Where We Are Going?; Where We Are Now?; and How Can We Close the Gap? ASSESSMENT LITERACY AND THE MAP TEST

“I have been taking the MAP test since third grade~ I have never known why!” Katelyn- Garrett Grade 5

 I will be able to explain the importance of the MAP test.  Why do we take the MAP test?  Students discuss question at table  Students give a “shout out” of ideas  What Hazelwood School District activities are important to you?  Students complete a 4 corner activity-writing down their ideas  Explain to students that these activities can only happen if everyone “pulls their own weight”  MAP- ELA and MATH, and Science  Attendance  Have a compelling conversation with students  Students draw a picture in their portfolio of the activity that is important to them.  Students evaluate their personal IBDs and set goals accordingly.  Students work on independent goals in stations. LESSON PLAN

 “To get smarter”  “To get good grades”  “Because we have to”  “To pass Fifth Grade”  “For you to get paid”  “To compare us to other students” WHY STUDENTS THINK THEY TAKE THE MAP TEST

HAZELWOOD SCHOOL DISTRICT EXTRA CURRICULAR ACTIVITIES

 3-5 Math (MAP)  3-5 ELA (MAP)  3-5 Science (MAP)  Attendance TELL STUDENTS WHAT THEIR RESPONSIBILITIES ARE…..

“I will be so upset if they don't have baseball when I get to high school- Come on guys, we can do this!” Austin- Garrett Grade 5

 MAP Scores  Personal IBDs  Grade Level IBDs (previous year) WHERE WE ARE GOING…..

 Stations should have 2 or 3 activities for each IBD  Students will use a checklist to complete activities.  Teacher will provide descriptive feedback during conference time. POSSIBLE “HOW WE ARE GOING TO GET THERE” ACTIVITIES

WHERE WE ARE NOW….. (PERSONAL IBDS) reading nonfictionCRApply post-reading skills to demonstrate comprehension of text: draw conclusions22100 reading fiction/poetr y/dramaMC Identify and/or explain examples of sensory details, sound devices and figurative language in text along with basic literary techniques010 reading nonfictionMCApply post-reading skills to demonstrate comprehension of text: draw conclusions11100 reading nonfictionCRUse details from text to identify and explain author's purpose020 reading fiction/poetr y/dramaMCApply post-reading skills to demonstrate comprehension of text: draw conclusions010 reading nonfictionCRApply post-reading skills to demonstrate comprehension of text: draw conclusions22100

Elementary- Middle School looks at the tests to determine classes and. Middle School High School looks at the test scores to determine classes. High School Colleges look a course work to determine admissions and scholarship. STUDENTS NEED TO BE AWARE THAT THE MAP IS A STEPPING STONE

 Students use information from Personal IBDs to set goals.  If students do not have MAP information- Use Evaluate Year Skills/Strands  Check in with students each week to discuss progress SETTING GOALS USING PORTFOLIO

Students can hit any target they can see and holds still for them” Rick Stiggins ASSESSMENT LITERACY AND MAP