1. MAP® Suite of Assessments
Measures of Academic Progress®
Computerized assessment
Adapts to each child as they take the test
PreK-12 for longitudinal data
Immediate feedback
Provides highly accurate data
Finds instructional level, not mastery level
Over 6,000 Partners / Pennsylvania - 95

2. MAP Intro for SouthEast/SouthCentral Educational Cooperative
2/25/2009
Student Progress - Numerical
Northwest Evaluation Association

3. Setting Goals
See P. 10 in Reporting Tools

4. MAP Intro for SouthEast/SouthCentral Educational Cooperative
2/25/2009
Linking Study = Projected Proficiency
Below Basic, Basic, Proficient, Advanced
New version of report is instantly sortable. No need to toggle back and forth to interactive version. Quickly assess the proficiency forecast for each student in the class. Sort to group. Click on name to access Goal setting worksheet.
Northwest Evaluation Association 4

5. District Summary Report

6. District Growth Reporting

7. MAP – Measures of Academic Progress
MAP Intro for SouthEast/SouthCentral Edudcational Coop
2/25/2009
Key Concepts:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide.
Teachers will determine at which tier students will begin testing based upon:
Knowledge of student
Input of parents
Prerequisite or Skills Checklist test data
Other assessment information
District’s intended uses/requirements
Materials:
Call participants attention to the documents below as we move through the slides in this section.
Test Descriptions document
Guidelines for Placing Students document
Talking Points:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment:
Screening tests in math and reading that assess basic letter/number skills
Skills checklist tests to assess critical pieces of developing literacy/numeracy skills
Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile)
Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations:
No Lexile generated from Prerequisite tests or Skills Checklist tests in reading
No RIT score for growth over time from Prerequisite tests or Skills Checklist tests
No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests
No documentation of mastery from the Survey with Goals tests
MAP – Measures of Academic Progress
Adaptive assessment
Timely feedback
Provides instructional readiness
Key Concepts:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide.
Teachers will determine at which tier students will begin testing based upon:
Knowledge of student
Input of parents
Prerequisite or Skills Checklist test data
Other assessment information
District’s intended uses/requirements
Materials:
Call participants attention to the documents below as we move through the slides in this section.
Test Descriptions document
Guidelines for Placing Students document
Talking Points:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment:
Prerequisite tests in math and reading that assess basic letter/number skills
Skills checklist tests to assess critical pieces of developing literacy/numeracy skills
Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile)
Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations:
No Lexile generated from Prerequisite tests or Skills Checklist tests in reading
No RIT score for growth over time from Prerequisite tests or Skills Checklist tests
No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests
No documentation of mastery from the Survey with Goals tests
Northwest Evaluation Association