# MAP: Basics Overview Jenny McEvoy and Page Powell.

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MAP: Basics Overview Jenny McEvoy and Page Powell

What is MAP? Un-timed computerized tests Reading and Mathematics Map data is useful to develop targeted instructional strategies Provides the instructional level of the student Helps teachers make data driven decisions Provide road map for determining where each student is performing in relation to local and state standards.

MAP Experience When students sit down to take the MAP test, the computer selects questions that are appropriate for the student’s grade level. Depending on the student’s responses, the computer will select questions based upon their performance on previous questions.

The MAP score Is given in RIT (Rausch Unit) Measures student achievement and growth Equal interval scale like feet and inches Follow students’ scores from year to year

DesCartes: A continuum of Learning Orders specific skills and concepts by achievement level in math and reading The skills align to goal structures and content from the IL State Standards The Descartes may be accessed from www.nwea.org by clicking in the Reports Site. www.nwea.org

What is the Typical growth for reading? Low performing and high performing standards don’t tend to grow at the same rate. Reading RIT Status Norms for the beginning of the year median score is: Grade 8: 220 Grade 9: 222 Grade 10: 226 Grade 11: 227

What is the typical growth for math? Math RIT Status Norms for the beginning of the year median score is: Grade 8: 230 Grade 9: 233 Grade 10: 237 Grade 11: 239

Resources www.nwea.org  For class reports  For the DesCartes skills and concepts  Dynamic reports  Glossary  Crystal reports  Guides for parents

Example of present level using MAP data He took the MAP test in the fall of 2009. His RIT score for reading was a 203 (Norm group average was 220 and the district average was 215). He took the MAP in the spring of 2010, his RIT score for reading was a 209 (norm group average 231.6, district average n/a). This was a 6 point increase, which demonstrates significant growth in the area of reading for him. He took the MAP test in the fall of 2010 and his RIT score was a score 199, lexile 482-632. This score is lower than his previous MAP testing scores. His reading scores are consistent with his placement in special education as well as his performance. He continues to require specialized support in reading.

Example of present level using MAP data He is currently enrolled in a CIC, instructional, reading comprehension class. His biggest area of weakness tends to be in the area of organization and handing in things in a timely fashion. He has excellent comprehension and performs at a high level on his weekly vocabulary tests. Please note that for the Fall MAP testing, he received a RIT scores of 228. Typical students at the ninth grade level receive a RIT score of 220 (according to 2008 reading status norms). In the beginning of the school year, he was assessed using the Burns Roe Informal Reading Inventory. Here he scored at the instructional seventh grade level. The questions that he had the most miscues in were: sequencing, vocabulary, and cause/effect. Thus, he is responding to intervention in this area. He should be encouraged to take more general education classes as he has the reading levels required to be successful.

Example of present level using MAP data Student is currently enrolled in a departmentalized special education English and reading class. His current MAP scores for Fall, 2009 were a RIT score of 216 (6th grade level). Typical ninth graders in the Fall receive a RIT score of 222. His RIT scores can be broken down into the following categories: Word Analysis/Vocabulary: 210-223 Reading Strategies/Comprehension: 208-221 Literature: 204-217 Literary Works: 216-231 Word analysis and literary works was an area of strength for student. Student was also assessed in class using the Burns Roe Reading Inventory. A miscue analysis was done of his comprehension abilities and decoding abilities. He did not have many decoding errors. He had a difficult time answering inferential questions, cause and effect, and main idea questions. His scores were the same as on his MAP testing. It should be noted that Student's vocabulary abilities were higher than his reading comprehension skills. Here he scored a grade equivalent of 7.5.

Example of present level using MAP data She is currently enrolled in a CIC-C reading comprehension class. She is currently working on understanding common text structures for expository text. These include problem/solution, cause/effect, sequencing, and compare/ contrast. This has been found to be a deficit area for her. She also is working on controlling narrative text. She performs better with one on one support. Her in class assessments, including an informal reading inventory, indicates that she is performing significantly below grade level. (2nd grade vocab, 2.5 reading level). Since starting Reading Plus, she has gained 20 wpm. Currently, she is reading 165 wpm at the independent level and 194 wpm at the guided level. Her teacher reports that she has been doing really well and making progress toward reading closer to grade level. She scored a RIT of 173 on her MAP testing this fall. The average for the school is a RIT of 221 and her score places her functioning below the average for Niles North students. She shows relative strength in the area of locating information, identifying main ideas as well as analyzing when reading very short literary paragraphs, locating information in a title page or table of contents as well as making predictions about what will happen next when reading a short text. She was also given the Explore test as an incoming freshman. In the Reading portion of the Explore test, she scored a 10 and the average score is a 14. This places her reading skills below average.

Example of present level using MAP data He is currently enrolled in a departmentalized special education math class. His current Fall MAP scores indicate that he received a RIT score of 228. Typical ninth graders receive a score of 233 in the Fall. His mathematical skills can be broken down into the following categories: Number Sense: RIT scores- 211-225 Measurement: RIT scores- 230-244 Algebra: RIT scores- 228-242 Geometry: RIT scores- 207-222 Data Analysis/ Probability: RIT scores- 215-229 He displays relative strengths in the areas of measurement and algebra. He needs continued instruction in the areas of number sense, geometry, and data analysis/ probability. His math teacher reports: He is a pleasure to have in class. He seems to pick up on concepts in class and will ask questions when he needs it. He is able to solve multi-step problems with appropriate operations but does need reminders on the proper steps at times. He is also able to solve word problems and utilize different formulas. He needs to work on his overall organizational skills. He is recommended for Geo 10-20 (co-taught ).