34 PM doing it instead of just selected groups. I think the goal setting is a nice idea but not appropriate use of instruction time.
I'm not using it. It means nothing to me, because I don't know what any of the strands mean, or even how they where measured. I could easliy look at WASL data
and get the same information. This MAP data is extrememly confusing and difficult to work with. I have used WASL data and classroom common formative
64 Feb 26, 2010 7:35 PM assessments to help me differntiate this year. I have not used MAP data.
65 Feb 26, 2010 7:35 PM The RIT scores really support the levels that I see the students performing in my sped class, very accurate.
I don't think that the ladders are very helpful given the amount of time required for only one lesson of data. I've used the general data to guide my knowledge of
66 Feb 26, 2010 7:37 PM strengths and weaknesses of my students. From there, I've given extra practice as needed.
Nothing much. I don't feel MAP adds significantly to our knowledge of kids. The work on periodic classroom assessments and individual student interviews is much
67 Feb 26, 2010 7:39 PM more helpful than the both generic and voluminous MAP information (Descartes is way too detailed for teachers to use on a regular basis.)
68 Feb 26, 2010 7:41 PM I just the Map data to construct small groups based on individual strands when I get to those sections in my instruction.
I feel that this is a negative move toward the education of my students. I also feel that it will be only another passing item for the district. i doubt it will be used for
69 Feb 26, 2010 7:43 PM the long term.
70 Feb 26, 2010 7:43 PM I don't teach 9th grades so I have yet to teach students who have MAP data.
We are studying the Greek and Latin roots (and have been for several years.) We have studied analogies and literary terms. I like the MAP test because it gives me
71 Feb 26, 2010 7:45 PM carte blanche to teach skills that are important-skills that go beyond the Readers' and Writers' Workshops.
I am using data to work directly with parents and building individual portfolios on skills needed through des carte... and using this system with parents on an
72 Feb 26, 2010 7:46 PM individual basis to help each child learn the skills they need. It is really working!
73 Feb 26, 2010 7:46 PM no.
I use it to see the growth my students have made. Even if they are not at the correct benchmark, it is valuable to see which students are progressing and which
74 Feb 26, 2010 7:47 PM students need to be targeted.
75 Feb 26, 2010 7:49 PM I am not able to use the MAP data yet as we took different test in the fall than in the winter. I was not able to compare or get useful information.
I want a broader conversation. Share success stories between buildings that are showing gains, with the same schedule(singeltons vs blocked) and how we might
76 Feb 26, 2010 7:51 PM incorporate these changes system wide.
77 Feb 26, 2010 7:58 PM I don't teach 9th graders so I didn't have any students tested.
I like how I can show students their progress from testing taken last spring, to fall, to winter. I am also using it to keep track of all of my students progress, and see
78 Feb 26, 2010 8:01 PM if there are any major deficit areas I need to cover (unless we are about to get there in the curriculum).
79 Feb 26, 2010 8:01 PM how to interpret data and how to use it for individuals or groups
some of my students scores dropped and there can be many reasons why, so I want to share that MAP data shouldn't be the only tool. We as teachers need to make
80 Feb 26, 2010 8:03 PM sure we are also considering other data we collect.
It's new this year at our school and I want parents to understand that it is just one measure of their students' understanding. Also, the test breaks up their
understanding into math strands, but we don't work on certain concepts until later in the year, so I'm not sure how they would show improvement when a concept
81 Feb 26, 2010 8:17 PM has not yet been learned.
82 Feb 26, 2010 8:17 PM I find it difficult to use this test reasults because I really have no sense of the test. I do not know how well it correlates with our curriculum. This is very frustrating.
I'm glad the testing will inform instruction.
83 Feb 26, 2010 8:18 PM There is a learning curve here. Support that.
84 Feb 26, 2010 8:28 PM Most of the content on the exam has not been introduced or covered.
i do not think the data is very accurate, especially some of the high scores, especially for the top scoring students. Also the tests shows a decrease in many scores.
85 Feb 26, 2010 8:29 PM This decrease is not accurate.
86 Feb 26, 2010 8:33 PM As a specialist, I don't see MAP scores. A way to post the scores electronically, like on the source, would be a help to me.
Only a handful of students in my sophomore classes took the MAP test because they were second year freshmen. As the testing continues and more students
87 Feb 26, 2010 8:33 PM participate, the data will be helpful.
88 Feb 26, 2010 8:33 PM I would like to use it to write Iep's if there was more specific data about my students' abilities.
89 Feb 26, 2010 8:38 PM Not enough time for teachers to really use MaP data to the fullest.
90 Feb 26, 2010 8:38 PM we don't have time to really investigate what it can do for us. There is so much material but we can't do it in staff meeting.
91 Feb 26, 2010 8:39 PM So far, the data is not in a form that I can use to guide my instruction and I am having to rely on tests I am more familiar with.
92 Feb 26, 2010 8:42 PM I really do not have the time to look at all my students and come up with individual lessons for each student
93 Feb 26, 2010 8:45 PM I believe that it is a waste of good resources.
94 Feb 26, 2010 8:50 PM I feel that the data is marginally accurate for 1st grade students with very little computer experience.
95 Feb 26, 2010 8:57 PM Many teachers have shared that the student who is at the top of their MAP data is not the best student--but the one who perseveres--the most
96 Feb 26, 2010 9:00 PM Only when a student falls behind and I can use the MAP to help me figure out where strengths and weakenesses are.
97 Feb 26, 2010 9:02 PM release time to prepare the data in a way that is understandable for parents and students
I only teach literacy, but I use TC and DRA to plan groups and differentiate instruction b/c I believe they are my best tests.
*I don't love the use of yet again new jargon "instructional ladders" when that hasn't been presented in any way. Does that mean scaffolds? Or a unit plan? Using
98 Feb 26, 2010 9:05 PM new jargon will limit the benefit of this survey.
99 Feb 26, 2010 9:05 PM Our kindergarten students took one test in the fall and a different test in the winter which made it impossible to look for growth.
100 Feb 26, 2010 9:07 PM Using MAP Data is a valuable resource in providing students with math and reading support.
101 Feb 26, 2010 9:08 PM I don't feel like I know enough yet to really use it.
As a special ed teacher, I have found it useful to include MAP data in the student's present levels of performance. I have also found that the MAP data supports the
102 Feb 26, 2010 9:08 PM results of the skill placement assessments that I administer to students on my caseload.
103 Feb 26, 2010 9:32 PM If a am teaching a particular level for math class, what is the correlation to the various "range' objectives for the MAP results
104 Feb 26, 2010 9:36 PM First, that the MAP data is useful and relevant and second, that it confirms what I already suspected about most of my students.
105 Feb 26, 2010 9:43 PM My map data does not inform my instructions as much as other assessments. The assessments I do in class correlate to ability much better than the MAP data.
106 Feb 26, 2010 9:58 PM SIT meetings, parent conferences
107 Feb 26, 2010 10:04 PM More training
108 Feb 26, 2010 10:08 PM I would love to access the data so I know where my students at and how I swill support them to move forward.
We do not have a computer lab. It takes two weeks of student time to take these assessments ... 3 times per year. We need more computers to not impact student
109 Feb 26, 2010 10:13 PM learning to this extent.
110 Feb 26, 2010 10:14 PM To measure progress - growth over time
111 Feb 26, 2010 10:29 PM Keeping the information in front of me for the students I have the information about.
112 Feb 26, 2010 10:36 PM See above.
113 Feb 26, 2010 10:59 PM I haven't had time to really use it.
114 Feb 26, 2010 11:05 PM I think it helps me with coming up with goals and objectives for my IEP's
115 Feb 26, 2010 11:10 PM I would like to sit down and share with other elementary buildings what is working and what needs work.
116 Feb 26, 2010 11:27 PM I have a hard time relying on the data for much at all because of the inconsistencies and lack of information I just mentioned.
117 Feb 26, 2010 11:46 PM Our staff has used the Fall and Winter RIT scores and the percentages to track our students' growth and to help guide our teaching.
I do not feel that it was appropriate for teachers to be asked to share MAP data with parents the first year we used it. We should have been allowed to analyze data
118 Feb 26, 2010 11:52 PM from the first year, discuss as a staff, then share results the 2nd year.
119 Feb 26, 2010 11:57 PM I'm comparing it with other data I collect in class - using it as only one of several data points
120 Feb 27, 2010 12:02 AM It does not help guide my instruction whatsoever and is a complete waste of time.
We PLANNED to use it, but then had such enormous variation in winter compared to fall that we didn't feel we could. Students with SLP goals exceeded them by
121 Feb 27, 2010 12:13 AM many points; other students, often those with higher scores, dropped 10 percentile points.
122 Feb 27, 2010 12:24 AM I am using it as a tool in conjunction with classroom assessments and classroom observations so that I know how to serve my students in reading and math.
I believe that the students with English as their first language are the only ones that I can use their results to inofrm my instruction by forming differentiated
123 Feb 27, 2010 12:30 AM groupings.
most of the MAP data just confirms what I alrady know from wo rking with my students daily. So its one more piece of evidence to show progress or not when
124 Feb 27, 2010 12:32 AM meeting with parents.
125 Feb 27, 2010 12:37 AM I have not felt comfortable using MAP data because I do not feel that it accurately represents what my students know for reading or math
I would reiterate my comments above. Where is the time (given that many of us already work 60-70 hours per week) to review and implement changes on specific
data for 150 students? If I worked in an elementary school classroom and taught only 30 students, that might be feasible. But I have been given no direction and no
127 Feb 27, 2010 12:51 AM time to incorporate this data into my practice. Something has to give.
This is a new assessment tool but teachers are not in the loop as far as understanding the background of the testing questions. When the principal and the "map
people" who have attended trainings can'
t fully explain questions and answers, how does this filter down to the rank and file? Depending upon the composition of the student population, Special Education
students, ELL students, etc. in each class, you will get different results. Some of the teachers felt terrible about their results and you can't fairly rate a teacher on just
128 Feb 27, 2010 12:57 AM MAPS results.
129 Feb 27, 2010 1:26 AM The reports are very helpful for lesson planning. I can target specific student needs and prepare instruction accordingly.
130 Feb 27, 2010 1:32 AM nothing yet
It would be helpful to have a paid day to read and process the information provided by the maps tests after each testing period. There are not enough hours in my
131 Feb 27, 2010 1:33 AM day already.
132 Feb 27, 2010 3:50 AM Not at this point
133 Feb 27, 2010 4:44 AM It has been good in giving me areas where I can extend the students' learning and make the curriculum more challenging.
134 Feb 27, 2010 5:04 AM I am using it to group kids for math and reading. I am using it to provide individual tutoring.
135 Feb 27, 2010 6:58 AM I'm using the MAP data as a diagnostic tool to see where my students are on the learning continuum.
136 Feb 27, 2010 7:45 PM It takes alot of time to implement
137 Feb 27, 2010 8:19 PM That I can't use it because the training we recieved really didn't tell us much.
For more than one student the results are drastically different from what I see in the student's classroom work and from the one on one assessments I do. MAP is
inappropriate developmentally for kindergarten students until, at the earliest, January; for screener OR survey with goals. If you are going to have very young
students take this test they should have access to computer technology instruction, perhaps once a week, for at least half of the school year before being tested on
138 Feb 27, 2010 9:51 PM MAP. The instruction should be given by a teacher with technology as one of their categories.
I do not have time to teach math in my class. So, I will not be using differentiated instruction in math. We do not have text books or research materials for my
139 Feb 27, 2010 10:51 PM discipline, we have lab manuals, so I will not be using differentiated instruction in reading.
It is frustrating having the students take tests, get results, and not really be able to understand how to help our students be successful for the next test. I don't feel
like I can trust what the MAP test results are telling me about my students. Their reading scores were much higher than their math scores, but we spend so much
140 Feb 27, 2010 11:59 PM time teaching EDM's scripted lessons which appear not to be what the students need to be successful on these tests.
I would like to have more simple charts and results to see the progress and instructional suggestions for each student. The information we receive is huge and time
141 Feb 28, 2010 3:03 AM consuming.
I think MAP is a great tool. It is a challenge to fit in conferences with students regarding MAP in addition to other types of conferences I already have in place
142 Feb 28, 2010 6:14 AM (reading and writing).
I think the data is interesting to look at, but not a true test for Kindergartners. Some are not as used to using a mouse or the computer, and some simply check any
143 Feb 28, 2010 5:53 PM answer and move on to get done, while others try hard and even stress over it. My own observations and assessments tell me what they know more accurately.
The MAP is not in spanish and 1/2 of my students have only received reading and math instruction in SPanish (dual language program) so not very helpful or
accurate for differentiation and some scores do not align with other assessments. But if I do use it to differentiate I need to understand much better what the
144 Feb 28, 2010 8:27 PM questions look like that they are answering so I know what they are being tested on.
There needs to be TIME for focused training with teachers using real scores for their current students. For such a brand new concept an hour or two here and there
does not translate to change in the classroom. Rather it simply acts as concrete data to back up what the teacher already knows about the student's reading level
and math level. At the high school level the 8th grade data for our incoming 9th graders will be used to inform placement into the correct classes and as a basis for
145 Feb 28, 2010 9:27 PM teachers when they are preparing lessons in the summer.
146 Feb 28, 2010 11:39 PM To show growth, for ability based groupings, to set professional goals for myself.
I find the data cumbersome and time consuming to sort through. It does let us know how students compare to other students, but as a first grade teacher it doesn't
really help me inform my instruction as easily and effectively as the DRA does. Also at the k-1 level, one never knows how the children are interpreting the computer
questions. Some of the data did not match with other assessments I've given to my students and did NOT directly link with their ability to actually read new text and
147 Mar 1, 2010 12:24 AM write well. The DRA allows me to witness their ACTUAL decoding and comprehension skills and make quick and informed corrections to my instruction of that student.
I have received at least 3 different reports on data. I think that one showed my class as a whole compared to where the class should be at the end of June and at
the winter...their goals. Another I think showed students meeting their goals at the same time period. all this data can be overwhelming and confusing. Which data
do I choose to use? Also in talking to staff, which data do I choose to use? In one case, it seemed my class did poorly in math,yet looking at other data, it looked like
148 Mar 1, 2010 2:46 AM it did better? I would like to see more easily read data.
The MAP data whereas somewhat informative, is irrelevant as there is prescribed scope and sequence for 9th grade math; therefore, one can only hope to improve
149 Mar 1, 2010 2:16 PM MAP results using the curriculum.
150 Mar 1, 2010 3:11 PM nothing
I have not been able to view my students information because my classes are mixed 9/10 grade and the school is only running reports for 9th grade classes. I
151 Mar 1, 2010 3:33 PM thought we were moving away from grade level classes and focusing on ability?
152 Mar 1, 2010 3:40 PM I use it to know where to aim the bulk of my lesson.
153 Mar 1, 2010 4:07 PM none at this time.
154 Mar 1, 2010 4:13 PM Why are we now using a RiT score? Why can't we use the same terminology like at grade level, below grade level, or above?
155 Mar 1, 2010 4:45 PM I want a standardized test that we give to K-2 that is data for the parents! what ever happened to the ITBS or CTBS type tests?
156 Mar 1, 2010 5:41 PM Too much testing--where does it begin and where does it end?
I have responded to MAP data by directing instruction toward concepts/strands that were low for most or all students; particularly algebra and probability skills in
157 Mar 1, 2010 6:06 PM 10th grade geometry classes
I use them to help make IEP descicions or schedule changes. I also use it to help the IEP give a more accurate portrait of the student's snapshot that the PFLAAP
158 Mar 1, 2010 7:15 PM provides.
159 Mar 1, 2010 8:08 PM No comment
160 Mar 1, 2010 8:14 PM Goal setting-how improve in different sections?
I have used MAP data to know which students in my classroom were most at-risk and offer them extra help and attention. I also was able to alert counselors to my
concerns about these students in a timely manner so interventions could be started earlier. I think the MAP data provides a much more useful snapshot of student
progress over the course of the year than a yearly exam like the WASL or MSP. I am a science teacher, and it is particularly hard for us to shape instruction based on
test data because there is a gap between the 5th grade WASL and 8th grade WASL, so it's hard to find meaningful trends in that data. I'm hoping at some point that
161 Mar 1, 2010 8:49 PM someone will align a MAP test to science standards so we can have more meaningful data to shape our instruction throughout the year.
162 Mar 1, 2010 9:19 PM I am not using it because the traiing I have received isn't sufficient. Plus, I have no idea about the test questions.
As a counselor looking at students with academic difficulties, seeing how a student stands in terms of math and reading scores, and how they improve over the
163 Mar 1, 2010 9:31 PM course of the school year, if any, is helpful.
164 Mar 1, 2010 10:07 PM we are using it as one way to see if students receiving tutoring are making gains
165 Mar 1, 2010 10:18 PM I'm not using it at all.
Aside from the time my students have to spend taking it, this test is completely irrelevant to me. It stresses parents out because they are given scores that are not
necessarily indicative of actual student performance levels and which are not thoroughly explained. It seems like just another District mandate that mostly affects
166 Mar 1, 2010 11:45 PM school and region composite profiles and District executive compensation without having any relevance to the everyday realities and needs of the classroom.
167 Mar 2, 2010 12:12 AM It's overwhelming, but doable.
In the primary grades it does not seem to be as strong a tool as perhaps older-age students. It is easy for students to misunderstand direction or do something they
weren't trying to do because the computer won't let them do what they want to (I watched a student try to put an X next to a pail over and over and then start to
try and put it int he pail because the computer wouldn't let them put it next to it - even though the instructions were to put it next to it. I helped her find the 'magic
168 Mar 2, 2010 5:11 AM spot' that would let the x sit next to the pail - but, this type of situation obviously curbs results.
169 Mar 2, 2010 3:34 PM Helps chart my student's reading progress concretely three times a year
170 Mar 2, 2010 4:20 PM I have leveled students into various groups so far. I see what my students learning needs are.
I personally do not like this model of training the trainers. I leave the PD overwhelmed and then am expected to deliver the PD to my staff which I feel totally
inadequate to do. Many of our teachers are also overwhelmed with their work load and to ask them attempt using this process (creating a differentiated lesson plan
171 Mar 2, 2010 5:29 PM based on descartes charts) isn't going to happen with very many teachers. They smile, nod their heads, and then do what they have always been doing.
172 Mar 2, 2010 5:34 PM Too confusing. Not accurate portrayal of student ability
We are using MAP to target groups of students for differentiation through our existing curricular materials. We are using MAP to provide information to students and
173 Mar 2, 2010 7:51 PM families about overall progress.
174 Mar 2, 2010 11:11 PM Using MAP as one of our formative assessments to revisit our interventions for struggling students in reading and math.
175 Mar 2, 2010 11:22 PM I will only use MAP scores at the end of the year to determine if my reading instruction was useful.
176 Mar 3, 2010 2:43 AM I would like to be able to get the data in excel so I can manipluate it with other data we are collecting and so I can use Excel to compare results etc.
178 Mar 3, 2010 3:44 PM I use the MAP data to conference with students, build lessons for IAs to use, base instruction with small groups, base instruction with all students
179 Mar 3, 2010 7:41 PM N/A
180 Mar 4, 2010 12:34 AM Just beginning to use it. It is rather overwhelming right now.
The MAP data is unreliable for kindergarten. It is not developmentally appropriate to test kindergarten students on a computer in this way when they are barely able
to use the computer themselves. One on one testing for kindergarten is more accurate. My MAP results do not correlate at all with my in class one on one
181 Mar 4, 2010 3:29 AM assessments.
182 Mar 4, 2010 9:01 PM N/A
Like this "snapshot" when combined with classroom observation and other assessments. Want to be able to test new students immediately upon arrival to the school,
183 Mar 4, 2010 11:26 PM to have more info on strenghts
184 Mar 5, 2010 5:19 PM Map data feels like a disjointed overlay that doesn't feel like it connects to the classroom experience.
185 Mar 5, 2010 11:55 PM I look forward to using it, but see above
Since we are in the first year, and I have not seen a full spread of data, I am hesitant to share information with my students. My data does not always reflect their
186 Mar 6, 2010 12:32 AM work in the classroom adequately to share the information with students or families.
187 Mar 6, 2010 1:13 AM Too busy with my own staff.
How is the data you are getting from the MAP helping you to determine how to plan programs of instruction? How are you using the data to determine growth and in
188 Mar 6, 2010 3:39 AM which specific concept/skill areas?
A lot of emphasis is placed on the RIT score, but teachers and parents don't really understand what the RIT score represents. It is difficult too pinpoint
misconceptions students may have without knowing the test item and the student's incorrect answer. The Descard does not really help to address this problem since
189 Mar 7, 2010 6:43 AM it's keyed on a RIT range.
190 Mar 7, 2010 8:01 PM Not that useful in planning instruction and differentiation.
191 Mar 7, 2010 8:23 PM Large group minilesson, pre and post assessment; differentiated small group instruction.
I use MAP along with other kindergarten assessment. I feel that the MAP testing in K isn't necessarily accurate because it is also testing their motor skill and their
192 Mar 8, 2010 4:36 PM computer use skills.
Again, please do not confuse Formative Assessments vs. Benchmark data. MAP is intended to be a benchmark test. It can help us look at school-wide and district-
wide trends. It can help us think about the kinds of intervention we need on a school and possibly district-wide level. It can help inform what pd our teachers might
need. Please do not try to make MAP an "formative" assessment - as it is not. If you really want to understand what MAP tells us, please read, "Measuring Up, What
Educational Testing Really Tells us" by Daniel Koretz. It is written by a statatition, who is favorable to norm referenced test (not an anti testing book). I encourage
everyone on the MAP team and all principals to read this book. This book dileneates for teachers, parents, central office administrators etc. the different purposes for
193 Mar 8, 2010 4:54 PM different kinds of assessments.
194 Mar 8, 2010 6:00 PM Using with conversations w/ teachers during mid-year goal setting review
195 Mar 8, 2010 7:40 PM Not applicable.
196 Mar 8, 2010 7:56 PM How effective it is as a motivator for student achievement.
Things are quite vaque at this point about MAP.
197 Mar 8, 2010 8:05 PM Get CLEAR !!!!
198 Mar 8, 2010 8:07 PM Is it accurate for kindergarten?
199 Mar 8, 2010 8:09 PM I am using MAP data to sh ow progress towards IEP goals.
200 Mar 8, 2010 8:09 PM We, as SLPs, do not have direct access to MAP data, which is very frustrating since it could inform our therapy.
201 Mar 8, 2010 8:11 PM Using the map data to to do IEPs
I have mostly used to assess individual progress as well as my own teaching practice. I would like to have a little more PDP time dedicated to looking at results as a
202 Mar 8, 2010 8:20 PM grade level/middle school and be able to disseminate it in terms of our variety of lessons taught during that time.
203 Mar 8, 2010 8:22 PM I am using MAP data to build my technology curriculumn to adapt to the grade level.
204 Mar 8, 2010 8:22 PM I'm using the MAPS to work with my special education students.
205 Mar 8, 2010 8:33 PM I'm making more homogenous reading groups based on MAP data
206 Mar 8, 2010 8:37 PM see above
207 Mar 8, 2010 8:41 PM nothing
Teachers do not have time to be data collection clerks. If MAP results have value, they need to be analyzed BEFORE registration BEFORE students reach the
classroom. Teachers already have insufficicient time for instruction---cluttering instruction time with data collection will remove additional instruction time that could
208 Mar 8, 2010 9:01 PM be better used to increase educational results and standardize classroom instruction.
209 Mar 8, 2010 9:58 PM I am not using MAP data as I feel it does not at all apply to my subject area.
210 Mar 8, 2010 10:06 PM Time and turn around in assessing all the reports in a more user friendly timely way.
211 Mar 8, 2010 10:14 PM Would love to hear what others schools are doing
212 Mar 8, 2010 10:18 PM It is important information about students to share with parents in the IEPs.
213 Mar 8, 2010 11:21 PM I haven't had the time to fully implement use of MAP data.
214 Mar 8, 2010 11:47 PM We just don't have enough information at this time...
215 Mar 8, 2010 11:58 PM We need to know a lot more. First thing to know is to actually see the test, or some equivelant, an example would be the released items on the WASL.
I use MAP data as a ground work for math and reading group creation though supplemental TC testing is necessary to find actual student reading level. Test taking
216 Mar 8, 2010 11:59 PM skills or the lack there of creates disparity between MAP reading scores and the actual reading level of students.
217 Mar 9, 2010 12:00 AM I have found the vocabulary lists helpful. You can infer from them what will be tested and what one should cover.
I have grouped students according to similuar strands and work in guided reading groups to develop skills. Students and parents are aware of MAP strengths and
218 Mar 9, 2010 12:09 AM weaknesses. Refer to MAP strands (Standards) before mini-lessons as part of the Teaching Point.
219 Mar 9, 2010 12:21 AM Our data team doesn't seem confident in what they know and frankly, very committed to the test.
220 Mar 9, 2010 12:39 AM Nothing yet! I'm still struggling to put together some worthy stuff to share.
I'm not using it effectively because 1st semester I didn't have access to it (I'm a science teacher). And this semester I have access and I haven't had time to analyze
221 Mar 9, 2010 12:49 AM it and implement new strategies. Perhaps if I could have some extra time on top of all of the other duties I have, it would be useful.
222 Mar 9, 2010 1:08 AM The MAP assessment does not seem to be aligned with the Everyday Math program which we have spent many hours training in and teaching.
223 Mar 9, 2010 2:40 AM nothing at this time
224 Mar 9, 2010 2:44 AM I'm using it to help me focus reading instruction.
225 Mar 9, 2010 2:59 AM Too many variables affect outcome to make this a worthy measure of skill and development. Try again.
226 Mar 9, 2010 3:56 AM As the school librarian, I look at ALL the reading data for the entire school...looking for trends, strengths, weaknesses, etc...
227 Mar 9, 2010 12:28 PM --
I use the data to give me some idea of their reading level. Then I use the Fountas and Pinnell leveling system to find books that fit my readers. I do not rely on just
228 Mar 9, 2010 3:01 PM one test for my instruction.
229 Mar 9, 2010 3:39 PM Like any test data, it is helpful for assisting students trying to get into advanced classes in middle school.
230 Mar 9, 2010 4:03 PM Nothing until I have had the training.
231 Mar 9, 2010 4:23 PM The information is overwhelming.
I feel totally clueless regarding map. I know what the taarget scores are, but I have no idea how they are calculated or what students need to know to reach the
target score. I have tried to access the information needed, but so far no one at my school can help me find out this information. I have tried to sign up for a class to
232 Mar 9, 2010 4:37 PM learn more about MAP but have only found classes for MAP data team members.
233 Mar 9, 2010 7:45 PM Include in IEP: present level of performance
234 Mar 9, 2010 8:15 PM We need to practice the same types of questions, sample reading and skills like the WASL practice test.
In some cases there are significant differences between MAP scores and in class assessment scores on similar content. It may be important for some individual
235 Mar 9, 2010 8:25 PM students to learn computer based test taking skills.
236 Mar 9, 2010 10:22 PM goal setting for students.
237 Mar 9, 2010 10:45 PM more time to explore and translate for non-english speaking children
It is impossible for teachers with semester classes (we have quite a few at our school) to use the MAP data, because their second semester class lists have not been
238 Mar 9, 2010 10:52 PM loaded! Student data needs to be uploaded more frequently.
MAP test has not helped me at all.
239 Mar 9, 2010 11:25 PM It is a waste of my time.
Only that I use it as a guide line to help parents understand where there child is on a national and regional level. But I can't be specific since there are not specifics
240 Mar 9, 2010 11:48 PM on 'whats in the assessment'.
241 Mar 10, 2010 12:11 AM Nothing at this time
242 Mar 10, 2010 3:36 AM It's great to collect data for staff collaboration
243 Mar 10, 2010 6:40 PM It helps me think about where to start testing kids in reading if I don't have previous information on them.
244 Mar 10, 2010 6:58 PM It's helpful in communicating with parents and students about student math abilities and determining math station groups in addressing differentiation.
As a math coach I look at MAP data at the grade level and the school as a whole. I also look at differences between different groups of students whether it is by
gender, ethnicity, ELL or SpEd status, etc.
In math, I look at strength and weaknesses for individual students by looking at their score ranges in the different concept areas to better help design instruction for
245 Mar 10, 2010 8:46 PM these students.
246 Mar 10, 2010 10:47 PM This has been helpful to help track student's growth.
247 Mar 10, 2010 11:18 PM Not Applicable
Professional development days-half days and whole days must be designated as MAP data days where teachers work with each other-not whole group analysis, on
248 Mar 11, 2010 12:19 AM how to use the data. Teachers need to work together not just on how to read the data but how to access it.
249 Mar 11, 2010 5:18 PM To provide necessary interventions.
I am piloting a professional learning community/data team with one grade level at my school this spring. We will be using MAP data to inform our work. We will
choose one strand in either reading or math to focus on. Within that strand we plan to choose just a few Descartes goals to focus on. We will then come up with
250 Mar 11, 2010 7:18 PM lessons and teaching strategies to help students advance in these areas.
251 Mar 11, 2010 8:47 PM I am using MAP data to inform my instruction.
252 Mar 11, 2010 11:35 PM Comparing MAP to APP Testing for comparison and accuracy. Comparing MAP to DRA results.
It helps me select materials; helps me decide on work groups; it highlights students at both ends of the spectrum in ways that grades cannot and that the yearly
253 Mar 12, 2010 12:27 AM WASL cannot.
254 Mar 12, 2010 12:36 AM We've done this at our meetings constantly.
MAP IS NOT CULTURE-BLIND. MY STUDENTS CLASSROOM WORK IS NOT RECOGNIZED BY MAP, WHICH IS VERY HARD FOR ELLS WHO MAY ACHEIVE WITH OTHER
255 Mar 12, 2010 6:59 AM MEASURES. MAP SHOULD HAVE MORE USER FRIENDLY GRADE LEVEL EQIVILENCIES.
256 Mar 12, 2010 7:23 PM I am experimenting with using MAP data to organize reading book clubs in my Language Arts class.
I do not like the MAP test in kindergarten. Most of the kids thought it was fun, but a lot of them got stressed and confused. I am not sure how valad the results are
257 Mar 13, 2010 11:20 PM with kindergarten. I also am wondering how the test matches with the district standards, EDM, and what is expected to be taught in each grade level.
See above - MAP itself if positive but the implementation of the differentiation concepts is dismal. As one high school department head explained, "we are using our
MAP data to identify students for early AP classes," yet another example of how not to use this data. Differentiation is not tracking students based on their test
258 Mar 15, 2010 3:34 PM scores!
When I had a technology question about MAP, I contacted:
Response
Answer Options
Percent
SPS Tech Line 6.3%
NWEA Help Line 3.8% When I had a technology question about MAP, I contacted:
My School's MAP Lead 59.9%
70.0%
Data Coach 20.2%
I did not have any technology questions about MAP 24.5% 60.0%
Other (please specify)
50.0%
answered question
skipped question 40.0%
30.0%
Other
Number Response Date (please 20.0%
specify) 10.0%
1 Feb 26, 2010 4:58 PM Literacy Coach
2 Feb 26, 2010 5:00 PM No one to contact, no one knows enough about it! 0.0%
SPS Tech Line

3 Feb 26, 2010 5:17 PM Our librarian.
4 Feb 26, 2010 5:34 PM I fished around on the MAP site NWEA for awhile
5 Feb 26, 2010 5:48 PM librarian because i can't access semester two data
6 Feb 26, 2010 6:22 PM a math coach in another school
7 Feb 26, 2010 6:24 PM Another classroom teacher
8 Feb 26, 2010 7:07 PM May be enrollment services
9 Feb 26, 2010 7:16 PM Fellow co-worker
10 Feb 26, 2010 7:25 PM Not really sure. Data coaches aren't readily avaialable or fully knowledgable.
11 Feb 26, 2010 7:27 PM other teachers
12 Feb 26, 2010 7:34 PM I didn't want to check those boxes, but the test wouldn't continue if I didn't. When I had a question I contacted the teacher in the portable next door to me
13 Feb 26, 2010 7:54 PM The teacher most invested in it
14 Feb 26, 2010 8:19 PM It's challenging to find time to learn the application.
15 Feb 26, 2010 9:46 PM MAP was given by our head teacher, not in an individual classroom.
16 Feb 26, 2010 10:06 PM school counselor
17 Feb 26, 2010 10:15 PM Principal
18 Feb 26, 2010 10:16 PM The guy who is listed on the initial info we got about MAP
19 Feb 27, 2010 12:01 AM Too busy to even think about it
20 Feb 27, 2010 12:36 AM Principal
21 Feb 27, 2010 12:48 AM School's computer specialist
22 Feb 27, 2010 7:39 PM literacy coach
23 Feb 28, 2010 8:29 PM asked coach for data
my questions were regarding the fact that we don't have a computer lab and I had to set up students in 3 different places...one of my students
24 Mar 1, 2010 2:51 AM had to use 3 different computers to complete the test. This might be a problem at our school, but I don't think that is an acceptable testing
25 Mar 1, 2010 3:34 PM Not applicable as I have no access at this time.
26 Mar 1, 2010 10:22 PM Haven't looked at MAP
27 Mar 1, 2010 11:18 PM Typed it into the test
28 Mar 1, 2010 11:24 PM other MAP team members then data coach :)
When I had a technology question about MAP, I contacted:

29 Mar 2, 2010 5:27 AM Head Teacher at our school who is administering map
30 Mar 2, 2010 8:11 PM principal
31 Mar 3, 2010 2:44 AM Is the Tech Line Monica?
32 Mar 8, 2010 8:09 PM I do not have access to MAP
33 Mar 8, 2010 8:49 PM Technology Teacher
34 Mar 11, 2010 12:25 AM I am a MAP lead.
35 Mar 12, 2010 7:25 PM my school librarian
36 Mar 15, 2010 3:35 PM The data coach has been LESS than helpful!
SPS Tech Line successfully resolved my technology questions
about MAP.
SPS Tech Line successfully resolved my technology questions about MAP.
Response Response
Answer Options
Percent Count
Strongly Agree 3.7% 22 Strongly Agree
Agree 10.5% 63
Agree
Disagree 4.0% 24
Strongly Disagree 2.2% 13 Disagree
Not Applicable 79.6% 477 Strongly Disagree
Other (please specify) 16 Not Applicable
skipped question 54
Other (please
specify)
1 Feb 26, 2010 5:11 PM we had to call Portland office for answers
2 Feb 26, 2010 5:34 PM Did not know this was a resource for us.
3 Feb 26, 2010 5:48 PM I have new students this semester and am NOT going to find data individually for 138 students!
4 Feb 26, 2010 7:10 PM have not used them yet for MAP
5 Feb 26, 2010 9:03 PM Didn't know this was an option.
6 Feb 26, 2010 10:16 PM They did not have all the information they needed and had to get back to me....the question eventually got answered but not in a useful timely manner.
7 Feb 27, 2010 12:48 AM They are not so accessable.
8 Feb 27, 2010 1:03 AM Computer teacher/reading coach
9 Feb 27, 2010 3:17 AM I guess, I havent had a lot of time to delve into it all!
10 Feb 27, 2010 9:52 PM I hardly have time to think about MAP until the workshops come up!
11 Mar 1, 2010 5:22 PM When you are in the middle of a test it is not timely to go to others. Teachers need more time to learn all the intricacies of the test.
12 Mar 2, 2010 8:29 PM They tell us to call
13 Mar 5, 2010 11:58 PM Our school is waiting
14 Mar 8, 2010 9:04 PM They said contact your data coach
15 Mar 9, 2010 12:02 AM My coach always has solved the problem.
16 Mar 12, 2010 12:48 AM Nobody really knows what anything really means in order to explain to people in plain Englush.
When I had a reports question about MAP, I contacted:
Response Response
Answer Options
Percent Count When I had a reports question about MAP, I contacted:
SPS Tech Line 1.0% 6 70.0%
NWEA Help Line 2.3% 14
60.0%
My School's MAP Lead 58.4% 350
Data Coach 22.0% 132 50.0%
Not Applicable 25.0% 150
40.0%
Other (please specify) 33
answered question 599 30.0%
skipped question 54
20.0%
10.0%
Other (please
specify) 0.0%
SPS Tech Line

1 Feb 26, 2010 4:58 PM Literacy Coach
2 Feb 26, 2010 5:17 PM Our librarian.
3 Feb 26, 2010 5:35 PM Did not get my question answered.
4 Feb 26, 2010 6:22 PM a math coach in another school
5 Feb 26, 2010 6:48 PM Mr. McCool
6 Feb 26, 2010 7:10 PM NWEA website
7 Feb 26, 2010 7:16 PM Fellow co-worker
8 Feb 26, 2010 7:19 PM teacher trained at a district MAP training.
9 Feb 26, 2010 7:27 PM other teachers
10 Feb 26, 2010 7:54 PM School based math coach
11 Feb 26, 2010 8:31 PM My team tried to discuss our concerns with staff.
12 Feb 26, 2010 10:15 PM Principal
13 Feb 26, 2010 10:16 PM I have not been able to access the information to get reports yet.
14 Feb 26, 2010 10:38 PM Another teacher
15 Feb 26, 2010 10:48 PM Other teachers
16 Feb 26, 2010 11:14 PM Data coach was not always available so I relied on the 800 number for NWEA
17 Feb 27, 2010 12:01 AM Too busy to think about it
18 Feb 27, 2010 12:36 AM Principal
19 Feb 27, 2010 7:39 PM literacy coach
20 Feb 28, 2010 8:29 PM haven't asked yet
21 Mar 1, 2010 2:51 AM I don't know who my data coach is..... I usually talked to another teacher.
22 Mar 1, 2010 10:22 PM Haven't looked at MAP
23 Mar 1, 2010 11:18 PM Typed it into the test
24 Mar 1, 2010 11:24 PM other MAP team members then data coach :)
25 Mar 2, 2010 8:29 PM TEch line tells us to call NWEA
26 Mar 2, 2010 11:26 PM I figured it out myself.
27 Mar 4, 2010 12:35 AM Our MAP leads have been very helpful!
28 Mar 9, 2010 3:59 AM figured it our myself
29 Mar 9, 2010 9:46 PM knowledgeable teacher at my school
When I had a reports question about MAP, I contacted:

30 Mar 11, 2010 12:25 AM I contact the MAP leaders in the district. I am a school MAP lead teacher.
31 Mar 12, 2010 12:48 AM Where is there a glossary where one can look up words like Lexile, and RIT to determine what they represent?
32 Mar 12, 2010 3:19 AM another teacher
33 Mar 12, 2010 7:25 PM my school library or colleagues

MAP administration was well-coordinated in my 241 267 51 19 16 594
My Data Coach provided me with the information and 147 257 71 35 81 591
My students seemed motivated to try their best on the 56 272 120 59 78 585
skipped question 54
statements:
700
600
500
400
300
200 Strongly Agree
100 Agree
0
Disagree
was well-coordinated in
MAP administration
Strongly Disagree
Not Applicable
my school.
What other feedback do you have about how MAP was administered (logistics)?
254

1 Feb 26, 2010 4:52 PM -
Our computer teacher led our MAP testing and he did a phenomenal job. It was not invasive - the teachers really appreciate how streamlined it has been.
2 Feb 26, 2010 4:54 PM Due to Jim Dunnigan's forward planning and implemetation, our teachers are very receptive of MAP in our building!
Stop reinventing the wheel! MAP is not a new test, other districts use it. It is frustrating to not be professional enough to talk to parents about the MAP
3 Feb 26, 2010 5:00 PM because the district fluctuates on what to say.
4 Feb 26, 2010 5:01 PM went well!
MAP captures one day's effort by student. Can be wildly variable. High scores might show level, low scores might be result of not trying. Need
5 Feb 26, 2010 5:06 PM triangulation with other data points.
6 Feb 26, 2010 5:08 PM The MAP window was not long enough to accomodate all of our students with the limited technology that we have.
7 Feb 26, 2010 5:09 PM It is a tremendous drain on resources with no benefit worthy of the personnel time spent.
Tim Platt at N. Beach did a great job of scheduling. We had a number of absences during this time and there are gaps in data due to not having kids test
8 Feb 26, 2010 5:10 PM after our (lengthy) window closed.
Scheduling problems due to end of term finals and students are more concerned about their GPA than a MAP test. I predict the Spring testing will be even
less motivated for students as it not a WASL or graduation requirement. Many problems with Sp Ed tests at our site. Online tests on WiFi not dependable
9 Feb 26, 2010 5:11 PM and even the hard wire sometimes computers froze up.
MAP is difficult to administer in schools with limited computers. The necessity of splitting up the days also makes it an instructional hardship. Lastly, the
timing of the winter MAP testing couldn't have been much worse. January is a stressful time for high school, between final project and semester-end
assessments in classes. Students did not seem motivated to try their best, as they were already putting their efforts into class assessments that affected
10 Feb 26, 2010 5:12 PM their grades.
11 Feb 26, 2010 5:16 PM We need to give the first MAP BEFORE school starts, so we can get students into the proper math class.
I strongly object to the practice of only testing 9th graders. Everyone or no one should be tested. The only students in my 10th grade class who were
tested were students with 9th grade credits. They have 9th grade credits because they'd failed classes in 9th grade. Getting pulled out to take the MAP
test caused them to be stigmatized and reinforced their sense of academic failure. The first rule of education is: do no harm. MAP, as it was administered,
12 Feb 26, 2010 5:17 PM did harm.
13 Feb 26, 2010 5:18 PM It uses up valuable computer resources for extended periods.
It was instituted too quickly, and without enough notice for the students. Both students and staff didn't really know enough about the test to take it
seriously. My main issue with the test is that it takes up all of the computers in the school for multiple days. We need those computers for work on
assignments, research, and whatnot. Many of our students do not have home access to technology, and NEED in-school computer time. This test THREE
TIMES A YEAR makes an already crammed computer lab reservation sheet even worse. Our labs are not being used in the best way for our student's
14 Feb 26, 2010 5:19 PM needs by taking MAP tests.
In our school setting with no tech teacher or weekly tech classes, this was difficult to squeeze into our weekly schedules. Lessons were set aside to make
15 Feb 26, 2010 5:22 PM room for testing.
16 Feb 26, 2010 5:24 PM Providing 1st and 2nd semester class rosters for classes that are not year long classes.
17 Feb 26, 2010 5:28 PM It is annoying that testing training outside of my curricular area wastes my time!
We have students go to the lab to work on other math and reading type work. They do some guessing on that work and so I fear that they have done
18 Feb 26, 2010 5:34 PM the same on the MAP tests which results in a lower assessment.
We need a plan for the kids who take extra long time to finish. Some of them just ran out of time and the testing window closed before they could finish
19 Feb 26, 2010 5:35 PM the test.
Running MAP testing through the school computer lab is okay, not optimal. If we want the best performance, teachers helping kids set goals and cheering
20 Feb 26, 2010 5:36 PM them through the testing should make a difference. Some ELL scores may not be reliable due to "accommodations"
Consideration needs to be made for accommodations for students with IEPs. Just as there is a WASL page with modifications, it would be helpful if there
21 Feb 26, 2010 5:36 PM was a MAP version, even if not part of the IEP.
22 Feb 26, 2010 5:38 PM Ties up library for weeks on end and the rest of the students can't use LRC, nor is librarian available for librarian work.
23 Feb 26, 2010 5:40 PM too many students didn't finish and then missed classes to finish and fall further behind
24 Feb 26, 2010 5:45 PM need more training
25 Feb 26, 2010 5:45 PM None
26 Feb 26, 2010 5:46 PM A MAP coordinator at the district level should assist in schools. Our librarian did all of the MAP coordination, and it was a poor use of her time and skills.
27 Feb 26, 2010 5:47 PM Well done. Inobtrusive for one day.
28 Feb 26, 2010 5:52 PM For K, it needs to be done one-on-one with teacher
29 Feb 26, 2010 5:54 PM No feedback, it was fine. i'm a little concerned about the spring MAP coming so closely on the heels of the Measure for Student Progress.
It is administered at the wrong times. One test should be the week before students begin school so we can have accurate data to inform placement. The
30 Feb 26, 2010 5:54 PM third map test seems to conflct with the HSPE season or finals.
31 Feb 26, 2010 5:54 PM I do not feel MAP testing 3x per year for Kindergarten is necessary.
32 Feb 26, 2010 6:06 PM Nothing.
the test was givein way to soon after winter break . I would give our students some to timeot readjsut to school and then give them the test after a week
33 Feb 26, 2010 6:14 PM or so, NOT THE FIRST WEEK BACK
34 Feb 26, 2010 6:22 PM to understand what they are trying to do with this information for the kindergarten students.
35 Feb 26, 2010 6:24 PM It took away from instructional time.
36 Feb 26, 2010 6:24 PM Given the difficulty of coordinating the testing window, it was administered pretty well.
I am a successful teacher. I know from positive reviews by my principal, feeback from parents, and the tests that I administer to my students, including
WASL. This test is far too complex and time consuming and I do not trust the results of a test that my students take at 2:45 on a Friday afternoon
37 Feb 26, 2010 6:30 PM crowded around laptops in a hot room. This violates testing protocol. Kids should be tested as they are taught.
38 Feb 26, 2010 6:30 PM It was great
Concern - when computers fail problems are created.
39 Feb 26, 2010 6:35 PM Concern - office staff doesn't have much info about MAP testing - but we field most of the parent call.
If we didn't have a MAP lead who isn't in the classroom MAP wouldn't have been effective. The MAP rollout was not well planned and was a huge stress
on the school as we scrambled to get supports in place. Next year it will be better since we have a system in place, but MAP was just another example of
40 Feb 26, 2010 6:48 PM district mandates without appropriate supports.
41 Feb 26, 2010 6:48 PM Timing of the MAP - I don't think many kids were prepared to take the MAP right after winter break.
42 Feb 26, 2010 6:53 PM A few students simply clicked random answers in grades 1st - 3rd.
I think it is unfair that so many schools are having to give up library time or computer lab to implement MAP testing. If the District is going to adopt a
43 Feb 26, 2010 6:55 PM program with so many needs, they should provide additional resources in order to facilitate testing without impacting instruction.
Regarding the third prompt in question #4: I said "agree" because for the most part the students tried their best. I did have some that rushed through it
44 Feb 26, 2010 7:02 PM and had to re-take the test because it was obvious that they did not perform to the best of their abilities.
45 Feb 26, 2010 7:02 PM continue to omit K assessment in fall, the kids simply do not have the tech skills ready yet to successfully take the test
Some students received support and that did not seem well planned nor equitable. Some of those students scored much higher on MAP than expected.
Also, the way in which MAP is administered in my building is less than ideal. Children take their test in the computer lab, which is already a stressful
46 Feb 26, 2010 7:08 PM environment for them on a normal day. I'm not sure it was the most positive experience for them.
47 Feb 26, 2010 7:08 PM Many teachers feel that 2 testing window would provide adequate data. With WASL testing, having four "high stakes" tests a year is overkill.
48 Feb 26, 2010 7:11 PM Schools need working headphones provided
49 Feb 26, 2010 7:11 PM More computers
50 Feb 26, 2010 7:15 PM We are lucky to have a computer lab which makes the logistics of the test easier for us.
51 Feb 26, 2010 7:16 PM TOO much testing
not having a computer lab and having limited in class computers made it very time consuming and logistically challenging. i think that it also took an
ungodly amount of teaching time away from my class since i had to have all of the class do independent, silent, seat work while the 7 students who were
on computers were able to work on the test. This obviously took a very long time and would have been shortened by about 75% if all students could have
52 Feb 26, 2010 7:18 PM been tested at once.
What I witnessed, meant that my students were not going to do a good job on the test. It set them up for failure and not taking care as they took the
53 Feb 26, 2010 7:19 PM test. For many of them, the test was paused and they finished the test over a week later. I do not trust the validity of the scores.
54 Feb 26, 2010 7:21 PM Data on the indivdual staff by math and reading assessment.
55 Feb 26, 2010 7:24 PM Let's learn and get better. Don't stop!
Schools need more support to successfully administer the MAP testing. Special Education should not have to pick up the slack.....especially when their
56 Feb 26, 2010 7:27 PM students are already struggling!
57 Feb 26, 2010 7:30 PM I don't like giving up instruction time, particularly when I don't feel I have enough time to implement changes based on the data.
The infrastructure required for the three MAP test sessions is pitting instruction against assessment. By law in Washington State, we are required to test
students using the WASL. Students are also required to complete multiple Washington State CBA's. The needs of state-mandated requirements and new
58 Feb 26, 2010 7:32 PM SPS assessment experimentation is in direct odds with each other in terms of space and computer availability. It is simply not working.
59 Feb 26, 2010 7:32 PM Not given much importance by leadership at this school
60 Feb 26, 2010 7:36 PM Room for improvement. Will make suggestions to administrator who requested feedback.
61 Feb 26, 2010 7:36 PM Too much time taken out of specific core classes.
It was very time consuming, and because of the structure of our school it required us to close our library for other purposes (our computer lab is in the
library) for about 5 days.
Kindergarten continued to have a lot of trouble with it -- it's really not appropriate for 5 and 6 year olds to take a test on a computer in a group -- they
62 Feb 26, 2010 7:43 PM don't get the purpose, and why should they?
I feel that bilingual and iep students who qualify for a r eader for the Math section on the MSP (WASL) should also get a reader for the map otherwise you
63 Feb 26, 2010 7:43 PM are not getting accurate math data.
Data coach??!! What is that?...... My student look at the MAP tests as just a computer activity. I do not want them to be stressed or worried about their
64 Feb 26, 2010 7:44 PM performance on MAP.
65 Feb 26, 2010 7:47 PM I would love to have more information and curricula on test taking strategies for every grade level.
It worked well at my school since we had a computer lab and a very competent lab person. However, it takes a lot of time and effort on his part and the
66 Feb 26, 2010 7:47 PM part of teachers.
I think it is especially difficult to administer the MAP assessment to students who have never had a school experience, especially with using computers.
67 Feb 26, 2010 7:50 PM Since it is multiple choice, some students are able to guess and get correct answers. I wonder if the results are truely accurate.
I found that I needed to sit next to some students in order to slow them down. Overall, my honors students were able to perservere versus my regular
68 Feb 26, 2010 7:54 PM classes and I wonder how much of that played into performance as we don't have a metric for the time it took kids to take the test next to their scores.
69 Feb 26, 2010 7:59 PM Logistics were fine.
70 Feb 26, 2010 8:00 PM Tghe window is very tight, especially for the primary students who require four sessions.
71 Feb 26, 2010 8:02 PM went much more quickly and smoothly
We didn't receive any training from our data coach, didn't even know we had a data coach. We talked about results with our principal and our results
72 Feb 26, 2010 8:09 PM were printed for us.
73 Feb 26, 2010 8:15 PM K students need a later MAP window in September. First three weeks of school is TOO early for K students.
Math was given during science classes. Would prefer it's done during math, so that if there is a variation in score--especially a lower result, then perhaps
74 Feb 26, 2010 8:19 PM I can recall what was going on with the student that day when they were taking the test.
i think it's horrible that students do not have access to teh library for 9 weeks out of the school year and our counclor cannot counsil b/c both our librian
75 Feb 26, 2010 8:19 PM and counslor have to proctor the map test......in my eyes they are too valuable to be protors!!!!
76 Feb 26, 2010 8:29 PM The MAP test monopolizes our computer lab for 25% of the school year. This is an issue.
77 Feb 26, 2010 8:31 PM Kindergarten students need to be tested in the morning for math and reading. Not at 1:45pm
78 Feb 26, 2010 8:34 PM A presentation about the tests and data should be made to entire high school staff.
79 Feb 26, 2010 8:38 PM I have kindergarten students and many of them just don't get any kind of test yet.
80 Feb 26, 2010 8:39 PM The winter test is given too soon.
The test is too long - my ADD/ADHD students just grew tired and started pushing any button - it was frustrating to see them "guessing" on work they
81 Feb 26, 2010 8:41 PM know how to perform.
82 Feb 26, 2010 8:43 PM seems to be overkill for something we already know
83 Feb 26, 2010 8:47 PM It takes away from the instructional pieces I have scheduled for our computer lab time.
84 Feb 26, 2010 8:52 PM it took way to much library time away from students since the testing was done in the library and tied up the library and librarian.
85 Feb 26, 2010 9:02 PM There is no incentive for high schoolers to do well
My kindergarten students missed library for weeks while MAP was being administered. We have a big school where our MAP administrator's position was
possible because of PTA funds. What do schools do who don't have extra PTA funds? What will we do next year when we have fewer positions because of
budget cuts? In addition the MAP testing cut into my instructional time and took resources away from our school. I haven't found our kindergarten results
to be very helpful. I know more about my students and I'm better able to differentiate based on classroom based assessments. Maybe this is different for
other grades or will change in future years. I wish if the district feels like it's important enough to do MAP then they would fund appropriate administration
86 Feb 26, 2010 9:12 PM at each school.
87 Feb 26, 2010 9:37 PM I was amazed at how efficiently the test was administrered.
The biggest problem with the MAP is that students don't take in seriously. Especially in math, very few of my students used paper to help them solve
problems. Many students missed problems that they are able to solve in class independently, they were just too lazy to think about it during a computer
88 Feb 26, 2010 9:46 PM test.
89 Feb 26, 2010 9:50 PM I don't know how it could be done without a full time computer teacher.
90 Feb 26, 2010 9:54 PM MAP testing has forced us to close our library for months at a time during the testing windows. This is unacceptable.
91 Feb 26, 2010 10:06 PM It took too much time out of our classes and used our computer labs for non-instructional purposes. We could have better used this time teaching.
It was important to me to have an extra body in the form of our librarian who took on PCP classes scheduled for our computer lab. With out this support
92 Feb 26, 2010 10:14 PM we would not have done so weel.
At South Shore, we don't have many Bilingual IA to represent the languages so I am supporting the Vietnamese students in Kindergarten for the
instruction and some teachers think that not fair for the other groups, but some teachers want me to be available at the MAP testing for assissting the
93 Feb 26, 2010 10:15 PM students when they need the help.
94 Feb 26, 2010 10:16 PM We need more computers!! Or a computer lab which we do not have room for in our building!!!
95 Feb 26, 2010 10:16 PM Schedule for assessment is clear
I started as a sub when MAP was administered. I thought the test was 2-days and 2 different tests. I was caught flat footed when many students
96 Feb 26, 2010 10:32 PM completed the MAP in one day. I was not told to have a lesson plan for the 2nd day.
97 Feb 26, 2010 10:38 PM Need time and training to use MAP data. TIME, PLEASE!
98 Feb 26, 2010 10:48 PM Need to make sure that kids who did the test too quickly or that had strange circumstances get to retake too, not just those who were absent
99 Feb 26, 2010 10:49 PM Dont give the test before lunch or after an assembly
100 Feb 26, 2010 11:00 PM The students didn't really care about the test.
Students need pencil and paper during math tests.
Students need to be thoroughly prepared to do their best by teacher and computer specialist and MAP building lead. KDGN needs a different assessment
tool. Many teachers do not feel the data is reliable because of administrat ion of test , language barriers, lack of organization, no standardized
101 Feb 26, 2010 11:05 PM administration.
102 Feb 26, 2010 11:07 PM none
MAP was administrated pretty well in our building with a strong schedule and teachers acting as test proctors as well. We had problems when I as test
administrator couldn't upload the test each evening as I had previously done in the fall. The test uploads were taking sometimes more than two or three
103 Feb 26, 2010 11:14 PM days before we could see results.
104 Feb 26, 2010 11:43 PM It needs to be seen as more serious in middle school. Many of my 8th graders blew it off this time.
I do not teach 9th grade students, but do serve as a mentor to about 25 9th graders. One of the biggest problems we have with the MAP is that it
dominates our school computer lab for several weeks throughout the year. We only have one working lab right now, so this takes a big toll on the rest of
105 Feb 26, 2010 11:43 PM the building.
106 Feb 26, 2010 11:44 PM Where do we compare the winter and fall scores on the same sheet without writing them in ourselves?
107 Feb 26, 2010 11:58 PM The time allotted is not enough for some students and finding a make-up time is sometimes complicated
108 Feb 27, 2010 12:03 AM Will this test go away? I hope so, it provides no useful information at all and is a waste of class time.
Some are motivated, some not so much. Test taking skills and strategies really show becuase managing 5 choices on the computer is very difficult for
many kids - they have a hard time tracking the 2 or 3 they should focus on as they make a choice.
109 Feb 27, 2010 12:15 AM Also, scheduling requires us to give up one PCP per week for 2 weeks in order to free the computer lab.
It was not made clear to us how this data will be used in the future. It is a large investment of time and energy to develop this, and teachers would like
assurances that it will be sustainable and useful as a system of assessment in developing instruction, and not as a way to generalize what we do in terms
110 Feb 27, 2010 12:21 AM of evaluating us.
111 Feb 27, 2010 12:32 AM I'd like for all my students to be tested in one day so as not to lose time with my teaching
112 Feb 27, 2010 12:43 AM None. It was good.
When we had technical problems like frozen computers, we needed a computer specialist to resolve the problem. With the budget cut, my school may not
have a computer specialist next year. I don't think it is fair to expect MAP lead to replace a computer specialist.
Winter MAP was administered in the first week back from the winter break. Younger students looked tired and were not ready to be at school yet. I don't
113 Feb 27, 2010 12:48 AM think it is realistic to motivate younger students to take the assessment in the first week after the break.
This seemed to come out of nowhere with very little instruction about how/why to prepare our students for this test. If you want students to do well, you
114 Feb 27, 2010 12:53 AM need to show teachers how the test works. I have yet to see any test content. Where is the training for teachers?
115 Feb 27, 2010 12:56 AM I feel that the fall testing window did not give us enough time to introduce the testing procedures
116 Feb 27, 2010 1:03 AM Some students seemed very distracted and disengaged, others went very fast and just clicked
I dont feel like even with the trainings I am able to fluently understand and digest it for myself, let alone talk to parents/students about the data and
discuss how we can USE the data! I still dont know what half the reports are on the website and some just seem difficult to understand and share with
117 Feb 27, 2010 3:17 AM parents/students...
118 Feb 27, 2010 3:52 AM I'd like to know the questions on the test so I can help students to understand the concepts or vocabulary required to master at their level.
119 Feb 27, 2010 4:47 AM Getting to the right spot on the website for the kindergarten MAP reports and data is very confusing.
120 Feb 27, 2010 5:05 AM Logistics were fine, but it takes a lot of instructional time to administer 3x a year.
MAP can be a highly effective tool in driving instructional practices, but only if teachers receive adequate professional development and training to use it
121 Feb 27, 2010 7:08 AM effectively.
There were disruptions such as an unescorted dog ran into our testing and two neighborhood murders of friends the night before the test that distracted
some students. We did not have the flexibility to change the date because we had to give it off site at Wil Pac. We need to be able to give the test at our
122 Feb 27, 2010 7:48 PM own school so we can prevent serious disruptions.
I was not in the schools during MAP testing so have no knowledge about the administration process. However, of the two schools I've worked with, trying
123 Feb 27, 2010 10:08 PM to look at MAP data, one had administered the Kindergarten Survey and the other had administered the Primary Grades test.
Administering MAP three times a year tilts technology use away from accessing, evaluating, and using information and strongly toward computers as
testing machines. This trade-off and the impact of MAP on libraries was not approaches collaboratively but was imposed from the district. Although there
124 Feb 27, 2010 10:54 PM are ways to make lemonade from this outcome, it has been difficult and has not engendered trust and respect for those who made this decision.
Students did not try their best according to them after having taken the test.
Seating for the test did not allow any space for students to try to work out math problems so most of them just quessed as to which answer they thought
was correct. Multiple choice encourages quessing, rather than working things out.
Students were so squished together to take the test, making it very difficult to say that they were not distracted by their neighbor's computer screen or by
their neighbor's behavior. Many students hurried through the test so that they could go to recess. They thought it was fun to use computers, but that
does not necessarily mean that they did well on the tests. I do not put much weight or value in the test results at this point since I need to know more
125 Feb 28, 2010 12:08 AM about what the test is expecting students to know.
I like the fact that we get to know the results very quickly and students can take the tests based on their ability. But the fact that they cannot go back to
126 Feb 28, 2010 3:07 AM the previous problems and re-do or fix them is not really a good idea.
127 Feb 28, 2010 5:55 PM Was administered very well, but some kids tried harder than others, or understood better than others maybe.
128 Feb 28, 2010 8:29 PM I didn't adminster the test.
There should only be the fall and spring MAP tests. There is not enough time in the school year to present each student with their scores 3x a year. The
129 Feb 28, 2010 9:31 PM time would be better spent teaching them.
130 Feb 28, 2010 9:46 PM I noticed that K and 1st graders had difficulty with the lay out and requirements of response on the computer
I am in the library at my school. I was not directly involved with the testing. I did notice the libraries computers were busier during testing as students
131 Feb 28, 2010 11:25 PM did not have access to computers in the lab during testing.
132 Feb 28, 2010 11:40 PM Questionning how developmentally appropriate it is for Kindergarten.
It took a lot of support staff away from their jobs of actually teaching reading and writing. It also takes up a lot of instructional time at times when it's
most needed. I do not think for k-1 students that this is the most effective form of assesment. I'm still a supporter of the DRA. It gives a much clearer and
133 Mar 1, 2010 12:27 AM more complete picture of a student's reading skills and takes less instructional time away from the students.
I wish we had a lab so that all students could take the map at the same time. juggling lap tops or class labs with half the students able to use that lab (in
134 Mar 1, 2010 2:51 AM another classroom) is not okay. I spent 90 minutes each test setting up laptops, computers and trouble shooting problems.
We need faster feedback about incomplete tests and other errors. We will try to keep track manually next time, but we need to get faster feedback from
135 Mar 1, 2010 4:50 AM NWEA about potential problems during testing, as the window is over by the time we realize there's a problem.
136 Mar 1, 2010 3:11 PM none
Still way too dependent on admin time and volunteers. Huge expense that is "off the books" because our admin has to suck up the slack. It would be
137 Mar 1, 2010 3:42 PM interesting to see how mauc "billable time" our admin has done to get this to happen, with the sporadic help of volunteers.
138 Mar 1, 2010 4:08 PM Our site was well organized but that's because we have a computer lab.
Don't administer the same week we get back from a holiday. Don't administer the same week we get off for a holiday. These two weeks the students are
139 Mar 1, 2010 4:35 PM not focused on school testing.
140 Mar 1, 2010 4:46 PM Not a good assessment for kids w/limited tech experience: kdg and 1st!!!
For Kindergarten children, the test was unfair, especially for those with no computer skills and attention deficit issued. I really don't think that this is a
141 Mar 1, 2010 5:22 PM test "K" should be held accountable for.
142 Mar 1, 2010 5:42 PM we need some motivational verbage for the kids who are taking the test.
143 Mar 1, 2010 6:07 PM I would like to see it administered to all students up to and including geometry, regardless of grade level
Skip the winter. Too soon and newer info not informative versus lost time to take the test, loss of technology for classroom integration for 3 weeks, and
144 Mar 1, 2010 6:14 PM loss of the person giving the test for 3 weeks.
145 Mar 1, 2010 6:22 PM I have not been trained and I have not yet participated in MAP administering.
146 Mar 1, 2010 7:19 PM Not enough accommodations for SPED students due to small testing window and limited computer access.
147 Mar 1, 2010 8:09 PM none
148 Mar 1, 2010 8:15 PM n/a
149 Mar 1, 2010 8:50 PM I am glad that we have received extra laptops to administer MAP, otherwise it would be a logistical nightmare.
150 Mar 1, 2010 9:20 PM I thought the data was supposed to be so prompt. Why weren't the teachers better prepared? Why were not able to see the types of questions?
We are lucky that our school MAP people (our own teachers) are very helpful and masters of MAP info. District people have been rather vague and less
151 Mar 1, 2010 9:55 PM helpful.
I do not even know the questions on the MAP test. How do I change my teaching to aline with the test when I do not know what is being tested and the
152 Mar 1, 2010 10:18 PM test should be assessing what we are doing in class...not something else.
153 Mar 1, 2010 11:18 PM What accomodations are available for Sp. Ed. students? I felt as if I was testing how well a student could use a computer. I doubt that is the point...
154 Mar 1, 2010 11:24 PM There was a mix of motivation for students...so for question 4 i would put Agree and Disagree.
155 Mar 2, 2010 12:14 AM How were the students scored if they took a test a grade level up? Did/Does it make a huge difference?
156 Mar 2, 2010 1:08 AM Cumbersome to have to log off the district server and onto MAP and back to district server several times a day.
I stated that I disagreed that MAP testing was well-coordinated in my school because not every student present was tested. Every student who was there
should have been tested. Some did not have a valid test and should have been retested. So I had no data for some. There should have been a better
system for making sure every student had completed testing.
I also stated that I disagreed that my students were motivated to try their best. Most of my students were motivated and tried their best, however, I
observed several (5-6) students rushing through the test, looking at others' screens, talking out and expressing attitudes that sounded as if they thought it
was a game (primary students), and other off-task behaviors. Some just clicked their way through the test. In addition, we teachers were informed in
Sept/Aug that the math portion of the test would have audio, and that students would not have to read the questions on their own. This did not happen.
Instead, directions were for the student to ask for help and someone would read the question for them. This was not practical (not enough readers
157 Mar 2, 2010 2:23 AM present in the room during the test), and some students were too shy to ask for help. In the past, every District test in math given to primary students
This is easy to administer when you have a computer lab accessible, when you do not and you only have 5 computers in your class or 10 in the library it is
difficult to administer and is not as 'fair' an assessment as it would be if there were one proctor giving the same directions the same way to all students.
Subbing I saw this done well and I saw this done the way my school needs to, which is with parent proctors on different days in different locations - this is
158 Mar 2, 2010 5:13 AM not a 'fair test' of student abilities
It did not work well to do testing this close to the end of the semester for high schools. I am also concerned that the next round doesn't fall at the same
time as the HSPE. We already disrupt our school for the day for 10th graders. It makes a ton of sense to test 9th graders during this time. Too much
159 Mar 2, 2010 5:24 AM testing second semester otherwise, and too disruptive.
Many of the headphones were so lund that they hurt the students ears. When I mentioned that we should think about "testing conditions" she shrugged it
160 Mar 2, 2010 5:27 AM off. She doesn't really take feedback well.
I was told that my students could retest, so some did. But then I was told that some of their improved scores did not count. I am concerned when
161 Mar 2, 2010 4:25 PM students improve and they don't get the scores that they deserve.
The person in charge at school is out of commission for their regular duties for 9wks a year--with no support to replace their workload. Too much to ask
162 Mar 2, 2010 5:36 PM of the school w/o compensation/$ attached.
Knowing that the AIS position has been reduced to a .5 position next year, how does the district propose to facillitate testing text year. The MAP testing
163 Mar 2, 2010 5:41 PM alone will have consumed 9 weeks of the AIS time alone this year not to mention the time spent coordinating the PSAT, WLPT, HSPE and AP testing.
164 Mar 2, 2010 6:48 PM Do not administer right after a vacation.
We can do more work in motivating students. I believe sharing their progress on MAP with each administration, together with sharing that info with their
165 Mar 2, 2010 7:52 PM families, will increase motivation.
I would like to see the testing window lengthened so that we don't have to change our schedule to complete testing. I would like to see the way we log
166 Mar 2, 2010 8:29 PM on to the system simplified. I am still questioning the validity of testing kindergarteners.
167 Mar 2, 2010 9:48 PM Ours worked very well because we had a computer lab; I'd hate to do this program without a lab!
168 Mar 2, 2010 11:26 PM It is virtually impossible to get reliable data when the test is administered as if the students are cattle.
169 Mar 3, 2010 2:44 AM K teachers are concerned about reliability of their data.
the need for more classroom teachers as proctors so that they truely understand the time involved and effort proctors and the school leads experience.
170 Mar 3, 2010 3:13 AM Also, giving them more insight as they proctor of the questions students must answer.
171 Mar 3, 2010 4:55 AM It is difficult for very young children who get little computer experience to do this test in a large group setting in the limited window of testing.
172 Mar 3, 2010 3:47 PM Well done
173 Mar 3, 2010 4:50 PM students have not been given any information about why they are being tested this way
174 Mar 3, 2010 5:18 PM Not all students take the test seriously sme just scroll and select an answer.
175 Mar 3, 2010 7:42 PM After the 1st time, we ere able to schedule times better.
We do not have a lab and probly never will. It is a great strain on staff and students to try and get everyone tested let alone who has done what.
176 Mar 3, 2010 11:56 PM This added greatly to teacher stress of trying to get academics taught.A fifth of the class is testing you can't really teach a lesson and test
177 Mar 4, 2010 12:31 AM This is taking away far too much instructional time and using our computers for the wrong purpose.
178 Mar 4, 2010 12:35 AM I am not sure it is appropriate to emphasize MAP results with kids who may already be too competitive and may put down other kids with lower scores.
We have a large school (Lafayette) and the MAP window is too small. We struggle to get everyone tested in the window we are given, therefore leading
179 Mar 4, 2010 3:30 AM to a not as well coordinated MAP administration.
180 Mar 4, 2010 9:02 PM It was fine.
District needs to build in compensation for overtime for part-time employees. Usually the computer lab or librarian is the administrator and must work a
few extra days during each MAP window.
January testing should begin second week after winter break.
181 Mar 4, 2010 11:56 PM Spring testing should be as late as possible - June?
the conditions for this testing was less than desireable; cramped, cheek-by-jowl set up, late in an afternoon, rainy-day, no recess, with finally a recess
coming up. Students rushed to finish to get outside. Noisy setting with phone calls coming in and going out of the room, and students moving in and out
182 Mar 5, 2010 5:21 PM of a squeaky door.
183 Mar 5, 2010 11:58 PM I need student data and time, time, time to be able to truly access the data and make meaningful sense out of it
Some of my students took a test at a lower grade level band because audio assist was available. I am being told that the RIT scores are the same as
those that they would have received with their grade level band. I have trouble about this given classroom work. The decision concerning who would
184 Mar 6, 2010 12:35 AM have this experience was made without my input.
185 Mar 6, 2010 1:16 AM The window to test should not be at the end of the semester for high school. Finals and computer labs are hard to come by.....research, projects, etc.
MAP administration incurs more costs that are not reimbursed by the district (i.e., substitutes for MAP lead, paper to print reports, and additional time to
186 Mar 6, 2010 4:00 PM assemble reports and provide staff training). We should add these costs to school budgets.
Additional work load on teachers and principals. There has to be capacity built into this system. For example, we are losing 2.5 people next year in our
187 Mar 6, 2010 5:39 PM building. Two of these teachers run the MAP testing. Now what do we do? We are the largest K-5 in the district.
188 Mar 6, 2010 11:46 PM We administered MAP through our computer lab and extra computers in the library. Both specialists helped to monitor this.
189 Mar 7, 2010 6:44 AM None. The MAP team at our school did a wonderful job.
I feel that the first few 2 or 3 times the MAP is administered, the data should not be considered valid for decision making. The format and serious of the
190 Mar 7, 2010 8:25 PM assessment are unfamiliar to the students.
191 Mar 8, 2010 4:37 PM For Kindergarten, it was extremely helpful to have the computers already set up when students came in.
The administration of MAP required that my reading intervention person STOP delivering intervention for a 3 week period (2 times so far this year and will
be a 3rd) in order to set up and administer MAP. It is important for central office staff to recognize that it is NOT appropriate for parent volunteers to be
administering MAP. The MAP scores (RIT) pops up for each individual child as soon as the test is over. Testing information should be confidential. I don't
192 Mar 8, 2010 5:02 PM believe parents should be privy to other children's testing results.
lap top frustrating - batteries
193 Mar 8, 2010 6:23 PM changing classrooms
194 Mar 8, 2010 7:29 PM Testing window in January was very problematic for high school populations
195 Mar 8, 2010 7:41 PM It's a big job, and if staff did not volunteer to help, it wouldn't have happened as smoothly as it did.
It takes enormous amounts of time away from teaching.
It is expensive.
196 Mar 8, 2010 7:57 PM It is difficult to use the data from the winter because it is not being used as a "growth measure" by the district.
197 Mar 8, 2010 7:59 PM Very time consuming! Is the winter MAP really necessary? There will be NO time to teach the students anything new before the testing in April!
198 Mar 8, 2010 8:09 PM We will adjust the schedule again. It would have been helpful to start the kindergartners with the Primary Survey with goals instead of the screenings.
199 Mar 8, 2010 8:09 PM It was hard finding enough computers to administer it.
The district needs to take into consideration K-8 schools and how lack of computer resources impacts scheduling for elementary vs. middle school MAP
testing. There should be a model for each different type of school on how to coordinate/ help solve these problems when they arise... The district should
also be aware that MAP doesn't represent how kids learn in the classroom, nor what they learn on a daily basis. This is the big disconnect between what
200 Mar 8, 2010 8:12 PM we teachers do for kids everyday, and why many of us take issue with the "high-stakes" aspect of a data-driven assessment model.
It is an incredible drain on the technology of our school to have 2-8 testing in MAP. For the MAP window, any classroom technology needs grind to a hault
201 Mar 8, 2010 8:22 PM in the preference of MAP. Could their be mobile MAP carts for district check out?
202 Mar 8, 2010 8:23 PM MAP is helpful.
203 Mar 8, 2010 8:27 PM I dont like that map testing sometimes effects teacher access to the computer lab for projects, research and computer based projects.
204 Mar 8, 2010 8:42 PM nothing
205 Mar 8, 2010 8:59 PM Nearly impossible to test all students in the window presented without more tech in the building.
206 Mar 8, 2010 9:04 PM Difficult to fit in all classes within the time frame and with the people available to set up and proctor.
The use of MAP tests as part of a "triangulation device" of student achievement indicates a fundamental weakness of the test and/or the vague
expectations of administrators. In economically strapped times, the expenditure is at best questionable, and that's without considering the conflict of
207 Mar 8, 2010 9:11 PM interest in requiring a test from an outside organization with economic ties to the District.
The greatest disadvantage to administering MAP is we have no computer lab and the tests take twice longer to administer because our computer situation
can only.. Teachers are out of the loop because they don't actually see the testing environment and how their students react to testing. Disruption of
208 Mar 8, 2010 10:14 PM library services and other Title 1 personnel for 3 weeks.
209 Mar 8, 2010 10:16 PM Need a slightly longer testing window
210 Mar 8, 2010 10:45 PM Teachers need to meet in smaller groups and more time should be allowed for them to learn how to differentiate.
211 Mar 8, 2010 11:30 PM The winter test is a waste of valuable time and resources. The data were not particularly useful or informative.
212 Mar 9, 2010 12:08 AM My school is lucky to have a head teacher to lead in the administration of the MAP. How will this work if we do not have a head teacher next year?
213 Mar 9, 2010 12:14 AM Difficult to schedule make up sessions for kids out sick
Teachers may need to be present during administration. A few students were not motivated. Those who were absent, did not always have the
214 Mar 9, 2010 12:16 AM opportunity to finish the test. The window apparently was too short.
This year, we paid for a computer analyst to help maintain our technology for this assessment. Starting next year, we are losing that person due to budget
215 Mar 9, 2010 12:19 AM cuts. And we are at risk of losing our computer lab.
I had a couple students who did not try their best, but most of my students did try very hard. The person coordinating MAP at our school did a great job.
216 Mar 9, 2010 12:24 AM I contacted my school's data coach with questions and she was very responsive.
Coming at the end of the semester was very difficult. Computers were tied up, teachers were tied up, and classtime was used up when there was the
217 Mar 9, 2010 12:41 AM rush to finish work for the semester.
It disrupted school for two weeks at a stressful time for students - (end of the semester). It feels arduous to manually load up each computer with the test
218 Mar 9, 2010 12:47 AM taking software.
It should not be administered at the end of a semester. Students were concerned about finishing projects and taking final tests during that time. Could
219 Mar 9, 2010 12:51 AM the final testing take place during HSPE? We've already got a messed up schedule for 10th grade, why not throw in testing for 9th grade?
220 Mar 9, 2010 1:10 AM MAP was administered by our tech teacher in the tech lab and I didn't have to do it, which was great.
221 Mar 9, 2010 2:05 AM Going well
222 Mar 9, 2010 2:42 AM none at this time
223 Mar 9, 2010 2:45 AM Other than the fact that it takes away instruction time, nothing.
224 Mar 9, 2010 3:00 AM Nothing
The log-on is laborious and precludes any other use of the computer lab for most of a month each of the test windows. Our students mostly equated new
225 Mar 9, 2010 3:59 AM computer lab with test anxiety...I have tried to counteract that impact with curricularly aligned, interesting and relevant research projects in the lab.
The fact that Interagency students were required to travel to JSCEE and other sites had a strong, negative impact on their assessment results. This should
226 Mar 9, 2010 6:07 AM be solved immediately so our students can test in their own buidlings.
The people administering MAP were unable to perform their actual jobs (i.e. school counselor, vice principal, librarian) for several weeks. This had a large
227 Mar 9, 2010 6:34 AM negative impact on the beginning of our school year.
228 Mar 9, 2010 12:29 PM --
too little time to take the test and some rushed to complete the sectons. My MAP lead took so much time in scheduling all of the students with no extra
229 Mar 9, 2010 3:03 PM support. Some kids did not try their best and I think we need another option besides the computer screen.
This test, even with a dedicated computer lab, is a time-intensive nightmare to administer for primary grades. It has taken three of the twelve weeks my
230 Mar 9, 2010 3:42 PM students have in the lab for technology instruction.
231 Mar 9, 2010 4:04 PM None.
Our Kindergarten students were not able to take the fall assessment because they did not have enough experience on the computer and we did not have
enough staff to help them. We were not given any information about what is on the test and what we can do to help the students improve their scores. I
think that this whole project is very poorly conceived and implemented. Many teachers in my building are totally stressed out because they feel powerless
and totally left in the dark. We are told that our evaluations are going to be based on this. When we set our plan, the principal said "No big deal" well it is
232 Mar 9, 2010 4:43 PM a big deal and we are being held accountable for something we don't even have any knowledge about.
233 Mar 9, 2010 7:24 PM Intervention students need shorter tests that are not given as such monumental events. They have no reason to try under the current system.
234 Mar 9, 2010 7:47 PM I was more aware of timing for winter sessions and could support certain students in the lab.
235 Mar 9, 2010 8:26 PM The MAP lead and technology lead at our school managed the logistics seamlessly.
236 Mar 9, 2010 10:47 PM Should be administered in other languages.
Having virtually all student computers (library lab and two mobile labs) booked solid for MAP during the month of January meant extremely limited access
237 Mar 9, 2010 10:54 PM to computers for teaching and learning during that entire month.
239 Mar 10, 2010 12:12 AM none
It took away time from my math coach and librarian as they were the one's that help teachers facilitate the MAP test. It takes a while for over 550
240 Mar 10, 2010 3:39 AM students to take the test.
241 Mar 10, 2010 5:21 PM The computers load so slowly that some kids were left sitting with nothing to do for a long time.
242 Mar 10, 2010 7:00 PM Our school's MAP Lead did a fantastic job!
243 Mar 10, 2010 10:51 PM Some students ran out of time when the testing window closed and they still had not finished the test.
244 Mar 10, 2010 11:22 PM None
I feel that parents need more education on what MAP is intended for and what it is not. It is not a test like the WASL where student's can learn how to
take the test. It is really FOR teachers, like the DRA on going assessments three times a year for reading, to see how a students progress is going. It is
not meant to prove Spectrum status nor is it something that parents should use againist teachers as proof that we are not doing our jobs. After all,
students can try as hard as they wish. They don't have to succeed if they don't want to really. It is a tight rope we walk assuming that students are
always actually really trying their best all the time on these tests. It is not fair to put so much on to the teacher if they don't show progress every time.
Lack of progress does not prove the teacher is not doing their job. They may not. The test is after all a test of progress from fall to spring and it is very
245 Mar 11, 2010 12:25 AM difficult for students who score really high to make improvements for the most part.
I am frustrated when several students tok the test and results came back saying testing was terminated by proctor. This did not happen. Several of my
students took the tests twice and did not receive completed scores. I still have one student who has NO DATA to report to the parents. After two attempts
246 Mar 11, 2010 2:20 AM it should have taken!
247 Mar 11, 2010 5:19 PM N/A
248 Mar 11, 2010 7:19 PM We definitely need a longer testing window. Is it possible to extend the spring window?
249 Mar 11, 2010 8:48 PM I have students who were tested but did not show up on my classroom report. I am still waiting for the reason and results.
250 Mar 11, 2010 11:38 PM It was very expensive to get the entire school started, I hope the cost will average out.
251 Mar 12, 2010 12:29 AM I think the spring dates should be changed.
252 Mar 12, 2010 7:01 AM COMPUTER TESTING IS TAKEN LESS SERIOUSLY BY STUDENTS. THIS IS A NEW CULTURAL SHIFT THAT WE HAVE TO ACCOMODATE.
Need to have and give mock assessments before
253 Mar 12, 2010 10:17 PM test. Available MAPs practice test in classroom computers for students to access at will
254 Mar 13, 2010 11:22 PM Some of the kindergarten students were not used to working with a lap top, and the MAP tests were the only time they used the computers.
I/my school communicated with families about MAP in the following ways:
Response Response
Answer Options
Percent Count I/my school communicated with families about MAP in the
Sharing results at parent-teacher conferences 49.2% 293 following ways:
Sending results home to parents 31.2% 186
70.0%
Sharing information at a parent information night 15.6% 93
60.0%
Providing results on an as-requested basis 57.4% 342 50.0%
Other (please specify) 133 40.0%
10.0%
0.0%
Other (please
Sharing results at
specify)
parent-teacher
conferences
1 Feb 26, 2010 4:49 PM COMMUNICATION WITH THE STUDENTS
2 Feb 26, 2010 4:55 PM IEP meetings
3 Feb 26, 2010 5:00 PM No one really knows
4 Feb 26, 2010 5:02 PM school hasn't communciated with famlilies
5 Feb 26, 2010 5:11 PM not applicable
6 Feb 26, 2010 5:12 PM Teacher self directed communication with parents
7 Feb 26, 2010 5:16 PM I have not done this
8 Feb 26, 2010 5:23 PM i did not
9 Feb 26, 2010 5:29 PM none-- I do not test in this area. I teach Spanish
10 Feb 26, 2010 5:35 PM The Winter results dropped so I only sent home some of the results.
11 Feb 26, 2010 5:36 PM during IEP meetings
12 Feb 26, 2010 5:40 PM I don't think they did share with parents at all
13 Feb 26, 2010 5:48 PM I gave to students to take home.
14 Feb 26, 2010 5:54 PM Sharing data directly with students.
15 Feb 26, 2010 6:14 PM I'm not sure as to the extent that the MAP data was dessiminated.
16 Feb 26, 2010 6:22 PM none at this time
17 Feb 26, 2010 6:25 PM I do not know if the MAP data was comunicated to familes.
18 Feb 26, 2010 6:31 PM sent letter home
19 Feb 26, 2010 6:53 PM We will send Winter Report home with March progress reports.
My understanding was this was a pilot year for most schools and we weren't to share info with parents until there was a more consistent message to give, part of
20 Feb 26, 2010 6:56 PM which was to come from the District.
21 Feb 26, 2010 7:09 PM I have not yet shared information with families.
22 Feb 26, 2010 7:09 PM Not applicable
23 Feb 26, 2010 7:17 PM did not share results with families as far as I know
24 Feb 26, 2010 7:20 PM A letter was sent home with the students that did not contain the scores.
25 Feb 26, 2010 7:26 PM I don't know. I don't think that it has been communicated.
26 Feb 26, 2010 7:26 PM I did not due to discrepancy with results as I stated before.
27 Feb 26, 2010 7:27 PM During SIT meetings too
28 Feb 26, 2010 7:30 PM Don't know.
29 Feb 26, 2010 7:31 PM We are busy in the classroom trying to teach! We are trying to make up for all the hours lost to testing.
30 Feb 26, 2010 7:32 PM There is no plan to do so.
31 Feb 26, 2010 7:33 PM nothing done
32 Feb 26, 2010 7:35 PM There's no way to check other here--without checking a box. I haven't used the results at all yet.
33 Feb 26, 2010 7:36 PM I don't know
34 Feb 26, 2010 7:36 PM not applicable
35 Feb 26, 2010 7:36 PM I have no idea how they were communicated
36 Feb 26, 2010 7:40 PM I do not know; I was not involved.
37 Feb 26, 2010 7:47 PM I don't know but the survey won't let that be an answer. Disregard above answer.
38 Feb 26, 2010 7:48 PM provide a portfolio of des carte for every child.. and parent... and work on an individual level... and work to increase their skills..
39 Feb 26, 2010 7:48 PM Only Had One Training - Not Prepared
40 Feb 26, 2010 7:50 PM I am not sure.
41 Feb 26, 2010 7:51 PM i don't know
42 Feb 26, 2010 7:53 PM varies-special needs Ell classroom has very individual needs.
43 Feb 26, 2010 8:01 PM I have no results. No one has asked.
44 Feb 26, 2010 8:01 PM Winter reports will accompany reports cards in march
45 Feb 26, 2010 8:04 PM haven't done yet--will do
46 Feb 26, 2010 8:10 PM We have not shared this information.
47 Feb 26, 2010 8:20 PM I don't recall.
48 Feb 26, 2010 8:20 PM i did not share results b/c i did not understand what results to sahre
49 Feb 26, 2010 8:31 PM I'm not sure which was done.
50 Feb 26, 2010 8:42 PM We are not able to share info if we do not understand it
51 Feb 26, 2010 8:48 PM The district pulled the winter MAPS and so they are sitting on my desk.And, I am required to answer one of the above questions, which does not apply.
52 Feb 26, 2010 9:03 PM I have the scores and can show them if they want
53 Feb 26, 2010 9:09 PM I have shared it with parents during IEP meetings.
54 Feb 26, 2010 10:06 PM none
55 Feb 26, 2010 10:17 PM The above answer is not accurate. I could not say the info has not been shared in any way.
56 Feb 26, 2010 10:18 PM I do not know what the teachers do with the MAP.
57 Feb 26, 2010 10:30 PM Hand carried by students
58 Feb 26, 2010 10:32 PM I do not know.
59 Feb 26, 2010 10:39 PM Don't Know
60 Feb 26, 2010 10:53 PM not sure how my school communitcated
61 Feb 26, 2010 11:05 PM don't know
62 Feb 26, 2010 11:08 PM I feel I need to be more informed about how to present it to families. I now feel more comfortable doing so.
63 Feb 26, 2010 11:11 PM I was only involved with adminstering the test.
64 Feb 26, 2010 11:38 PM Individual teacher-student conferences
65 Feb 26, 2010 11:53 PM Not informed enough to share the info
66 Feb 27, 2010 12:01 AM I don't know
67 Feb 27, 2010 12:21 AM I was not informed about this.
Please note that none of the answers above are accurate. This survey required me to choose one before I could proceed to the next question. My real
68 Feb 27, 2010 12:54 AM answer is: As far as I know, there has been no communication between my school and families regarding MAP.
69 Feb 27, 2010 1:04 AM This will come later
70 Feb 27, 2010 1:34 AM have not yet shared info
71 Feb 27, 2010 3:32 AM We also write the results on the reportcard
72 Feb 27, 2010 5:14 AM Didn't do anything except share data with staff
73 Feb 27, 2010 12:49 PM They haven't been shared yet.
74 Feb 27, 2010 5:33 PM I didn't, because it cost too much to print out sheets with old and new data and I couldn't just download data to make my own reports that would not have wasted paper.
75 Feb 27, 2010 8:20 PM none- never taught to read results
76 Feb 27, 2010 10:17 PM Talking with families about needed interventions & school's next steps
77 Feb 27, 2010 10:51 PM I am unaware of any communication with families
78 Feb 28, 2010 8:30 PM none
79 Feb 28, 2010 9:32 PM Results were shared with teachers only at this mid-year test time.
80 Feb 28, 2010 9:46 PM Shared with data team, special education
81 Mar 1, 2010 3:12 PM dont know
82 Mar 1, 2010 3:35 PM I believe so, but I am not sure.
83 Mar 1, 2010 3:43 PM I haven't shared.
84 Mar 1, 2010 5:13 PM don't know
85 Mar 1, 2010 6:22 PM I think it should have been mailed with a cover letter.
86 Mar 1, 2010 7:20 PM NAV 101
87 Mar 2, 2010 1:09 AM I don't know how teachers communicated the data. I only proctured the tests in the computer lab.
88 Mar 2, 2010 5:37 PM not sure, but it was confusing to parents, and worrisome.
89 Mar 2, 2010 5:42 PM News letter home to the parents informing them of the testing.
90 Mar 2, 2010 7:01 PM sharing information at parent teacher conferences
91 Mar 2, 2010 11:28 PM Sent reports home via students. Many of the reports did not make it home.
92 Mar 3, 2010 2:45 AM I don't really know - I am new
93 Mar 3, 2010 3:48 PM Student conferences
94 Mar 3, 2010 4:02 PM have not yet...
95 Mar 3, 2010 4:50 PM my school has not contacted parents
96 Mar 3, 2010 7:42 PM No one has asked me about their student's results.
97 Mar 4, 2010 12:31 AM Admin organized info to send home.
98 Mar 4, 2010 3:31 AM Intermediate grades shared results but kindergarten did not.
99 Mar 4, 2010 9:02 PM I don't know.
100 Mar 5, 2010 11:58 PM No meaninful data to yet communicate
101 Mar 6, 2010 12:37 AM I have not shared information, and teachers in my school have handled this differently. There was no school decision.
102 Mar 6, 2010 4:00 PM Report cards
103 Mar 8, 2010 6:45 PM following school policy on this
104 Mar 8, 2010 7:42 PM You forced me to choose an answer, but none applied.
105 Mar 8, 2010 8:09 PM Using info in IEPs
106 Mar 8, 2010 8:10 PM NA
107 Mar 8, 2010 8:28 PM I really don't know
108 Mar 8, 2010 8:50 PM na
109 Mar 8, 2010 9:11 PM I will NOT be using the results.
110 Mar 8, 2010 9:48 PM not yet
111 Mar 8, 2010 9:54 PM I teach PE, so am not involved with MAP
112 Mar 8, 2010 9:59 PM I don't know
113 Mar 8, 2010 10:16 PM none
114 Mar 8, 2010 10:43 PM It never occurred to me to share MAP data with families. "Perhaps that means that I'm providing results on an as-requested basis."
115 Mar 8, 2010 10:51 PM none. ELL parents were not provided with translations.
116 Mar 8, 2010 11:52 PM No information submitted at this time...will send winter results with winter report cards.
117 Mar 9, 2010 12:19 AM newsletters
118 Mar 9, 2010 12:25 AM we are just sending it home
119 Mar 9, 2010 12:42 AM unsure
120 Mar 9, 2010 1:11 AM So far the district has sent conflicting messages about what to do with the winter results.
121 Mar 9, 2010 3:03 PM we are in the process of developing this now.
122 Mar 9, 2010 4:53 PM We shared results with students to take home to families.
123 Mar 9, 2010 7:07 PM not sure
124 Mar 9, 2010 7:25 PM Delete response; N/A
125 Mar 9, 2010 7:48 PM Discussed at IEP meetings
126 Mar 9, 2010 8:16 PM Students are notified and they can take the information back home to their parents.
127 Mar 9, 2010 11:56 PM place info on IEPs
128 Mar 11, 2010 12:25 AM Discussing scores with the students.
129 Mar 11, 2010 7:21 PM General information was sent home in a letter written by our principal
130 Mar 11, 2010 8:30 PM no communication
131 Mar 11, 2010 11:39 PM I hope to send results from the January testing with report cards in March.
132 Mar 12, 2010 12:29 AM Most of my communication is done directly with the student.
I would appreciate a precise definition of what I'm looking at when my students receive their scores after an assessment.I don't like 'iffy' responses about what
133 Mar 12, 2010 12:53 AM things mean. I would like to communicate with my parents with a degree of intelligence about their child regarding the new assessments via MAP.
What other feedback do you have about MAP?
242

1 Feb 26, 2010 4:53 PM -
I really like it - I am able to find out just how academically bright my asperger students are and so it helps me to keep them challenged. It also helped me
2 Feb 26, 2010 4:56 PM to fill gaps for my students who are struggling in general education through my inclusion program. I think it's great!
3 Feb 26, 2010 5:00 PM I have no idea what the data means, nor how to interpret it
good snap-shot
well-organized here
4 Feb 26, 2010 5:03 PM need TIME to properly use the data and then plan appropriate differentiated lessons!
5 Feb 26, 2010 5:07 PM Differentiation good, but takes time. MAP helpful for leveling, but I'm not convinced of its reliability.
I like the testing format. The data is corroborated by student's daily performance. I have two kids who do not have computers and their results are most
6 Feb 26, 2010 5:11 PM different from their daily work in class, which leads me to believe facility with computers may impact their scores.
7 Feb 26, 2010 5:13 PM MAP testing needs to provide motivation for students to put forth their best efforts. As it is, with the surplus of testing the data seems unreliable.
8 Feb 26, 2010 5:18 PM Again, it is wrong to administer the test only to 9th graders when it results in 10th graders with 9th grade credits getting tested. See my previous comment.
9 Feb 26, 2010 5:19 PM Weighing the pig more often does not help the pig get fatter.
Due to the end of term tests in Spring I would suggest NOT testing in our high school this Spring as the data will be less than reliable. Students will have
tests from year long classes that show more accurately our students abilities and skills. MAP tests are not relavent to life skills for our students. Very
10 Feb 26, 2010 5:19 PM disruptive to the teaching schedule as not all "9th" grade students are in "9th" grade classes.
I strongly oppose the frequency of testing. I strongly oppose the use of all computers in our building for this task. I strongly oppose being pushed to use
flawed data to assess my students. We have many other opportunities for students to show progress: HSPE, classroom-based assessments, PSAT, etc. We
11 Feb 26, 2010 5:24 PM don't need YET ANOTHER system that wastes class time, commandeers computers, and doesn't even provide accurate data based on a variety of factors.
12 Feb 26, 2010 5:24 PM Testing three times a year is excessive. Can we get enough useful results with twice a year testing?
This was rolled out with very little explanation of what it was, and I feel many of the questions do not assess what they intend to. I do not feel this is a
13 Feb 26, 2010 5:25 PM useful assessment and the amount of time it clogs up the computers in our school is not okay.
14 Feb 26, 2010 5:30 PM It is not that helpful to students and families. It tells teachers what they already know from their curriculum. IT is a waste of time
15 Feb 26, 2010 5:36 PM none
Can we have a broader understanding of what to teach to prepare students. It seems the family engagement print out is too limited and the RIT score
16 Feb 26, 2010 5:38 PM ranges do not have enough sufficient examples.
17 Feb 26, 2010 5:38 PM Please make login EASIER
Kids in the primary grades have a lot more literacy knowledge than MAP tests, e.g. book handling knowledge. A computer test doesn't map onto how kids
think, particularly at this age. I appreciate a focus on triangulating data. It's important for us to share examples of kids who look different on different
18 Feb 26, 2010 5:39 PM assessments and how that translates onto report cards, into communication with parents, etc.
It's totally wrong to put so much emphasis on one hour in a student's life, and base their whole educational program on this one hour of testing. Makes no
19 Feb 26, 2010 5:40 PM sense to me, and totally am not convinced this is the testing tool to be using for EL population.
20 Feb 26, 2010 5:45 PM None
21 Feb 26, 2010 5:47 PM N/A

22 Feb 26, 2010 5:49 PM Don't waste our money on this program.......
Again, I can't access the data for my students as a class. it is not logical or reasonable to ask me to individually find data for each student. this is a glitch in
23 Feb 26, 2010 5:51 PM the sytsem that needs to be addressed, for all those students moving to different classes 2nd semester.
24 Feb 26, 2010 5:55 PM I have some questions about the reading test, how it's calibrated, etc.
The district should provide computer analysts at each school to keep computers operating if we are to conduct assessments on the computer.
This assessment is not needed 3x per year for K/1.
The students lost too much instructional time.
The DRA is a MUCH better assessment for me to use for differentiation and to inform instruction at K/1. The MAP assessment does not tell me what letters
they know, which they do not, what exact sounds they need to learn, what their strategies for decoding are and what reading strategies they need
25 Feb 26, 2010 6:08 PM instruction on, or basically any individual and exact info, like the DRA does. It is a far better assessment for K/1.
26 Feb 26, 2010 6:13 PM None.
Some of my student's scores on MAP do not reflect their true ability. Many are working above grade level, in class, yet the scores are low. Some do not have
computers/video games other technology and are therefore not accustomed to manuevering with the mouse etc. These students' families are well off and
27 Feb 26, 2010 6:15 PM able to purchase technology, but have chosen not to do so, which is fine.
28 Feb 26, 2010 6:22 PM none
29 Feb 26, 2010 6:23 PM It will take me time to absorb and utilize MAP
I am dismayed at the amount of money and resources that are going into yet another computerized data program. What happened to Edusoft? Here
30 Feb 26, 2010 6:31 PM today, gone tomorrow. What a waster!
31 Feb 26, 2010 6:31 PM Can I get a pay increase based on great improvements with my students??
32 Feb 26, 2010 6:44 PM How will the district support the computers needed to do the on-line assessments?
33 Feb 26, 2010 6:53 PM I'm concerned that the reading portion of the MAP is not closely aligned with the reading skills and strategies taught in Readers' Workshop.
34 Feb 26, 2010 6:54 PM I find it very valuable information for measuring student progress and helping teachers and myself set professional goals.
35 Feb 26, 2010 6:57 PM I think the District still needs to provide a letter mailed home to families that clearly explains what MAP is and how it is to be used.
I like it. It gives me a good breakdown on where my students stenghths and weaknesses are. I think for the first year, it has gone pretty smoothly and
hopefully the district will stick with it for some time in order for teachers and families to be able to really get used to it and see it as a strong form of
36 Feb 26, 2010 7:04 PM assessment.
I work at an alternative high school. My philosophy of education does not support standardized testing for lengthy and complex reasons. If someone would
37 Feb 26, 2010 7:07 PM like to contact me to hear more about them, that would be fine. dmcherniak@seattleschools.org
38 Feb 26, 2010 7:10 PM MAP should completely subplant WASL, perhaps it needs to be adopted by OSPI, modified to include a more rigorous writing and science test.
Make it available to ALL teachers. Create classroom lists for semester, quarter and full year classes and the ability to just search on an individual student at
39 Feb 26, 2010 7:10 PM the school.
Many problems with the kinds of questions asked and their relationship to the state standards. The need for Basic computer skills and motor skills makes
40 Feb 26, 2010 7:13 PM this test and its results unusable for a kindergarten class.
41 Feb 26, 2010 7:15 PM I would like to know nore about what's on the test. Can't find it on your web site.
42 Feb 26, 2010 7:16 PM TOO much testing
I feel that teachers need a great deal more information about how the test was developed, what the scores mean (and don't mean) and how these scores
43 Feb 26, 2010 7:17 PM are being used at a district level before we should be asked to share any results with our students and our families.
44 Feb 26, 2010 7:17 PM just one more thing, and 3 days of lost instruction time for test administration
If this is going to be used on a regular basis the proctoring needs to be equitable and fair to the students. The instruction for using the information needs to
45 Feb 26, 2010 7:21 PM be clear. Most of us do not understand the information or the test results.
The map trainers have insisted t hat the district is not going to tie evaluations or pay to the scores and i would say that if the district reneges on this
46 Feb 26, 2010 7:22 PM commitment -to have this test be an instructional tool and nothing else - trust between the teachers and the administration will be severely damaged.
47 Feb 26, 2010 7:25 PM It's a great tool. Let's keep going.
48 Feb 26, 2010 7:28 PM The website is conveluted. You need to go in and out of pages to gather the data/suggestions/learning targets

Please, we have so little time with our students given all the interruptions and call-outs and fire drills and testing. Please limit this assessment to twice a
49 Feb 26, 2010 7:32 PM year! We need to be able to teach!!
MAP tests need to be limited to two sessions per year, and with a much longer test window. I'm not hearing any advocacy in the District regarding that
matter. I'm only hearing from the District how great MAP testing is going.
Secondly, because there is no support to implement differentiation for secondary reading such as direct reading intervention staff for secondary schools,
50 Feb 26, 2010 7:36 PM diagnostic reading tests, or any other professional development for improving secondary literacy, I'm unable to put my faith behind MAP results.
51 Feb 26, 2010 7:37 PM Great idea but not realistically implemented.
52 Feb 26, 2010 7:37 PM School schedules need to be altered so that one teacher doesn't lose 3 days of instruction from their quarter.
I know it's the first time with this, but it was my experience that I really had to go out of my way to figure out how I might find out my student's scores. We
did devote a few minutes to it at a mtg. (the day after I had given the second test) where the principle showed us how to access the scores--but I can't find
my notes on how to do it, and I had the distinct impression that looking up each students score would be time consuming. Maybe time worth spending, but I
have it on my very long to do list. Certainly not easy and seamless. Yesterday, while grading I had some questions about students reading level and I
couldn't find my notes on how to access their scores. I emailed the counselor with the names of the five students and he told me to go to the OSPI website.
Which I will do after I take this survey. I am wondering how easy it will be to read and if I will be able to easily understand what the scores mean. If not, it
53 Feb 26, 2010 7:39 PM was a pretty big waste of time, I think.
54 Feb 26, 2010 7:40 PM Sounds like it might be useful, but again I have not seen it
I think that having students take the test on the computer is challenging especially in Elelmentary schools, and low-income schools. Many of my families are
either A. bilingual and have no conept yet of a computer and its uses. or B. Cannot afford to have a computer. We do not get enough PCP time in the
computer lab for students to start to feel comfortable enough taking a test on a computer. Also I know as an adult reader it is hard for me to read lengthy
information from a computer screen so I can imagine for certain types of learners and struggling readers that it is hard to maintain reading in line order.
55 Feb 26, 2010 7:45 PM Also kids do not have the stamina at the elementary age to take a long test on the computer.
56 Feb 26, 2010 7:46 PM It is not alligned with EDM or any of our other materials. I do not like it or feel that it is very useful...... Sorry!
57 Feb 26, 2010 7:49 PM I want to extend--the testing to a month open window... it is too rushed.
The map questions for Kindergarten were not developmentally apropriate. They asked children to add two digit numbers vertically and had them put 5
58 Feb 26, 2010 7:52 PM words in alphabetical order, for example. These skills are not yet taught in K
59 Feb 26, 2010 7:58 PM It does not apply to my content area at all
60 Feb 26, 2010 8:00 PM we need some more machines
We need classroom books/materials that support MAP. When was the last time we had a book adoption for Language Arts in middle school? Our grammar
and composition books are from 1987; our literature books from 1993. Readers' and Writers' Workshop is successful but it is a piece of the puzzle-a part of
the curiculum. It does not stand alone. We lack the necessary components within the classroom to support MAP testing. And, believe me, I strongly support
61 Feb 26, 2010 8:00 PM the MAP testing.
Issues to be addressed still:
There is a topping out of content with MAP but not with our district curriculum...how can accelerated students continue to grow.
2. ELL students are underperforming because they can't read the question. When I translated quarter for one student, he was able to access more
questions but though he is performing at a B level in class and has only been in the US two years, he can't access questions beyond 1st grade levels due to
language barriers. He could do the work if it were translated for him.
3. Access to 5th grade scores now so that we can begin at least prelim plans for how many sections we might anticipate of math intervention and spectrum
classes.
4. Transparency. As a parent of a SPS child, I had to ask about the scores and was only given a report when I demanded to see one. This should not be.
While there are big issues with the reading MAP being a valid test, I feel differently about the math measures and in order to help my child someone at the
62 Feb 26, 2010 8:00 PM elementary level should be comfortable discussing and sharing these scores.
It should not be so complicated to give to Special Ed students and the results should give us information to direct our instruction. Seattle has enough Special
63 Feb 26, 2010 8:02 PM Ed students for this aspect of the testing process to have been considered, leaving us out is insulting.

64 Feb 26, 2010 8:03 PM Seems like a good test that is pretty accurate in determining a student's level. I like the interactive nature of it.
65 Feb 26, 2010 8:16 PM As a K teacher and building MAP team member, I would like to see K students take the test at the end of October instead of September.
66 Feb 26, 2010 8:19 PM none right now
Our school computer lab and laptaps as well as classrooms and PCP teachers were all negatively affected by the lack of planning as to the how and where of
67 Feb 26, 2010 8:19 PM this testing.
68 Feb 26, 2010 8:20 PM none
69 Feb 26, 2010 8:21 PM the results website is not user-friendly and i find it to be overwhelming.
70 Feb 26, 2010 8:30 PM I have noticed some serious disconnections between what is tested on MAP and the GLEs.
71 Feb 26, 2010 8:32 PM The curriculum must be aligned with map testing window.
This is turning out to be a high-stakes test (with the scores being used for ALO). I and other teachers and principals disagree with this decision but there is
72 Feb 26, 2010 8:32 PM nothing we can do about it.
73 Feb 26, 2010 8:43 PM If we are going to use this, teachers need to understand the data and be shown its value in helping to make curriculum decisions.
74 Feb 26, 2010 8:43 PM we need paid time and less students to manage to make this effective!
I am finding that my students that are good test takers try really hard on the test and score in the 99% compared to other students across the U.S. I am
wondering what this really means. It is hard to grow students without providing teachers the curriculum needed to challenge students at this level. I feel
that if this is a tool to assess the accountability of teachers as well as student growth, then there should be training on how to challenge and grow the upper
75 Feb 26, 2010 8:44 PM end students as well.
I do not agree with using norm-based tests, as teacher of an at-risk, high-needs student population. Norm-referenced tests do not accurately or fairly reflect
76 Feb 26, 2010 8:45 PM results for non-dominant culture students. I fully support using criterion-based (or standards-based) tests and feel more confident in the results of said tests.
I would like to see the district implement a program that is worthwhile. Apparently this one has issues since the winter MAPS are not being released to the
77 Feb 26, 2010 8:49 PM parents UNLESS they request them.
78 Feb 26, 2010 9:03 PM Because of lack of motivation of some students in high school, I am not convinced of the strength of the results
79 Feb 26, 2010 9:04 PM should be used as a tool for teachers and not for parents/students.
80 Feb 26, 2010 9:07 PM There are still concerns about validity.
It seemed like those training us and those training our trainers didn't have much information or sometimes enough knowledge. Perhaps this was
implemented too quickly. Shouldn't we all try the test? Shouldn't our parents be more informed to send kids ready to do well? It feels like we're always
thrown more balls into our juggling act each year by the district and the district support seems to be really weak. Do some schools have data coaches?
Where's the equity in that? We had SO little time with coaches in the building this year and too much of their time went into MAP when we have more
81 Feb 26, 2010 9:12 PM important PD needs at our school.
I do have concerns about students that are hard workers, but may not score as high as their peers, since my students tend to share their test results with
82 Feb 26, 2010 9:40 PM one another. I don't want anytone to get discouraged or think they're not as smart as those around them.
It is an interesting work in progress. If we lose our head teacher and half a librarian due to loss of budget, it will be very interesting to see how
83 Feb 26, 2010 9:48 PM implementation goes next year.
I honestly can't imagine how hard it would have been if we didn't have a computer person to try to do MAP testing building wide. K-5 schools do not always
84 Feb 26, 2010 9:51 PM have a full computer lab...much less a scheduled time to go in it. For us it worked out fine, with relatively little disruption to our schedules.
It doesn't really seem to me that MAP is worth the direct monetary cost or the indirect costs (lost time in class, library closure, etc.). It does seem that it may
85 Feb 26, 2010 9:56 PM be a conflict of interest that the district has purchased a program from an organization of which Maria is a board member.
86 Feb 26, 2010 10:07 PM I usually try to give constructive feedback, but this whole MAP Test process is just craptastic. Sorry.
87 Feb 26, 2010 10:09 PM MAP feedback is vague by strand. Explicit break down in a strand area would be helpful, if possible.
88 Feb 26, 2010 10:16 PM I like that our teachers can have access to important data to inform instruction.
89 Feb 26, 2010 10:16 PM None

More computers, earlier effective training on how to access and use. I am sped and have to give the test and it takes a two week timeframe to administer.
I cannot access the info to build my student list so that I can see how they performed. Help me if you want me to use the info. The training has been late
90 Feb 26, 2010 10:18 PM for everyone and not informational
91 Feb 26, 2010 10:19 PM MAP is a good way to test children for learning, but for Kindergartener is too young for computerize test. They make too many guesses without thinking.
92 Feb 26, 2010 10:33 PM I now understand the process and will be better prepared for the Spring MAP.
93 Feb 26, 2010 11:01 PM I need time to process all this information.
94 Feb 26, 2010 11:08 PM none
I don't feel it is a good assessment for primary students. It doesn't measure how well students read or write, it tests how well they can answer certain kinds
of questions. It is biased against ELL students, they really need to understand the language to be able to answer the questions. I also wonder how a
95 Feb 26, 2010 11:10 PM student's writing skills can be assessed on a computer test - there is no writing involved!
96 Feb 26, 2010 11:16 PM It would be great if buildings could come together and share what worked well in administering the test, schedules, info to parents and more.
97 Feb 26, 2010 11:39 PM So far it seems like a good metric for student content knowledge and growth.
98 Feb 26, 2010 11:43 PM We need more computers (perhaps classroom sets of laptops) in order to test our students.
There are some flaws that need to be worked out. I have had students that have taken the test whose results are unavailable, but they are not allowed to
99 Feb 26, 2010 11:47 PM retake the test, so I have no information on them.
I have a very hard time relying heavily on the assessment data about reading from a mulitple choice, computerized assessment. I do leveled running record
assessments (DRA) at the same 3-times-a-year interval as the MAP and that data is just much more accurate and reliable. I think MAP for math could
become a informative assessment tool if they provided the number of questions right and wrong that determine the hi/avg/lo ratings. But for reading it's
just not as insightful or reliable as when I sit down with a reader, listen to them, record their behaviors and question them about the story. I don't know if
we're "pot committed" to the Reading MAP as a district but I would love to see the input of all of our literacy coaches and leaders taken into account to
100 Feb 26, 2010 11:50 PM determine if the reading MAP is really a worthwhile investment, compared to entering our scores from a running record assessment like the DRA.
MAP was presented to me as a teacher tool, not a high stakes test. By making the results public this first year (sending scores home with report cards) I
101 Feb 26, 2010 11:55 PM feel it is becoming a high stakes high pressure test. I am uncomfortable with the pace at which we are being asked to proceed.
102 Feb 27, 2010 12:02 AM Kids don't see the value. Teachers don't have enough time or info for MAP to inform their teaching.
Why must we go through this charade of taking this absurd and pointless test? Why can't the district office actually find more useful tools for teachers in the
103 Feb 27, 2010 12:04 AM field that actually help to improve student performance?
104 Feb 27, 2010 12:16 AM I was hopeful about it but unless we can see more stability in results, the gains or drops it shows won't be meaningful.
It's disheartening to retreat to test scores based on percentiles, after our progress in standards-based assessment. Only in Lake Woebegone are all the
105 Feb 27, 2010 12:21 AM children above average.
This is not useful in practical ways, as data work was last year. We have no way of determining which area of weakness a child has in reading
comprehension, for example, whether it is inference, main idea, etc. Same problem in math. These results are not specific enough for us to tage a goal.
106 Feb 27, 2010 12:24 AM This piece is very disappointing.
MAP is not applicable to my grade level yet. I didn't perceive any questions on this survey with teachers like me - the majority at my school this year - in
107 Feb 27, 2010 12:26 AM mind. I wish I felt like this system was being thought through more thoroughly before implementing.
108 Feb 27, 2010 12:33 AM Again, I don't think 1st graders should be tested on the computer, and I don't feel that the MAP results are completely realiable due to lack of English.

When I give an assessment, I have a hard copy of the assessment and the student work. In this way, I can see exactly what answer the student got
incorrect and what the student did when answering the question. For the MAP, I do not get any hard copy of the assessment or the student answers. I do
not get to see the questions that they answer and I do not get to see their incorrect choice for an answer. In addition, the only way I even know what they
are answering is by walking around the computer lab as they are taking the test.
In addition, several of my students scored lower during the 2nd assessment. I feel that this is going to alarm parents when they see the results and that I
have not been given anything (such as a District letter) to accompany the MAP score sheet. For example, with the DRA the parents were given a letter
explaining the DRA.
I personally do not like this type of test and prefer to assess students using paper and pencil so that I can see exactly where they are struggling, what they
110 Feb 27, 2010 12:48 AM are getting incorrect, what they are answering quickly, and/or the incorrect answer they chose.
111 Feb 27, 2010 12:50 AM I strongly request to the central office to assign a computer specialist to each school during MAP testing period.
I am extremely disappointed that I have been given no explanation as to how the test works, what it looks like, and how to prepare my students to do well
on it. How can I effectively communicate results with my students when I have no understanding of the test itself? Furthermore, where is the time to go
through this data and incorporate it into my teaching? If the district wants teachers to use this data in a meaninful way, then it needs to provide them with
112 Feb 27, 2010 12:56 AM the time, tools, and support to do so.
113 Feb 27, 2010 1:28 AM Please consider giving teachers a copy of each students completed test.
114 Feb 27, 2010 1:35 AM None, but on the previous question, there was no box to check next to "other", so when I wrote in my answer it said I had not answered the question.
115 Feb 27, 2010 3:03 AM I think the testing window should not start until the students have been back for one week after a break.
116 Feb 27, 2010 3:18 AM I dont think it matters-you all cant extend the 24 hour day or stop time, so I dont end up working 2-3 hours after the contractual day!
Some data and reports are too overwhelming, especially those for individual students. It takes a lot of time to plan for individualized differentiated
117 Feb 27, 2010 3:55 AM instruction based on the information provided.
The MAP data isn't in a very useful form yet. In order to use the MAP data, I have had to print many pages of data and then try to piece it together. Perhaps
118 Feb 27, 2010 4:51 AM you can find a way to put the instructional ladder in an online program that fills in the information for the teacher once the teacher sets a few parameters.
It would be helpful to know what the test looks like and what problems individual children got wrong. Also, I had children who right after they hit the "go on"
119 Feb 27, 2010 5:07 AM button realized that the answer was wrong. They asked to go back and correct the answer, but we weren't able to have them do it.
120 Feb 27, 2010 12:49 PM That we need to keep in mind it is just one measure and focuses on growth.
121 Feb 27, 2010 5:34 PM Get the information to be more easily manipulated; otherwise, the data and expensive is unwieldy to evaluate and publish.
The district has clearly not thought about the extra staff required to provide accommodations and make-ups. Furthermore, this test for primary students is
122 Feb 27, 2010 7:41 PM testing their ability to control a mouse and use technology more than a student's academic ability.
123 Feb 27, 2010 7:50 PM To save scarce resources for classroom teaching positions, we need to eliminate the MAP and all MAP funding.
124 Feb 27, 2010 8:21 PM It is meaningless unless you recieve training on how to interpret the scores and what they mean.
Last year I was able to cut and paste MAP data in spreadsheet format into my own spreadsheet so I could group students' fall, winter, and spring data. This
year I was able to do that with kindergarten survey results, but not the 2-5 survey with goals. I haven't asked our data coach with help with that yet, but in
125 Feb 27, 2010 10:14 PM general I wish it were easier to create my own displays of MAP data!
126 Feb 27, 2010 10:52 PM I have surveyed numerous teachers and have not found one teacher that has successfully improved their teaching methods based on MAP data.
127 Feb 27, 2010 10:55 PM Might student engagement be higher if it were administered only twice a year?
I do not know why we are spending so much time and money on a test that does not help me know how to better prepare my students to be successful. If
128 Feb 28, 2010 12:11 AM the test is fantastic, then some of our curriculum adoptions are questionable.
Overall, I like it and I think it's valid and well made. But test period for the whole school takes up about a month and it's time consuming. The computer lab
129 Feb 28, 2010 3:09 AM is not usable during these time (which is almost three month in 9 months) is not very efficient.
130 Feb 28, 2010 5:53 PM Don't use for grades k-1
131 Feb 28, 2010 5:58 PM I think its ok for practice in Kindergarten, but do not rely on the results for great accuracy.

132 Feb 28, 2010 8:30 PM Not sure how accurate it is for first graders and especially in the dual language program so I am not sure is it worth all the time to take it.
It will be helpful once all MAP teams have had all training. Getting the DesCartes info all on one page will be beneficial for stronger buy-in by teachers. (Are
133 Feb 28, 2010 9:37 PM they ready yet??) Having the whole picture of what MAP is and what the district's expectations are for teachers will be helpful.
Though the MAP experience at my school has been fairly positive, I worry about the loss of access to computers during that time. If there is MAP testing
three times per year our students lose access to the computer lab for nearly 9 weeks per year. I feel the benefits of the testing should be carefully weighed
134 Feb 28, 2010 11:30 PM against this loss, especially in schools where the population has less access to technology and instruction in using it outside of the school setting.
135 Mar 1, 2010 4:16 AM the last question didn't allow for the answer "nothing yet" will send home info soon
136 Mar 1, 2010 2:19 PM Just another test that students know doesn't count toward their grade, so there's no incentive to put forward maximum effort.
137 Mar 1, 2010 3:35 PM It was difficult to have to respond to some of these questions since I have not had an opportunity to use the MAP data.
The testing seems efficacious, but I still hear many rumours that kids miss the first few questions to make the next ones easier. There needs to be more
138 Mar 1, 2010 3:44 PM safeguards in the programs against that.
139 Mar 1, 2010 4:47 PM WHY was it made such a big deal to parents when it is for teachers to use as a guide to instruction?
Why so many tests?
What happened to project based assessments?
140 Mar 1, 2010 5:44 PM It's too sad that we are tesing our kids to boredom.
141 Mar 1, 2010 6:08 PM none
142 Mar 1, 2010 6:14 PM None.
The grade level the math MAP score assigned to my students tended to be two grade levels above what their Everyday Math performance indicated. For
example, students that failed both the end of third and fourth grade level EDM tests came out at a fifth grade level on the MAP testing.
I'm concerned that parents get an inflated sense of reality. I wish we could just share the numbers with the form that tells them whether that number
143 Mar 1, 2010 7:04 PM was average, above average, etc., and leave out the grade level equivalents since they aren't matching up well with other assessment tools I use.
144 Mar 1, 2010 8:10 PM none
145 Mar 1, 2010 9:32 PM Takes up too much classroom time, too much computer lab time--can we do it just twice/year?
Would like to be able to customize reports. For example, I'd like to be able to give students the RIT ranges for the sub-areas for math. I'd also love to be
able to create a customized "where you need to go" with respect to DesCartes for students based on their own levels of understanding. The full document is
146 Mar 1, 2010 9:57 PM overwhelming.
It would be nice if the company had a designer go through and really make the website more user friendly. also, if there was a way to great graphs that
147 Mar 1, 2010 11:25 PM charted a students growth from one point to another and from one year to another that would be appreciated too. thanks
148 Mar 2, 2010 12:14 AM none
149 Mar 2, 2010 1:53 AM So far, I don't feel the results are specific enough to inform instruction.
I do not use MAP as an initial assessment tool, as it is multiple choice and the testing window is too far into the school year. MAP is one assessment and has
its place, but it should not be the only assessment tool in place. I need to have my students complete a free-response assessment to fully show their
understanding (or lack of understanding and misconceptions). It's hard to assess from merely a score and not an actual question. The MAP data is important
to show a student's growth, but again, it's not the only way to show growth. MAP data should be used together with other assessments to give a fuller,
150 Mar 2, 2010 2:30 AM clearer picture of the student's abilities and understandings.
The head teacher at Gatzert administered the test to my students. She started out by yelling at them to b quiet. Anytime someone made a noise, she yelled
151 Mar 2, 2010 5:29 AM for quiet. It really is not a good enviroment.
I has the makings for a great program but lacks key elements to help students to be totally successful. Students need to make sure that the test vocabulary
152 Mar 2, 2010 4:29 PM matches the curriculum vocabulary....
153 Mar 2, 2010 5:37 PM I don't like it
154 Mar 2, 2010 5:45 PM I think it is very good data that can drive instruction and can help wisth placement as well. Much more helpful that WASL/HSPE reports.
Using the scores to inform teaching strategies does not work very well as we can't change the teaching stragegies for Everyday Math program based upon
155 Mar 2, 2010 9:50 PM the RIT scores for math, from fall to winter term. We wouldn't know what to do differently...

It is too early to determine the reliability and usefulness of the MAP data. For now, the administration of the test mean three less days of instruction which,
156 Mar 2, 2010 11:31 PM when state testing is added, is too much time away from what's important.
157 Mar 3, 2010 12:13 AM I'm very surprised that it is being used as a factor for APP consideration.
I teach 1st grade. I continually am told, "Well that doesn't apply to first grade, etc." I find it extremely frustrating. I do not understand how MAP is
158 Mar 3, 2010 12:26 AM supposed to aid me in teaching when I do not even know what MAP is testing.
It would be great to know how these results line up with state testing performance. We have so much data - how do we integrate the data we have easily
159 Mar 3, 2010 2:46 AM and then manipluate it effectively to inform instruction at the skill and concept level?
Need easier access to data that is used more frequently. I get lost in all of the "stuff" that is on the site and I am a real tech person. It is hard to find what
161 Mar 3, 2010 3:49 PM I need every time.
162 Mar 3, 2010 4:51 PM students are very frustrated by the map testing because they are not understanding how this test really works
163 Mar 3, 2010 5:19 PM I like getting more data points during the school year rather than after the kids are no longer mine.
164 Mar 3, 2010 5:39 PM Time consuming. Valuable only if used to inform instruction which I am not sure is happening.
165 Mar 3, 2010 7:42 PM N/A
166 Mar 3, 2010 10:28 PM I question the reliability and validity of the MAP for kindergarten students.
I teach primary, 1st ans 2nd. You need to stay consistantin how they answere question. Some were just click, others were click, hold, and drag and yet an
167 Mar 4, 2010 12:05 AM other was just click let go than drag. drag.
168 Mar 4, 2010 12:32 AM We should be doing this at most once a year, preferably less.
169 Mar 4, 2010 3:31 AM PLEASE do not require MAP testing for K/1. It is not developmentally appropriate, relevant, reliable, or accurate.
170 Mar 4, 2010 9:02 PM None
The software is very fussy. It needs lots of streamlining, simplification. We need to be able to run it under SPS logins, not special IDs just for MAP. The
171 Mar 4, 2010 11:58 PM entire setup process is very cumbersome. The software should be setup to allow the students to login themselves.
So far it has been a fruitless waste of time. Until someone can tell me what the various scores and ratings mean...this assessment is valueless and wasting
172 Mar 5, 2010 7:52 AM valuable instruction time.
I don't feel I understand how a standardized computerized test relates to what my students are learning in the classroom. The testing protocol was totally
different from one they are used to, and since I never saw any questions asked, I have a hard time assessing the results. I don't know how it aligns to the
173 Mar 5, 2010 5:23 PM EDM curriculum, or how it relates to the reading curriculum used in different classrooms, since it is not consistent.
A few of my students scored lower on the Winter assessment than they did on the Fall assessment. I wasn't sure what to make of the data. Overall,
174 Mar 5, 2010 7:04 PM though, it's provided me with very useful information.
As with all assessment, one form is not uniformly good for all students. Some of my students seem to not perform as well on the computer mounted tool as
175 Mar 6, 2010 12:39 AM they do on other things, while others seem to benefit from lucky guesses.
176 Mar 6, 2010 4:01 PM With budget cuts next year, we will not have anyone to administer MAP. How will schools be supported?
177 Mar 6, 2010 5:39 PM Need the central office to help with FTE to cover this work loas.
Three times a year really impacted our building schedule. Each testing window took us about three weeks to complete as we have a large student
178 Mar 6, 2010 11:51 PM enrollment and used our computer lab PCP specialist to help administer this.
Would it be possible to print out the test items for each student - an individual copy of the test they took so that teachers get a sense for the test item.
Also, at the beginning of the year, when we were given an opportunity to go through a MAP test ourselves, it was difficult to get a good feel for what the
test items were for a typical student since the sample student identification that were provided were used by many teachers. Therefore, when you reused
179 Mar 7, 2010 6:51 AM that same sample student profile, the test items were more advanced than they would have been for a regular student.
I believe that the MAP is a positive move in assessment. I also feel strongly the validity of the results are not sound until the administration is similar for all
students, and the bugs have been worked out; including how, when, and where the test is given (in class; in computer lab; with gen ed teacher; how many
180 Mar 7, 2010 8:31 PM adults/students in room, etc), and after all students have been given time to become familiar with the format.
I think this is such a valuable tool for our school district. Finally we have a common benchmark assessment K-9. I thank you all for your continued efforts to
181 Mar 8, 2010 5:03 PM bring MAP to our schools.

182 Mar 8, 2010 6:24 PM Test results seemed to mirror my class grades. Too much testing - is the cost necessary???
183 Mar 8, 2010 7:42 PM Clarify margin of error.
184 Mar 8, 2010 7:58 PM MAP strand data needs to be summarized so it is more accessible to students and teachers.
185 Mar 8, 2010 7:59 PM I have a student who has a fear of computers and tests at the first grade level and refuses to take the test. Therefore I have no results for that child.
Something is not right between Spetrum qualification testing and the the MAP results. A student does NOT pass the Spetrum testing but then does well on
186 Mar 8, 2010 8:02 PM the MAP and parents appeal the Spetrum testing which puts more work and stress on the classroom teacher!
I feel that MAP continues to draw too many technology resources away from authentic learning experiences for my students. It also pulls too many tech
support resources away from day to day teaching and learning. The district should be directing additional resources in terms of the technology and the tech
187 Mar 8, 2010 8:02 PM support. This should come from the grant, not from dollars already allocated to these resources.
Please give access to related service providers (SLPs included) so we can see data on students (often we're at multiple schools with students in a variety of
188 Mar 8, 2010 8:10 PM classrooms)
I am the librarian and much of the MAP testing is done in here or the computer lab during our time to minimize the amount of time it would take from
classroom instruction. 9 weeks a year is what I lose from my library curriculum and I would like to see the test given only twice, once in October, and again
189 Mar 8, 2010 8:12 PM in the spring. Testing in the winter is redundant and we did not see great gains or losses.
It seems odd to me that there wasn't a comparative chart by either grade or classroom available for teachers (fall/winter comparison). I can't believe that
190 Mar 8, 2010 8:13 PM no other users of this program have ever requested one in the past.
Interagency had some problems entering students into the database. Not all sites could enter data into the database and the fact that students had to be
191 Mar 8, 2010 8:16 PM transported to testing sites made it difficult to test all students.
We should be able to get print outs of every test each of our kids took to get a better understanding of what questions they were asked, and how they
performed as a result of answering those questions. Also note, there are those of us who are teaching multi-age classes in the district which remains very
much unsupported with everyday math. This makes it exceedingly difficult to get kids where they need to be as far as their academic progress (pacing
192 Mar 8, 2010 8:18 PM guides notwithstanding), and what MAP is suggesting they should already know.
193 Mar 8, 2010 8:30 PM I teach art and do not administer map tests. Reading and math skills really do not have much effect on a student's success rate in my class.
194 Mar 8, 2010 8:43 PM none
195 Mar 8, 2010 8:45 PM Our student population is so mobile, it doesn't really show us how they're doing with a given teacher.
There should be a few days after the window for make ups. If a child's class takes the math on the day before make ups and they are sick, there is a
196 Mar 8, 2010 9:05 PM chance they will be sick again on the make up day.
These test results have little value due to the lack of data. Any changes in instruction cannot be instituted until an accurate measure and base score can
197 Mar 8, 2010 9:14 PM indicate development, and those changes need to be made from the lower grade levels upward, not in the manner presently employed.
198 Mar 8, 2010 9:50 PM Classroom teachers should be able to decide the frequency of MAP.
In order to require all teachers to participate in a big way with MAP, it needs to be applicable. It is not fair to ask all teachers to sit down with small groups
of students and help them with their reading (because you noticed on their MAP scores that they were lacking) if that teacher is not a teacher who is trained
199 Mar 8, 2010 10:01 PM to teach reading. It is the responsibility of the subject area teachers to organize their lessons to help with specifics.
I think MAP can be a valuable tool if used to differentiate instruction and keep parents and students in the loop. It is also valuable in allowing kids to have a
200 Mar 8, 2010 10:17 PM say in their progress.
more support is needed for physically setting up the tests, and high school should be exempt because there are too many other obligations that students
201 Mar 8, 2010 10:17 PM and teachers already have
202 Mar 8, 2010 10:29 PM Has a decision been made about how to communicate the Winter test results to parents?
203 Mar 8, 2010 10:51 PM It is not yet useful for ELL students and their families.
While I'm not totally opposed to the test, I wonder how relevant it actually is. I question how much relevant information I get beyond the assessments I
already give. This test gives me no new information. What information it does give is potentially misleading to teachers and parents. The results are
204 Mar 8, 2010 11:35 PM sometimes inaccurate as they are subject to multiple variables, from student apathy to lack of a good breakfast to difficulty with the computer test format.
205 Mar 8, 2010 11:52 PM Please teach us how to interpret the results so we can relay the information to parents. Thanks...

I need to see the test or a facsimile of it in order to understand how to use the results. I need continued training on interpreting the data. I need to know
206 Mar 9, 2010 12:00 AM when a meaningful change in score has to do with behavior rather than academics.
I'm concerned that the MAP scores some of my students had do not match up with scores on other assessments such as the DRA & Everyday Math unit
207 Mar 9, 2010 12:09 AM tests.
We're going to need more support with decreased on-site technology support. We're also goign to need support (laptops, rewiring of library, etc.) if we have
208 Mar 9, 2010 12:20 AM to convert our lab into a classroom.
I think it is a good point of data, but many in my building don't like it at all. How can we get others to see that we need to compare our students to the rest
209 Mar 9, 2010 12:26 AM of the US somehow?
210 Mar 9, 2010 12:48 AM It has some useful data, but we have not had time to get the most out of it.
211 Mar 9, 2010 1:12 AM Why did the winter scores not show improvement?
212 Mar 9, 2010 2:42 AM none at this tiem
213 Mar 9, 2010 2:46 AM None
214 Mar 9, 2010 3:01 AM None
I need convincing that it is worth giving up the academic time three times a year to do this assessment. A pre & post assessment seem as though they could
provide the data we need and give us more instructional time in January. The people power required at the building level to implement MAPS is a burden to
215 Mar 9, 2010 4:01 AM the school staff.
If this is a tool to inform teacher assessment, I do not feel it is appropriate to try to explain it to parents. At least not at this time. It seems it brings more
questions, which asks for more teacher time, which in turn brings actual time planning appropriate differentiated instruction down! (The OPPOSITE of what
216 Mar 9, 2010 6:35 AM we're trying to do, right?!)
217 Mar 9, 2010 12:29 PM --
I think, as usual, there is too much emphasis on one test. The best instruction for students is a great teacher. This test can inform instruction but nothing
218 Mar 9, 2010 3:04 PM can replace teachers or great books.
This test requires a very different set of test taking skills than teachers have been providing students in the past. It will take time to reorient students as to
how to show their best on it. Working with a computer mouse where there is no chance to back up and review is directly opposite to most computer games
children are playing where trial and error, "do the same scenario over until you succeed" design is the model. Being thoughtful, taking your time, and
219 Mar 9, 2010 3:46 PM double checking before you click the mouse is not what children are being trained to do with computers on a daily basis.
220 Mar 9, 2010 4:06 PM None.
Get with it! Every teacher should have access to the information needed. How can we teach when we don't know what concepts are being covered and in
221 Mar 9, 2010 4:47 PM what order. What is being done to alleviate this problem? I can't believe that the communication to the teachers about MAP is so poor.
It is MUCH too time-consuming; please shorten the test and make it so that tests can be completed throughout the year as a natural part of classroom
222 Mar 9, 2010 7:29 PM instruction.
223 Mar 9, 2010 7:48 PM A good measure of progress.
It is nice to have a regular, consistent assessment. I am still learning the significance of the test for individual students skills relative to their peers. One
thing that the test does not seem to measure well is a student's ability to present his or her thoughts, knowledge in a clear (neat, legible, understandable)
224 Mar 9, 2010 8:30 PM way.
225 Mar 9, 2010 10:48 PM More time to give and communicate to parents
NWEA reports website is very confusing and difficult to use. It is hard to know where to look when I want to get a report on a class or a student. Each time I
226 Mar 9, 2010 10:55 PM log on I have to to "re-learn" how to use it.
228 Mar 10, 2010 12:13 AM none
229 Mar 10, 2010 3:42 AM MAP data is useful for student information and helps to drive specific classroom instruction.

In future years using MAP will be unfair to our general education population because we are losing our technology PCP, and this population often does not
not have access to computers at home. Students should not be learning to use computers while taking the test. How can we make a computer based test
230 Mar 10, 2010 5:24 PM fair when we are denying students access to the technology throughout the rest of the year?
231 Mar 10, 2010 7:03 PM I like it because I see concrete data about each student, they are held accountable, and I can plan instruction accordingly.
It seems to be useful, but it does not always provide consistent record for a student. There can be a lot of variation in their scores from one testing period to
232 Mar 10, 2010 10:52 PM another.
233 Mar 10, 2010 11:23 PM I was the person responsible for downloading and printing reports only. Not qualified to give feedback.
I still think that parents need more information. It is not a replacement of the MSP. It really is for teachers more than parents to tell teachers where each
students strenghths and weakness lie. To show us what needs to be taught to get the biggest bang out of it. But we have not had any time to really learn
234 Mar 11, 2010 12:27 AM how to use Descartes yet in order for the MAP data to really drive instruction yet.
235 Mar 11, 2010 5:19 PM N/A
236 Mar 11, 2010 7:23 PM It would be helpful to clarify for teachers how "target growth" scores are generated and what they mean.
It is very difficult to get accurate or consistent results for students with special needs.
237 Mar 11, 2010 11:42 PM I would like to know what the big picture for the district is with the expensive technology.
238 Mar 12, 2010 12:30 AM I really appreciate having additional data points on students. It helps me make decisions more confidently.
239 Mar 12, 2010 7:02 AM IT SEEMS TO TEST CULTURAL LITERACY A LA ED HIRSCH MORE THAN WHAT WE TEACH.
240 Mar 13, 2010 6:45 PM Are there other tests that can be used for kids still not making standard?
I hope that this is not the only type of data the district looks at to see the level of the children. We have so many other assessments that we give that reflect
241 Mar 13, 2010 11:24 PM the teaching and learning that we do in our classes.
Please work to find coaches who actually understand instruction (maybe it's just our coach). And please help them understand the meaning of
242 Mar 15, 2010 3:36 PM differentiation and how it can be used to support all students and not end up tracking students.
Do you use the current Kindergarten Inventory?
Response
Answer Options Response Percent
Count
Yes 50.0% 78
No 50.0% 78
Yes, with modifications (please specify) 27
Number Response Date Yes, with modifications (please specify)

1 Feb 26, 2010 5:49 PM Some of the teachers I work with use it. Do you use the current Kindergarten Inventory?
I use a different one that we made up so that is goes along more with what
2 Feb 26, 2010 6:25 PM EDM wants
I usually skip the picture of self and cutting because I have ample opportunity
3 Feb 26, 2010 6:28 PM to observe that on a daily basis.
4 Feb 26, 2010 6:46 PM NA
5 Feb 26, 2010 6:48 PM Focus on specific math concepts Yes
No
6 Feb 26, 2010 6:51 PM Many modifications to align with EDM and Columbia Teachers College word lists.
omit the rhyming after fall, clearer prompt sheets, omit direction words, better
7 Feb 26, 2010 7:06 PM record-keeping sheet
8 Feb 26, 2010 7:16 PM yes with modifications
9 Feb 26, 2010 7:19 PM Yes with modifications--writing sample,
I have re-written the inventory into my own document. And add DRA for
10 Feb 26, 2010 8:20 PM students who are ready for that.
11 Feb 26, 2010 8:46 PM I add alphabet grids and # grids for printing
12 Feb 26, 2010 9:14 PM We used this in the fall.
13 Feb 26, 2010 9:56 PM not using all parts (e.g. identify a pencil)
14 Feb 26, 2010 10:07 PM added parts for EDM
15 Feb 27, 2010 12:34 AM We have added some things and dropped some.
16 Feb 27, 2010 12:54 AM Yes, but not all of it.
I start by having the child talk to me about their family so I can listen to
aspects of their oral language. I have also standardized the font of the lower
case letters for easier letter recognition.I have included some phonemic
awareness parts (rhyming that requires just listening to pairs of words, not
producing a rhyming word, which is more advanced), and beginning sounds,
and I have the child read a book to me (level A, prepping them for success
first). I also added a few more sight words. I'd be happy to send you a copy
17 Feb 27, 2010 2:02 AM of mine if you would like.
I actually do not use it myself, as a coach, but K teachers in buildings where I
18 Feb 27, 2010 10:55 PM have worked have all used and most are continuing to use it.
19 Mar 2, 2010 6:45 PM I am not the teacher, I know that they do look back on the reports
20 Mar 2, 2010 8:16 PM combination of Kindergarten Inventory and Fall Math Assessment
Do you use the current Kindergarten Inventory?

We have modified the inventory adding sight words and have adapted the math
21 Mar 2, 2010 10:12 PM part to align with EDM
22 Mar 3, 2010 2:49 AM I don't know if our K teachers use it - I am new
We have added and changed a few things to suit the needs of our students and
23 Mar 4, 2010 3:33 AM school.
24 Mar 8, 2010 8:34 PM VERY different than the K inventory -- we changed that 8 years ago
25 Mar 8, 2010 9:09 PM We used the screener, it that what you mean?
26 Mar 9, 2010 4:53 PM I add additional items as the year progresses.
27 Mar 10, 2010 8:52 PM Our K-teachers used a modified (mostly shortened) math inventory.
If you DO use the Kindergarten Inventory, please indicate how you use it
(check all that apply)
Response Response
Answer Options
Percent Count
With all children 78.9% 75
With some children 6.3% 6
In the fall only (or as students enter school) 29.5% 28
As an ongoing assessment tool 38.9% 37
Other (please specify) 12
Other (please
specify)
1 Feb 26, 2010 4:53 PM I observe my teachers using it in the FALL only
A few teachers are screening for alphabetic knowledge over and over, using more time to do this than to provide the rich literacy experiences that actually build
2 Feb 26, 2010 5:49 PM that knowledge. K is becoming less engaging in important ways
3 Feb 26, 2010 6:28 PM I use the information from the inventory and update the aquisition of letters and sounds and numeral recognition. I also use the inventory on students who enter mid-year.
4 Feb 26, 2010 6:46 PM NA
5 Feb 26, 2010 6:51 PM 4 times a year, minimum If you DO use the Kindergarten Inventory, please indicate
6 Feb 26, 2010 7:06 PM I use my version all year long how you use it (check all that apply)
7 Feb 27, 2010 12:40 AM IEP Students
90.0%
8 Mar 1, 2010 7:18 PM Later in the year we use the EDM chapter/Unit check-off lists 80.0%
9 Mar 2, 2010 4:30 PM n/a 70.0%
10 Mar 2, 2010 7:54 PM K inventory 3 times a year, with sub time provded to teachers. 60.0%
11 Mar 8, 2010 8:34 PM beginning, middle, and end of year to see growth 50.0%
40.0%
12 Mar 8, 2010 10:19 PM N/A 30.0%
20.0%
10.0%
0.0%
children
With all
Do you have a system for exchanging information (two way communication) with
families and early learning providers (childcare, PreK, etc)?
Response
Answer Options Response Percent Do you have a system for exchanging information (two way
Count
communication) with families and early learning providers
Yes, with both families and early learning providers 28.7% 33 (childcare, PreK, etc)?
No, with neither families or early learning providers 10.4% 12
Only with families 59.1% 68
Only with early learning providers 1.7% 2 Yes, with both families and
Please Describe: 20 early learning providers
No, with neither families or
skipped question 538 early learning providers
Only with families
Number Response Date Please Describe:
1 Feb 26, 2010 5:49 PM I have not seen info share with providers Only with early learning
providers
2 Feb 26, 2010 6:08 PM via email and/or personal communication
3 Feb 26, 2010 6:46 PM NA
4 Feb 26, 2010 7:06 PM my revision sheet is more user friendly
5 Feb 26, 2010 7:19 PM We maintain regular email contact between teacher/parent of students of concern. We attempt to hold intervention meetings between parent/staff for those students of concern.
6 Feb 26, 2010 7:29 PM via phone calls or emails
7 Feb 26, 2010 8:11 PM At conference time
8 Feb 26, 2010 8:20 PM I conduct additional parent conferences during the first month of school to talk with parents.
9 Feb 26, 2010 8:46 PM Emails and letters to families, PT conferences
10 Feb 26, 2010 11:20 PM not yet
I have them fill out a survey about their child and themselves at the beginning of the year. I have frequent email exchanges with individual parents, and I send home a
11 Feb 27, 2010 2:02 AM classroom newsletter every Monday. I talk with parents before and after school sometimes when they have something to tell me, or vice versa, and I sometimes make
12 Feb 27, 2010 10:44 PM Sometimes with before and after school daycare if the child attends the facility within our school.
My experience as a coach is that teachers gather the information, do not really know how to interpret it, share it with families perhaps, but do not use it to inform
13 Feb 27, 2010 10:55 PM instruction--except to say "Oh, these children are High and these others are not."
14 Mar 1, 2010 4:10 PM Phone, email, face-to-face.
waiting until MAP is more well known before sharing info with families...also it is not easy to read for someone that is unfamiliar with MAP testing. the User Friendly design
15 Mar 1, 2010 11:28 PM concern could be brought up again regarding print-outs.
16 Mar 6, 2010 5:38 AM In the weekly homework, there is a communication page thst parents can communicate with me on.
17 Mar 8, 2010 5:06 PM Share results at parent/teacher conferences
18 Mar 8, 2010 9:09 PM The kindergarten teacher may have a ststem but school wide there is nothing formal or special beyond our regular newsletters, etc.
19 Mar 10, 2010 3:44 AM We have (3) family information nights where we invite early learning providers and families to participate.
20 Mar 13, 2010 11:28 PM conferences and meetings
In addition to MAP, what assessments do you use as an initial screening tool?

(please check all that apply)
Response Response In addition to MAP, what assessments do you use as an initial
Answer Options
Percent Count screening tool? (please check all that apply)
Curriculum based assessments 76.5% 101 90.0%
DIBELS 21.2% 28 80.0%
70.0%
Classroom based observations/recordings 82.6% 109 60.0%
50.0%
Other content area assessments (please specify 28.8% 38 40.0%
Other (please specify) 52 30.0%
20.0%
0.0%
Curriculum based
assessments
Other (please
specify)
1 Feb 26, 2010 4:53 PM Teachers College Reading Running Records and On Demand Writing Assessments
2 Feb 26, 2010 4:57 PM Brigance for K-5, KTEA, WIAT testings for older students
3 Feb 26, 2010 5:19 PM ?
4 Feb 26, 2010 5:43 PM DRA
Nothing is more important than reading. We invest $2500 per kindergarten class in the independent reading leveled libraries. Many sit unused for at least part of
the year. Teachers can introduce a few books each day, and kids can be reading them from day one. You don't need to know all the letter names and sounds to
5 Feb 26, 2010 5:49 PM read.
6 Feb 26, 2010 5:55 PM Pegasus unit tests, DRA, EDM assessments, district's K Math Assessment record (given 3x's/yr
7 Feb 26, 2010 6:08 PM parents submit a form at the beginning of the year describing social-emotional, reading experience, and overall background.
8 Feb 26, 2010 6:15 PM LAS WLPT
9 Feb 26, 2010 6:46 PM NA
10 Feb 26, 2010 6:51 PM Work samples over time.
11 Feb 26, 2010 7:02 PM PCA for science and content-area assessments
12 Feb 26, 2010 7:16 PM teacher created
13 Feb 26, 2010 7:29 PM Brigance
14 Feb 26, 2010 7:54 PM TC
15 Feb 26, 2010 8:33 PM TC, EDM
16 Feb 26, 2010 8:46 PM see above + parts of the K math assessments from previous years. the stage A reading assessments from previous years, for some students, advanced sight word lists
17 Feb 26, 2010 8:51 PM Stanford Math Diagnostic Assessment
18 Feb 26, 2010 9:14 PM Kindergarten inventory, Words Their Way assessments, Everday Math end of section assessments, Stage A for reading, DRA when appropriate
19 Feb 26, 2010 9:55 PM TC reading assessment; words their way;
20 Feb 26, 2010 10:02 PM Kindergarten Assessment
21 Feb 26, 2010 10:07 PM kindergarten inventory
22 Feb 26, 2010 11:20 PM Teacher College assessments, DRA, Spring WASL '09
23 Feb 26, 2010 11:58 PM Unit tests in reading, math, and writing
24 Feb 27, 2010 12:34 AM Conference notes, check lists
25 Feb 27, 2010 12:40 AM Brigance,
26 Feb 27, 2010 12:45 AM WASL MSP Practice released tests
27 Feb 27, 2010 12:54 AM K Inventory
28 Feb 27, 2010 1:45 AM Stage A Reading Assessment, Sight words Assessment, T.C. Assessment for Independent Reading Levels, Primary Spelling Inventory Classroom Composite,
29 Feb 27, 2010 2:02 AM just kindergarten inventory tool
In addition to MAP, what assessments do you use as an initial screening tool?

(please check all that apply)
We developed a standards based math assessment that I use as a baseline for children entering kindergarten. It includes many of the components of the
30 Feb 27, 2010 5:19 AM kindergarten inventory, but it is standards based. For literacy, I use the stage A letter identification and letter sounds charts to determine what upper and lower
Teachers in our buildings have been asked to use Teacher's College Reading Assessment. As more come on board with Words Their Way the K teachers may
31 Feb 27, 2010 10:55 PM begin to use the K inventory in Words Their Way, as well.
32 Feb 27, 2010 10:58 PM practical exams, performace exams, oral exams, debates, projects, presentations
33 Feb 28, 2010 6:01 PM Stage A reading assessment
34 Mar 1, 2010 7:18 PM Kindergarten Inventory
35 Mar 1, 2010 11:28 PM decoding assessments.
36 Mar 2, 2010 3:46 AM words their way
37 Mar 2, 2010 7:54 PM Teachers College reading narrative rubrics, site-based.
38 Mar 2, 2010 8:33 PM There is a district K assessment that we administer one-on-one. We really believe in the reliability and validity of this assessment. It covers math and pre-reading skills.
39 Mar 3, 2010 12:27 AM IRI
40 Mar 4, 2010 10:16 PM The K Assessment, DRA for high readers, and Everyday Math Assessments
41 Mar 6, 2010 5:40 PM DRA, EDM
42 Mar 8, 2010 4:40 PM DRA
43 Mar 8, 2010 5:06 PM reading and writing conferring notes
44 Mar 8, 2010 7:58 PM running records, Stage A assessment
We created our own reading and math assessments that matach the standards and match our report cards (that we also made). They are all VERY easy and
45 Mar 8, 2010 8:34 PM clear for the parents and teachers to understand.
46 Mar 8, 2010 9:09 PM Seattle School Kindergarten inventory
47 Mar 8, 2010 10:22 PM Brigance Inventory
48 Mar 8, 2010 10:46 PM Progress Monitoring, GRADE
49 Mar 8, 2010 10:52 PM wlpt
50 Mar 9, 2010 4:08 PM STAR Reading
51 Mar 9, 2010 4:53 PM DRA
52 Mar 13, 2010 11:28 PM kindergarten team assessment for letters/sounds/sightwords and sounding out words.
What aspects of assessment/skills/surveys will be most beneficial to knowing children? (please describe)
56

1 Feb 26, 2010 5:19 PM ?
2 Feb 26, 2010 5:47 PM If there was an imediate print out of how each child is doing over time.
Assessments imbedded in instruction. For example, the best way to see what letter/sound knowledge kids have is to use student or family names. Screening
kids on lists of letters / sounds / words out of context is of very limited value. The inexperienced readers then get more drill, instead of more of the reading
3 Feb 26, 2010 5:49 PM experiences (read aloud, shared reading) that helped their more experienced classmates develop literacy. Lots of research data on this.
4 Feb 26, 2010 5:55 PM Being able to administer them myself
5 Feb 26, 2010 6:08 PM ABC, sounds, previous experience with books, social-emotional info from parents.
6 Feb 26, 2010 6:15 PM If some MAP tests could be ELD norm-referenced this could help espeically giving a more accurate picture to bilingual families.
that the district comes up with one that reflect what EDM is trying to teach the children. The inventory paper that was given to us a long time ago doesn't
7 Feb 26, 2010 6:25 PM always give us the information that we are needing. The state is requiring so much more out of kindergarten students.
8 Feb 26, 2010 6:28 PM having a record such as a check list so that I can return to it to build on the skills as they are acquired.
9 Feb 26, 2010 6:51 PM One on one inventories are the best. MAP is for test taking skills only as far as I'm concerned.
10 Feb 26, 2010 7:02 PM What my students' strong points and weakness
social inventory ( use my own)
11 Feb 26, 2010 7:06 PM skill survey that aligns with report card
12 Feb 26, 2010 7:16 PM one-on-one interviews, home visits and time to do both these things
Student Behavior Checklists
Reading/Math MAP
13 Feb 26, 2010 7:19 PM Reading Math CBA's
14 Feb 26, 2010 7:29 PM Reading records
15 Feb 26, 2010 7:44 PM One on one interviews are really the only reliable way to access kindergarten skills and understanding.
16 Feb 26, 2010 7:54 PM varies with individual needs in special ed.
17 Feb 26, 2010 8:11 PM It hekps to know what basic skills they have in reading and math especially
18 Feb 26, 2010 8:20 PM Some sort of standardized test would be nice. And one that did not require one on one attention would be even better. I know that is hard to create.
19 Feb 26, 2010 8:46 PM I like to the children's growth. I share it with the students at the 2nd, 3rd and 4th assessments.
I like the inventory because it has a lot of information we need to know--I think what htey know about books should be included (cover, pointing at words
etc.) as that is so much of what Reading Workshop is about. It would also be nice to have a district wide ongoing writing assessment (hadnwriting and
20 Feb 26, 2010 9:55 PM phonetic..words their way type)
21 Feb 26, 2010 10:02 PM Pinpointing specific needs.
22 Feb 26, 2010 10:07 PM Anything directly expressed on the report cards and in the EALRs
23 Feb 26, 2010 11:07 PM don't understand question....
24 Feb 26, 2010 11:10 PM I like the developmental approach
It was hard for kindergarteners to take the MAP for primary grades in the fall..some couldn't use the mouse, others had trouble following directions in the
25 Feb 26, 2010 11:20 PM computer lab, while still others were just too immature crying, wanting to stop, etc.
Assessing each student's performance/participation, effort, and skill is important. So a combination of district assessments in the beginning, middle and end
26 Feb 26, 2010 11:58 PM of the year, specific subject unit tests, and teacher's anecdotal notes/ observations in class are most beneficial to students' growth.
What if the student has never used a computer before? How do you spend time so you are actually getting information on what they know and not just
27 Feb 27, 2010 12:02 AM formation because they like hearing the sounds on the computer? There needs to more pretests for those who need practice on how to do the test.
Upper and lower case letter naming and sound idenitification, rhyming, segmenting, blending, highfrequency word knowledge, 1:1 correspondence
28 Feb 27, 2010 12:17 AM (counting objects) number recognition, shape knowledge and name writing ability at K entrance.
29 Feb 27, 2010 12:45 AM The skills need to match the MSP
For the initial K assessment: uppercase/lowercase letters, letter sounds, CVC words, high-frequency words, 0-31, basic addition and subtraction to 10,
30 Feb 27, 2010 12:54 AM patterns, measurement, counting by 1s, greater than/less than.
I feel the K Inventory does a good job at assessing the basics. It is a bit time consuming and I wonder if there is a way to have this administered before
31 Feb 27, 2010 1:09 AM school even starts?
oral language
phonemic awareness
letters (upper and lower case)
letter sounds, including digraphs: ch, sh, th....
sight words
consonant-vowel-consonant words, one with each of the 5 vowels, so check their sounding-out skills
other modifications I listed above
32 Feb 27, 2010 2:02 AM align the math section with everyday math, at least test the skills required by the end of the first trimester (I also included this on my inventory tool)
33 Feb 27, 2010 4:55 AM English knowledge - for example, do the students know their colors, the names of animals, and shapes in English?
Reading: letter id, letter sounds, sight words.
34 Feb 27, 2010 5:19 AM Math: baseline for state standards. Count to 100, count 20 objects, # to 31, etc.
Survey info needed:
Has the child been to preschool?
Does the child speak a language other English at home?
Is there a computer in the home and does the child have access to the computer?
Are the parents able (or have desire) to volunteer in the classroom? Would they be willing to do small tasks at home for their child's classroom? (I know
these are odd additions but we really need to find ways to encourage parents to be part of the process of educating their children.)
Other questions should address health history and what the parents see as their child's strengths and weaknesses and what do the parents what for their
child's future? ie: How do they see their child? What are their dreams for their child?
As to skills:
Can the child recognize his first name (in print)? last name?
What letters can the child identify in a list that is not in ABC order (lower and upper case)?
What letter sounds does the child know?
Can the child draw a recognizable person?
Can he sit to listen to a 15 minute story that has pictures?
Can he recognize numbers 0 to 10 out of order?
Can he count objects to 15? to 20? to 30?
Can he rote count to 10? to 20? to 30? (increase as year goes on)
Given two numbers, can he tell you which number is more? (0-10) less? (0-10)
Can he follow directions that use words of position? Above, below, etc?
Can he identify shapes (should correlate with EDM)?
Can he draw ________? I'm not sure what to put in the blank here but so many of the kids coming to me in recent years have poor fine motor skills. We
35 Feb 27, 2010 10:44 PM need some way to assess fine motor skills. Does he use his left or right hand and can he tie?
1. Randomly ordered letter recognition, upper and lower case separately, in a recording format that makes it easy to record multiple rechecks over the
year.
2. Letter recognition fluency--basic LNF such as DIBELS, administered 3 times a year.
3. Systematic phonological awareness inventory--so teachers can listen to students' responses individually if they need more information than MAP provides,
or need to be able to hear a student working through a developmentally sequenced progression of phonological tasks in order to understand where to begin
differentiated instruction.
4. A well-constructed oral language/vocabulary tool --I didn't particularly like the Kindergarten Word Use Fluency part of DIBELS, but it was better than
nothing.
5. Some form of Listening Comprehension--I've never administered that part of the kindergarten inventory, but it may be adequate--I don't know. The
listening comprehension part of the Texas Primary Reading Inventory is one of it's more useful features.
36 Feb 27, 2010 10:55 PM 6. Randomly ordered letter-sound association inventory--the same as #1, but to record the letter-sound correspondences children have internalized.
To guide instruction we need to know their letter knowledge-identification and sounds and their number sense-identifying, counting, 1 to 1 counting at the
37 Feb 28, 2010 6:01 PM beginning of the year and then build from there.
38 Feb 28, 2010 6:24 PM Alphabet letters and sounds, sight words, math counting and problem solving, writing (printing and ideas content), colors, shapes, social skills.
This test is unfair especially since children with computer skills will be more skilled with getting the correct answer simply because they are skilled with
39 Mar 1, 2010 7:18 PM computer use. Also, this test is NOT aligned with the current District Math adoption, EDM.
40 Mar 1, 2010 11:28 PM Phonemic Awareness, Letter Naming and Phonics Decoding are the 3 areas I always look at. Maybe initial sound as well.
41 Mar 2, 2010 4:30 PM ?
42 Mar 2, 2010 7:54 PM On-going assessment of progress, and identification of areas where differentiation is needed.
43 Mar 2, 2010 10:12 PM letters, sounds, sight words, counting, one to one correspondence, colors
44 Mar 3, 2010 12:27 AM IRI
45 Mar 3, 2010 2:49 AM All reading readiness skills and phonemic awareness, early phonics and writing skills, as well as meaning making from simple text.
46 Mar 3, 2010 10:31 PM Letter name recognition, letter-sound association knowledge, number sense.
47 Mar 4, 2010 3:33 AM One on one assessing.
48 Mar 6, 2010 4:03 PM Reading and math skills
49 Mar 7, 2010 11:45 PM reading, math, social skills, writing
50 Mar 8, 2010 5:06 PM Kindergarten assessments should tell us about early literacy skills and/or reading levels; number sense; shapes.
51 Mar 9, 2010 4:53 PM It is imperative to do one on one testing. I need to hear the children read or watch them do math activiities and talk to them to understand their thinking.
52 Mar 9, 2010 8:18 PM writing skills, parts of speech, sentence structures, sequencing information and categorizing information
More time to discuss and review assessments with
53 Mar 9, 2010 10:53 PM all families.
In math focus on skills essential for future academic success: number relationships (counting, bigger than, smaller than, writing numbers, and naming
54 Mar 10, 2010 8:52 PM numbers)
Letter recognition, sounds, number recognition, counting. Also students being able to orally answer simple questions - can they answer in single words or
55 Mar 11, 2010 2:27 AM sentences. Do they use simple or advanced vocabulary.
56 Mar 13, 2010 11:28 PM one on one assessments, not a computer assessment
What other input do you have on Kindergarten assessment?
45

1 Feb 26, 2010 4:53 PM A universal assessment would be GREAT!
2 Feb 26, 2010 5:19 PM need adaptive technology for some of the k kids for map testing - smaller mouse units.
3 Feb 26, 2010 5:47 PM None
Consider with teachers which curriculum experiences engage the widest range of kids, e.g. independent reading. We have to phase out programs like letter of the
week, where some kids don't learn them and others knew the letters before the march thru them all. Leadership could be seeking examples of what the richest
4 Feb 26, 2010 5:49 PM kindergarten environments look like. (I studied with several of the leading early literacy folks.)
For the population at my school the DRA is very valuable at the end of Kindergarten.
The MAP assessment does not tell me what letters they know, which they do not, what exact sounds they need to learn, what their strategies for decoding are and
5 Feb 26, 2010 6:08 PM where they need practice, or basically any exact info, like the DRA does. It is a far better assessment for K/1.
6 Feb 26, 2010 6:25 PM I think I wrote it on the top part
It is very difficult to administer MAP in the fall since so many children do not know how to use a computer, and especially don't know how to use a MAP. A more
7 Feb 26, 2010 6:31 PM interactive measure would be better, but I'm sure it will be years before the technology is available to the schools.
revise the form itself to be more teacher / parent friendly
update the skill sets
8 Feb 26, 2010 7:06 PM develop an accompanying famil letter
I think that Kindergarten Assessments should be continued as one measure of student baseline.
9 Feb 26, 2010 7:19 PM There should be commom practice across the district that kindergarten assessments are filed in the students' permanent file.
10 Feb 26, 2010 7:54 PM Too hard, the skills were not developmentally appropriate, and they are skills not yet taught in Kindergarten
11 Feb 26, 2010 8:11 PM Parents info sheet on child. I have a goal setting sheet and personal assessment page and sight word page
Tons! I'll be in touch--I don't think it aligns enough right now with what we teach...with all these new (and amazing) programs we should be reflecting mroe of what
12 Feb 26, 2010 9:55 PM we want kids to learn...
13 Feb 26, 2010 10:07 PM It needs updated and made more user friendly.
14 Feb 26, 2010 11:10 PM none
15 Feb 26, 2010 11:20 PM Perhaps kindergarteners could start the MAP for primary grades in the winter and just do the kindergarten inventory in the fall.
I need examples that show what a score of 124 under phonics, concepts of print, phonological awareness comprehension or writing would look like to show parents
16 Feb 27, 2010 12:02 AM what the test means. I need to explain to parents but have nothing to show them.
I think a lot of the beginning of the year K assessment piece right now is now really valuable information that doesn't tend to inform my inital instruction in
Kindergarten. I have kids who come to school very ready for K and so I would like an assessment that is more literacy and math focused so I know curriculum wise
17 Feb 27, 2010 12:17 AM where to begin. Thanks!
I wish the district would profide subs 4 times a year so we can have plenty of time for each child and we didn't have to use our PCP. I feel we rush so with each child
18 Feb 27, 2010 12:34 AM and it is a valuable one to one time we don't have otherwise.
19 Feb 27, 2010 12:45 AM I don't teach K
We have begun doing the TC Reading Assessment. This is a very long one-on-one assessment. It took over 1/2 hour to assess one student. There needs to be a
20 Feb 27, 2010 12:54 AM faster way to assess reading in K. The TC Assessment takes a long time. It is not practical to admister this in a K classroom with no additional help.

I do not think the MAP testing is an accurate assessment of my students knowledge, specifically the first assessment which falls the second week of school. Many do
not even know how to use a mouse and even my brightest students raced through and did not score well. I also strongly disagree with kindergarteners being timed for
21 Feb 27, 2010 1:09 AM fluency during reading (ie DRA). The EDM math assessments are also incredibly time consuming and difficult to administer to all students.
The T.C. is a great tool however it takes about 30 min. per student and administering the test in a typical kindergarten classroom of 23+ students may not be the best
22 Feb 27, 2010 1:45 AM location and time for accurate results. Please consider providing additional support to teachers for administering tests.
I think it's great you're revamping this tool and standardizing it across the district. Again, let me know if you'd like me to send you a copy of mine. Thank you.
23 Feb 27, 2010 2:02 AM cmluke@seattleschools.org
Some of the students had a very difficult time using the mouse. It would be helpful to be able to have the assessment on computer monitors where the students can
24 Feb 27, 2010 4:55 AM just use their finger to touch on the answer (kind of like a smart board).
Please do not include DIBELS as part of the required assessment. I hear from teachers all the time who use the tool about what a waste of time it is. I am interested in
a consistent tool that can be used as a baseline for end of the year kindergarten standards. I do not see it being helpful having a tool that is used for early education
and kindergarten beyond giving early education folks a clearer idea about the kindergarten standards. Please do not make the tool time consuming. I am assuming
from the purpose listed above, that the tool which will be created will not be helpful for me as a kindergarten teacher. I will need to do my own assessments on top of
25 Feb 27, 2010 5:19 AM this tool.
I want nothing to change if a new assessment means more one on one kid time for the classroom teacher. It is already a scramble/juggling act to get the current
inventory completed within the first two weeks of school. Could the district consider: Starting all kindergarten classroom 3 days later and giving the first 3 days to
teachers to schedule individual assessment? OR Hiring an assessment 'crew' that goes into the schools to assess kindergarten students much as they do already for the
26 Feb 27, 2010 10:44 PM Highly Capable or ELL OR pay K teachers for 3 extra days of pay to do home visits in late August and do the assessment in the homes of the children?
I am surprised that the District's Kindergarten Inventory was only developed in 1998--I thought it was much older than that! As a coach, I generally felt it was mostly
a waste of time, because it does not ask quite the right questions about the important stuff, like phonemic awareness and letter recognition fluency, it spends too much
time on stuff that doesn't really need to be measured, and there are no norms--so teachers can use it to rank order their kids, to know who has had preschool
experience and who has not, perhaps--but no one seemed able to use the information to say "These kids are at risk and therefore I need to do A., B., and C in order to
27 Feb 27, 2010 10:55 PM jump start their academic learning experience--and that is what baseline screening should be able to do.
28 Feb 28, 2010 6:01 PM The assessment needs to give us information that we need in order to teach and meet state standards.
29 Feb 28, 2010 6:24 PM I like having good inventory data, then continuing to reassess throughout the year. It helps to have a good basic test to begin with.
30 Feb 28, 2010 11:42 PM I appreciate that it is being updated across the district.
All Kindergarten assessment should be the same across the district. The best assessment for incoming students would be to use the/a Kindergarten Inventory as we
do now (or similar.)
This type of testing is more appropriate for incoming young students (some of which are experiencing their first school experience) and may be bilingual. Teachers get
a much better "read" on students if the tests are done "in person." At the beginning of the school year, K students should only attend 1/2 day so teachers can do an
31 Mar 1, 2010 7:18 PM adequate assessment on all students.
Having the K assessment on a computer provides inequities and makes us question its accuracy. Especially in fall it is a test of how skillled students are with a
32 Mar 2, 2010 8:33 PM computer rather than actual math or reading skill. Most kindergarteners are not ready for a computer-based assessment.
The information gathered is very important to have but the time needed to collect the information is challenging. If there is a way to help decrease the amount of time
33 Mar 2, 2010 10:12 PM needed for this assessment that would be helpful.
34 Mar 3, 2010 12:27 AM None
35 Mar 3, 2010 2:49 AM All assessments need to be in Spanish as well as English for our school.
36 Mar 3, 2010 10:31 PM Social, emotional, and behavioral skills assessments would be helpful.
The MAP did not seem like a great indicator of achievement for Kindergarteners because it was our first time using a computer and did not truly show what all kids
knew. Many kids that come from an underpriveleged family life did not do well because of their lack of computer skills, and the MAP test lacks what an actual teacher
37 Mar 4, 2010 10:16 PM can learn just from sitting and listening to a student read, write, or solve math problems. It is only a rough benchmark.
38 Mar 6, 2010 4:03 PM Time for acclimation should taken into consideration prior to the first Kindergarten MAP.
39 Mar 8, 2010 5:06 PM I like the current K Assessment, although it's probably time for an updated version.
40 Mar 8, 2010 8:34 PM I like what WE made up that matches our class work, the standards and OUR report card. THe parent have liked all of those as well.

41 Mar 8, 2010 9:09 PM Computer use in kindergarten in the fall is challenging.
It is so much more valuable than the MAP. I can look at the results and know exactly what the child knows. I can easily communicate the families and let them know
42 Mar 9, 2010 4:53 PM their child's strengths and weaknesses.
43 Mar 9, 2010 10:53 PM A computerized assessment program within each classroom for students to practice using. Personal CD for students with specific languages
Sometimes I adapt the assessment for students who don't have English as a first language. Also, I will adjust the assessment for those students who have Special
44 Mar 11, 2010 2:27 AM Needs.
45 Mar 13, 2010 11:28 PM Assessments need to be on going. The best way is one on one, with a teacher or other adult.

Winter 09-10 MAP Survey For Internal Use

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Winter 09-10 MAP Survey For Internal Use

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MAP in Seattle Schools February 2010

I am a...(check all that apply)

I work at this level:

I attended the following MAP trainings (check all that apply):

MAP training in my school

I attended the following MAP trainings (check all that apply):

Strongly Strongly Not Response

Strongly Strongly Not Response

ladder for a lesson this

Answer Options Response Count

Number Response Date Response Text

Answer Options Response Count

Number Response Date Response Text

When I had a technology question about MAP, I contacted:

SPS Tech Line

When I had a technology question about MAP, I contacted:

SPS Tech Line successfully resolved my technology questions about MAP.

When I had a reports question about MAP, I contacted:

SPS Tech Line

When I had a reports question about MAP, I contacted:

Strongly Strongly Not Response

Answer Options Response Count

Number Response Date Response Text

What other feedback do you have about MAP?

Answer Options Response Count

Number Response Date Response Text

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

What other feedback do you have about MAP?

Do you use the current Kindergarten Inventory?

Number Response Date Yes, with modifications (please specify)

Do you use the current Kindergarten Inventory?

In addition to MAP, what assessments do you use as an initial screening tool?

In addition to MAP, what assessments do you use as an initial screening tool?

Answer Options Response Count

Number Response Date Response Text

What other input do you have on Kindergarten assessment?

Answer Options Response Count

Number Response Date Response Text

What other input do you have on Kindergarten assessment?

What other input do you have on Kindergarten assessment?

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