Spring 2010 MAP Survey

MAP in Seattle Schools June 2010
I am a...(check all that apply)
Response Response
Answer Options
Percent Count
Principal 3.1% 19
Other School Administrator 3.3% 20
MAP Lead 8.5% 52
Teacher 76.3% 468
Other School Staff 13.1% 80
I am a...(check all that apply)
answered question 613
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 50.4% 309
K-8 School 13.4% 82
Middle School 16.8% 103
High School 18.8% 115
Other 0.7% 4
I work at this level:
skipped question 0
Elementary School
K-8 School
Middle School
High School
Other
I attended the following MAP professional development sessions (check all that apply):
Response Response
Answer Options I attended the following MAP professional development sessions (check all that
Percent Count apply):
MAP professional development in my school (May-June 49.4% 303
MAP professional development in my school (Other) 49.3% 302 60.0%
Analyzing MAP Growth Professional Development (for 25.8% 158
50.0%
I have not attended any MAP professional development 14.0% 86
Other (please specify) 8.3% 51 40.0%
answered question 613 30.0%
skipped question 0
20.0%
Other (please 10.0%

Number Response Date
specify) 0.0%
school (May-June 2010)

1 Jun 7, 2010 5:15 PM Team training in fall and winter
development in my
MAP professional
2 Jun 7, 2010 5:18 PM An Intro Session 2008-2009 school year, we piloted the assessment
3 Jun 7, 2010 5:21 PM In the computer lab while Kindergarten class was taking MAP test
4 Jun 7, 2010 5:25 PM MAP proctor training September 2009
5 Jun 7, 2010 5:29 PM beginning of school year
6 Jun 7, 2010 5:29 PM previous district training
7 Jun 7, 2010 5:30 PM fall trainings
8 Jun 7, 2010 5:30 PM map training last year at JSEE
9 Jun 7, 2010 5:38 PM Trained by other colleague who was trained for MAP in my school
10 Jun 7, 2010 5:38 PM Attended one training in West Seattle last Fall
11 Jun 7, 2010 5:39 PM school psych
12 Jun 7, 2010 5:41 PM AP level meeting trainings
13 Jun 7, 2010 5:58 PM Attending training last August as well as buidling trainings
14 Jun 7, 2010 5:58 PM I attended the first one in October of 2008
15 Jun 7, 2010 5:58 PM we were never offered any
16 Jun 7, 2010 6:02 PM A short training last summer
17 Jun 7, 2010 6:10 PM our administrator talked to us about MAP, not sure if thats considered PD.
18 Jun 7, 2010 6:38 PM We have recieved training at our school over the past two years since we are a MAP pilot school
19 Jun 7, 2010 7:11 PM MAP Team trainings at JSCEE
20 Jun 7, 2010 7:21 PM Nothing was done at our at our school in May or june, I don't think.
21 Jun 7, 2010 7:22 PM I was orginally on the MAP team for our school, but changed my mind.
22 Jun 7, 2010 7:22 PM There were a couple of very brief presentations on MAP from admin, but very little structured PD was offered.
23 Jun 7, 2010 7:25 PM Received brief training during Principals Level Meeting.
24 Jun 7, 2010 7:52 PM one on one with Monica Connors
25 Jun 7, 2010 8:14 PM The first session you held in the fall
26 Jun 7, 2010 8:15 PM MAP training for SLPs
27 Jun 7, 2010 8:15 PM cluster training
28 Jun 7, 2010 8:26 PM 2009 Stanford Center
29 Jun 7, 2010 8:45 PM Not sure, i know we have talked about MAP at staff meetings but I don't think it was PD?
30 Jun 7, 2010 8:59 PM MAP trainings during the 2008/2009 school year
31 Jun 7, 2010 9:09 PM I attended both August and October
32 Jun 7, 2010 9:10 PM MAP training for speech therapists
33 Jun 7, 2010 9:22 PM MAP Trainings in August and December as JSCEE
I attended the following MAP professional development sessions (check all that apply):
34 Jun 7, 2010 9:44 PM Multiple sessions at my school
35 Jun 7, 2010 10:56 PM One on one training in my classroom
36 Jun 7, 2010 11:34 PM I attended 2 MAP PDs at my school, but don't remember when
37 Jun 7, 2010 11:53 PM MAP professional development at District Office (Nov?)
38 Jun 8, 2010 12:16 AM Initial training, Aug. 2009; First post-MAP training at JSCEE
39 Jun 8, 2010 4:41 AM sessions for instructional coaches
40 Jun 8, 2010 1:48 PM staff meeting on MAP
41 Jun 8, 2010 4:57 PM I have attended the MAP team training 2009/2010
42 Jun 8, 2010 6:37 PM fall training
43 Jun 8, 2010 7:44 PM MAP training fall
44 Jun 8, 2010 8:11 PM We have not had thorough MAP training throughout this year and need more information to better serve our students and parents.
45 Jun 8, 2010 10:29 PM Did not attend May 10, but did attend earlier MAP Team PD
46 Jun 9, 2010 12:42 AM couldn't attend MAP prof. dev. was out with an injury
47 Jun 9, 2010 2:55 PM all offered this year
48 Jun 9, 2010 6:09 PM training all year
49 Jun 10, 2010 1:52 PM We had a day in the fall and a half day in February at our school.
50 Jun 10, 2010 3:18 PM With the acception of the May/June I have attended all MAP trainings this year.
51 Jun 10, 2010 5:37 PM Not sure of dates, but I have attended 2 tranings this year
Please indicate the degree to which you agree with the following statements:
Strongly Response
Answer Options Strongly Agree Agree Disagree Not Applicable
Disagree Count
I have reviewed fall and winter MAP reports for my 309 161 29 21 61 581
I have reviewed spring MAP reports for my students 297 163 36 26 60 582
I understand how MAP data can inform my instruction. 161 227 103 51 38 580
I feel prepared to talk to families about MAP results. 136 192 136 77 40 581
I have talked to students about their MAP results. 101 175 143 80 79 578
skipped question 27
700
600
500
400
300
200 Strongly Agree
100
Agree
0
Disagree
I have reviewed fall and
winter MAP reports for
Strongly Disagree
my students.
Not Applicable
Strongly Response
Disagree Count
I understand the concept of "typical growth" 141 302 72 19 12 546
I can analyze student growth and observe patterns in 125 266 105 29 20 545
I understand how to analyze and interpret MAP growth 93 239 131 53 28 544
I understand how to analyze and interpret MAP growth 94 228 141 55 25 543
skipped question 66
600
500
400
300
Strongly Agree
200
Agree
100 Disagree
0 Strongly Disagree
concept of "typical
Not Applicable
I understand the
growth"
I have been provided with the district-created custom MAP reports for my class/school
for spring 2010. (These are the reports created by the central office and placed in
Response Response
Answer Options
Percent Count
I have been provided with the district-created custom MAP reports for my
I have a copy of the district-created custom reports 44.1% 241
class/school for spring 2010. (These are the reports created by the central office
I have seen the district-created custom reports, but do not 15.0% 82 and placed in principals' dropboxes in mid-May.)
I have heard about the district-created custom reports, but 17.7% 97
I have not heard about or seen the district-created custom 23.2% 127
Other (please specify) 36
I have a copy of the district-created
answered question 547 custom reports
skipped question 66
I have seen the district-created
custom reports, but do not have a
copy myself
I have heard about the district-
created custom reports, but have
not seen them
Other (please
specify)
1 Jun 7, 2010 5:17 PM I have not administered the MAP, and have not been given copies of my students
2 Jun 7, 2010 5:27 PM I am only involved in administering the test.
3 Jun 7, 2010 5:43 PM I have provided these reports to teachers. We were late getting them;mistakenly sent to Stevens.
4 Jun 7, 2010 5:49 PM reports were for classes that i no longer had. i had to compile my own lists.
5 Jun 7, 2010 5:53 PM I'm not a classroom teacher
6 Jun 7, 2010 5:54 PM I only viewed the reports for my ELL students online.
7 Jun 7, 2010 6:11 PM I had made my own prior to receiving the district report.
8 Jun 7, 2010 6:12 PM my students did not do MAP testing in the spring (self-contained special ed class)
9 Jun 7, 2010 6:13 PM I am not a classroom teacher and don't have 9th graders
10 Jun 7, 2010 6:23 PM I looked up scores on the NWEA site. Very onerous!
11 Jun 7, 2010 6:59 PM not sure
I do instructional support, and see students from all over the school. I would like to be able to print my own reports, selecting only the students I see and not wade
12 Jun 7, 2010 7:29 PM through all of the reports to find my students.
13 Jun 7, 2010 7:39 PM MAP is bogus
14 Jun 7, 2010 7:54 PM I think
15 Jun 7, 2010 8:04 PM I went to the MAP website and got my student's scores
16 Jun 7, 2010 8:49 PM I creatd my own reports
17 Jun 7, 2010 8:50 PM i have viewed reports online
18 Jun 7, 2010 9:07 PM our principal said they'll be in our teacher mailboxes tomorrow, 6/8.
19 Jun 7, 2010 9:12 PM NA
20 Jun 7, 2010 9:51 PM I'm not sure if what I have is seen is district-created or not; after reading the question below - I'm pretty sure I have seen district-created materials
21 Jun 7, 2010 9:59 PM Nova decided not to use the data from the reports
22 Jun 7, 2010 10:54 PM I'm an Parapro
23 Jun 7, 2010 11:37 PM I've seen reports, but not sure if they are what's being referenced in this question.
24 Jun 7, 2010 11:47 PM Our school has not tested yet.
25 Jun 8, 2010 3:46 AM I do not teach Math & Reading, so the reports do not apply to my current class load
26 Jun 8, 2010 3:19 PM Don't have a class
27 Jun 8, 2010 7:39 PM not sure which packet of papers those were
I have been provided with the district-created custom MAP reports for my class/school
for spring 2010. (These are the reports created by the central office and placed in
28 Jun 8, 2010 8:08 PM I have access to the reports
29 Jun 8, 2010 8:52 PM As the librarian this does not seem applicable.
30 Jun 9, 2010 12:46 AM not a classroom teacher
31 Jun 9, 2010 4:23 PM specialist so don't need them
32 Jun 9, 2010 6:12 PM we are only testing right now.
33 Jun 10, 2010 9:54 PM I am not sure which reports I have seen were from the district.
34 Jun 11, 2010 3:10 AM I've seen the reports for other classrooms. I only use the screener currently.
35 Jun 11, 2010 9:44 PM It would have been helpful to know ahead that we would receive these because we printed and sent home the spring results already
36 Jun 11, 2010 10:26 PM I have only the reports I printed myself from the website. The didtrict hasn't given me anything.
Which MAP reports have you found most helpful?
Somewhat Response
Answer Options Very Helpful Neutral Not Helpful
Helpful Count
Class Summary (district-created) 159 153 110 52 474
Report by Class & Strand (district-created) 141 152 123 55 471
Student Detail by Class (district-created) 168 152 110 49 479
NWEA Reports web site 142 152 120 61 475
skipped question 84
Which MAP reports have you found most helpful?

600
500
400
300
Very Helpful
200
Somewhat Helpful
100
Neutral
0 Not Helpful
(district-created)
Class Summary
What would help you build on the concepts you have learned so far related to student growth?
Answer Options Response Count
223
skipped question 390
Number Response Date Response Text

1 Jun 7, 2010 5:17 PM Getting rid of the MAP test would help me increase student growth.
2 Jun 7, 2010 5:26 PM Need more training to understand the various reports.
3 Jun 7, 2010 5:30 PM How the scores on the MAP relates/correlates to MSP
Please address the issue of accomplished students not seeing the same growth or a more limited range if they are assigned to the math continuum
4 Jun 7, 2010 5:31 PM recommended by the district.
5 Jun 7, 2010 5:32 PM I would like student growth based on strands to be easy to interpret. I had to do it manually.
If students went up from fall to winter then down again in the spring, I would like to see them credited for the gains they made looking at all three scores not
just the spring score. Some kids have a tough day or test fatigue by the 3rd test and look at negative gains although they did show growth in the winter
6 Jun 7, 2010 5:33 PM score.
7 Jun 7, 2010 5:33 PM A greater understqanding of how MAP aligns with state standards and Everyday Math
Our curriculum does not dovetail with the concepts being evaluated on the MAP. We need more intentional instruction of grammar, Latin roots, literary
8 Jun 7, 2010 5:36 PM elements and devices, etc.
9 Jun 7, 2010 5:36 PM Strategies and materials to help individual students with personal growth and goals.
I feel like I need more support from the district with curriculum resources to address specfic strands of MAP. What's available to help kids practice certain
10 Jun 7, 2010 5:37 PM skills (homework)?
11 Jun 7, 2010 5:39 PM Access to district-created summaries, reports, and details.
12 Jun 7, 2010 5:40 PM Long term real student growth has nothing to do with MAP
13 Jun 7, 2010 5:41 PM To have access to the dat so we can slice and dice the data ourselves
14 Jun 7, 2010 5:43 PM Discussion regarding changing instruction to meet the needs of kids. I understand this, but the staff is challenged by this concept.
The MAP testing with assistance does not go to the depth of the other children's reports. It just shows number sense, which does not correlate with going
15 Jun 7, 2010 5:44 PM further into analyzing the data, something the regular tests do for non-assisted children.
16 Jun 7, 2010 5:49 PM how to account for data abnormalities.
17 Jun 7, 2010 5:53 PM More detailed information about what the results mean.
18 Jun 7, 2010 5:54 PM Finding students' weakness and strength in details help me to adjust my instruction.
It is very hard to use the data from my kindergarteners to inform instruction because fall, winter and for most kids spring, the data truly only showed me their
ability to use a computer. The results only accurately represented (when compared to other assessment used) 5-10% of my class and only with their spring
19 Jun 7, 2010 6:00 PM results.
The message from the MAP Trainers to teachers has been that the MAP scores will not be a "high-stakes" test. However, it is being used for such items as
20 Jun 7, 2010 6:01 PM the Advanced Learning eligibility. Can we please change how we are messaging this to teachers? Just need a consistent message.
The problem is that the data is presented by the only person trained (and she is a math person). She showed me the scores, but cannot interpret them. I
21 Jun 7, 2010 6:01 PM need effective training.
More training about what "typical growth" means,
22 Jun 7, 2010 6:02 PM info on what other SPS and national schools participate ie, where are the "typical" students coming from?
23 Jun 7, 2010 6:04 PM I think I have a strong understanding of student growth and achievement
24 Jun 7, 2010 6:07 PM reports dont correlate to grade level skills
25 Jun 7, 2010 6:09 PM My students were too low to score significantly on this test. The test results were not that helpful.
26 Jun 7, 2010 6:09 PM Student growth is not showing - it's going in the opposite direction.
27 Jun 7, 2010 6:10 PM Access to district-created reports.
28 Jun 7, 2010 6:11 PM I haven't seen correlation/causal relationships between my effort and student growth. Sometimes I see the inverse occurring.
29 Jun 7, 2010 6:13 PM not applicable
This year was hard considering students who were allowed accomandations didn't recieve them until Spring in my school so of course there was a huge
jump in scores. It was also hard becuase there is no way for us to see any answers and many questions I observed in 3rd grade I wasn't even sure what the
30 Jun 7, 2010 6:13 PM answer was.
31 Jun 7, 2010 6:18 PM dump map testing and use Iowa Tests
These district-created summaries should be very helpful and are most welcome, but seem expensive for each district to produce. Is NWEA being
encouraged to provide these? As they are new & are not easily accessible for every teacher in a central site (Prinipal gatekeeper) easy access is currently a
problem. Is there a server that can be accessed by every teacher in every building via a password for their own reports?
Also, an understanding of winter scores. They seem to be a bit wild & not as accurate as Fall & Spring. Also if student guess accurately, it can bump their
scores up by 10-15 pts. Then subsquent tests reflect reduced scores. NWEA needs to figure this out better. One of the college boards gives a partial
negative pt for missed items & no deduction for a question left blank. Maybe NWEA needs to go to this kind of scoring. It makes the scoring seem less
32 Jun 7, 2010 6:19 PM accurate.
It would help if the district could send someone able to explain the data to teachers, to model for us what the letters and numbers mean, so that we can begin
33 Jun 7, 2010 6:20 PM to wrap our heads around this test. Until then, it will remain vague and incomprehensible to teachers, students and parents alike.
It would be informative to have access to data from students who are not in my class so that I can make direct comparisons between students in regular
34 Jun 7, 2010 6:21 PM math, those in advanced math, and those in math with support. It would help me determine if each student is placed appropriately.
35 Jun 7, 2010 6:23 PM I said "neutral" above because I don't think I saw those reports.
36 Jun 7, 2010 6:23 PM more information
We did not do the fall MAP in K. We only did the winter and the growth comparison was not shown
37 Jun 7, 2010 6:25 PM for this. So that was not helpful
training
38 Jun 7, 2010 6:34 PM time to collaborate with other staff
39 Jun 7, 2010 6:39 PM the website could desperately us a designer to help with user-friendliness as well as overall aesthetics =)
40 Jun 7, 2010 6:39 PM To understand how MAP relates to state standards and district-mandated curriculum.
41 Jun 7, 2010 6:40 PM I need to spend more time and have some of the data clarified.
The reports you talk about above were not created by the district. We had to create them and then we did not have much time to use the data to inform
42 Jun 7, 2010 6:43 PM instruction. The class strand would have been very helpful.
43 Jun 7, 2010 6:43 PM Not having the range for the subcomponents. Being able to compare MAP data with other data on kids.
44 Jun 7, 2010 6:45 PM questions shown to teacher based on range
45 Jun 7, 2010 6:45 PM MAP Reading scores for Deaf and Hard-of-Hearing students does not appear to be accurate
46 Jun 7, 2010 6:47 PM Access to the test results and more training on how to interpret the results.
47 Jun 7, 2010 6:47 PM More training.
48 Jun 7, 2010 6:49 PM I feel this is a biased test and the district is basing too much on this data.
more clarity about vocabulary
49 Jun 7, 2010 6:53 PM data that compares to standard, not to district wide growth
50 Jun 7, 2010 7:01 PM Growth data is the most crucial. We get that from district reports.
51 Jun 7, 2010 7:02 PM To show ALL students in a class' progress at onece for all three tests taken
52 Jun 7, 2010 7:03 PM n/a
53 Jun 7, 2010 7:04 PM none
54 Jun 7, 2010 7:06 PM Recognition by the district that not all growth is shown on a multiple choice exam.
55 Jun 7, 2010 7:10 PM To move the final testing window to June so that we can use the data suite provided by the company.
56 Jun 7, 2010 7:12 PM I wouild like to know which EALRs are addressed in each question.
We are finding that our advanced learners across the board did not meet typical growth because they scored so high in the fall and it looks like they did not
57 Jun 7, 2010 7:13 PM learn anything--even showed negative growth.
You cannot define "student growth". It is different for each child at every grade and age level. If you believe that you can evaluate a TEACHER based on the
results of the MAP test, or any other test, you are dead wrong. I have 30 years teaching experience and know what I am talking about. Please do not think
that the MAP test is any sort of "administrative savior" that will make teachers' better at what they do. You need to change the fundamentals of learning and
58 Jun 7, 2010 7:16 PM teaching in order to help students learn better and more.
59 Jun 7, 2010 7:16 PM na
60 Jun 7, 2010 7:18 PM What other instructional interventions/ changes could be recommended for specific ability groups.
61 Jun 7, 2010 7:18 PM This has not helped me at all as related to student growth.
A uniform set of materials, information and speaking points to use when discussing data with familes, esp. how their child's score is related to district
62 Jun 7, 2010 7:19 PM averages, and what to do when they are below average.
63 Jun 7, 2010 7:20 PM Can we compare students and grades in graph format to show teachers trends?
64 Jun 7, 2010 7:21 PM I don't think MAP has given an accurate picture of some of my older students with autism.
65 Jun 7, 2010 7:21 PM More information and easier access to the many subtests in the primary reading and math
I would like to know HOW the concepts are tested. How is writing assessed when there is no writing? How is reading assessed when there is no reading? If
the test does not test what we teach, then it won't be an accurate measure of student growth. My student's growth on the MAP does not always correlate to
66 Jun 7, 2010 7:25 PM their growth in class. This is frustrating to me.
It would be incredibly helpful to have more information on MAP -- to see and have the opportunity to take an actual MAP test. As it stands, I have never laid
67 Jun 7, 2010 7:25 PM eyes on the test, know very little about it, and have been given virtually no PD on how to make it relevant for my students and my practice.
68 Jun 7, 2010 7:26 PM write the concepts in parent-student friendly language.
69 Jun 7, 2010 7:26 PM ?
District-funded release time to analyze reports and plan differentiated instruction. Tailored professional development about differentiated instruction at the
70 Jun 7, 2010 7:27 PM high school level.
We need concrete info to give parents - they should also be trained on how to read this data. I have no idea how to explain these results, and I received
71 Jun 7, 2010 7:27 PM almost no usable results due to inconsistent and/or incomplete testing of my class.
Having reports customized to my specific students. I see students from every class in the school. It is VERY time consumng to have to go through each
72 Jun 7, 2010 7:29 PM teacher's reports to find my students. I'd like to be able to set up my groups once a year and print custom reports for the students I see.
I teach math (CMP2) and would appreciate support in using student MAP data to differentiate our curriculum to meet individual student needs. This needs to
73 Jun 7, 2010 7:31 PM be from someone who has a strong understanding of the CMP2 curriculum and of the MAP strand data. Thanks
74 Jun 7, 2010 7:31 PM Accessing just the bilingual student data
An understanding of WHY if student growth is listed as 2 or 3 points and the "standard deviation" is 2 or 3 points both up and down - how can that be called
75 Jun 7, 2010 7:35 PM growth?
76 Jun 7, 2010 7:36 PM having copies of similar questions on the map test,specific examples,the strands are too general
It would be helpful to see specific questions that the majority of the class missed.
77 Jun 7, 2010 7:37 PM Also, it would be more efficient to have the students' scores assigned a grade level along with the RIT and lexile. It is more meaningful to the families.
78 Jun 7, 2010 7:39 PM show it in a chart form or graph
79 Jun 7, 2010 7:39 PM MAP is a waste of time
80 Jun 7, 2010 7:39 PM we need to be able to use the big fold out thing which we were not given by the district for every teacher; only the MAP personnel rec'd those
81 Jun 7, 2010 7:40 PM I still need to understand what skills align to what RIT range, and how that correlates to grade level.
82 Jun 7, 2010 7:43 PM To learn about typical growth for special education, ELL students and other special populations.
83 Jun 7, 2010 7:44 PM The data is too confusing to easily interpret for parents and even for teachers when trying to organize strand data.
84 Jun 7, 2010 7:45 PM simpler explanation/model of growth reports - it's very statistical and complicated
85 Jun 7, 2010 7:54 PM Information on the student goal process. Is there going to be a larger focus on creating goals with students using the NWEA student goal worksheets?
86 Jun 7, 2010 7:55 PM Taking skills/strand data - looking at it through the lense of "next steps" for this child
87 Jun 7, 2010 7:57 PM n/a
Student Growth is a meaningless concept when one cannot articulate for students how to raise their RIT scores. The alignment of skills to scores is quite
88 Jun 7, 2010 7:59 PM fuzzy. The RIT scores do not indicate which skills students are lacking.
89 Jun 7, 2010 8:01 PM more about the connection bewteen curriculum calendar (math) and MAP, mote on how to use MAP to inform instruction
90 Jun 7, 2010 8:02 PM Knowing it wasn't being tied to my evaluation.
What can I do to improve reading scores and how can I find resources that meet my students where they are in reading so that I know that they are getting
91 Jun 7, 2010 8:04 PM the concepts?
92 Jun 7, 2010 8:05 PM Giving more time and assistance to teachers to teach and making classroom sizes smaller
I need more inservice on interpreting Map data. We had a brief training and then were told to go print and look at our data. Our school just started using
93 Jun 7, 2010 8:12 PM MAP in the spring, so perhaps other schools have had more training.
94 Jun 7, 2010 8:13 PM Protocols for student goal setting
I think having the time to plan lessons targeted at strand areas to see if my instruction helps improve students' scores. As of now, students' scores may have
improved, but I cannot point to specific instructional practices that affected specific strand components. I think once I am able to do this and share it with
95 Jun 7, 2010 8:14 PM students and families, students will have more ownership in their learning. They have to see the results as related to specific practice.
96 Jun 7, 2010 8:17 PM how levels relate to report card, alligned to curriculum, etc.
97 Jun 7, 2010 8:17 PM I do not have access to MAP scores for students I work with (I am a related service provider - SLP) - and feel they could be VERY useful if I did have access.
98 Jun 7, 2010 8:23 PM Agreed upon lesson ideas for particular strands according to MAP, like Text Components, and Reading: Multiple Purposes
99 Jun 7, 2010 8:23 PM how to connect the results to the real world. How to connect the results to curriculum and instruction.
100 Jun 7, 2010 8:24 PM I think just taking the test more times will allow teachers to better understand the growth data- more practice.
101 Jun 7, 2010 8:26 PM Now, how to use the strands and relate them with our GLE's.
It would help me to understand how putting advanced curriculum in the tests is actually helping my advanced students. It is not a test of their ability (reading
102 Jun 7, 2010 8:30 PM comp), but a test to reflect the curriculum way beyond their level.
103 Jun 7, 2010 8:34 PM I would like to know how to read the data for ELL students.
104 Jun 7, 2010 8:42 PM Being able to explain (simply) what a RIT score is and how it is determined.
105 Jun 7, 2010 8:47 PM I would like tolearn how ot print out the indiviual reading lists for each student.
We didn't do the fall assessment so that made it so there was no measurable data. In K I am wondering if we could also see growth winter to spring, the
reason for this is that in October many of their computer skills are low, and it may not accurately reflect their levels. By winter they have been more exposed
to computers and are able to perform at a higher level. I do wish we could have data that showed growth during these four months (winter-spring) for kinder
106 Jun 7, 2010 8:48 PM students.
Having a bit more time to think about how I can apply what I've learned, and having more time to discuss findings with my colleagues. I don't think we have
107 Jun 7, 2010 8:51 PM enough time to think about what the MAP data means in terms of day to day teaching practices/principles and/or pedagogy.
108 Jun 7, 2010 8:56 PM None.
109 Jun 7, 2010 8:59 PM reports for kindergarten children
110 Jun 7, 2010 9:00 PM I would like a bit more about how to interpret extreme growth (15 points or more). Can I correlate growth with specific areas of mathematical learning? How?
111 Jun 7, 2010 9:04 PM strategies for working with students of different abilities who need to target the same strand in their work.
Having some ready made materials in order to work on certain skill sets that are needed for students to work on as homework. I target them in class for these
112 Jun 7, 2010 9:07 PM skills but it was be nice to have some ready made items to send home for parents to help their child too.
More trainings; more district-provided teaching curriculum that is aligned to what students are being testing on; release time with subs for the classroom so
113 Jun 7, 2010 9:07 PM that teachers can get together to discuss results and instructional strategies.
114 Jun 7, 2010 9:08 PM Find specific areas for SDI
115 Jun 7, 2010 9:11 PM Timely results
to see the combination of HSPE/IOWA/MAP/SRI and any other scores all on the students scource page. As all tests have weak areas to see at least 3-5
116 Jun 7, 2010 9:12 PM different assesments on one page would inform decisions better than depending on just one test to show a snapshot of a students learning.
117 Jun 7, 2010 9:12 PM NA
118 Jun 7, 2010 9:23 PM Knowing what the actual questions are and what area they each relate to. Access to these would be incredibly helpful.
119 Jun 7, 2010 9:25 PM Include all the other standardized tests that students have taken
120 Jun 7, 2010 9:27 PM a curriculum that is tied to the MAP assessments
121 Jun 7, 2010 9:38 PM Haven't had students use them yet. Special Ed
122 Jun 7, 2010 9:48 PM Real time to analyze the data
I would like to know how to use this information to support my mentorship students in a realisitic/applicable way. I would like to know how to take information
I've received and why it is relevant / how to make it relevant for my Spanish language classes. If it's just to inform me that students are average or not in
123 Jun 7, 2010 9:51 PM reading/math that's not really relevant. I can already tell their strengths by the assessments I use in class. How should this data inform my practice?
124 Jun 7, 2010 9:52 PM I teach seniors who have no MAP data. It would help to have students with MAP data.
125 Jun 7, 2010 9:55 PM Watch data over time. Small group discussions.
126 Jun 7, 2010 9:56 PM I am still learning and don't have a suggestion yet.
127 Jun 7, 2010 9:59 PM N/A
A better understanding of how the questions that are asked reflect what is actually taught. Many of the students had questions that are not part of the
128 Jun 7, 2010 9:59 PM Essential learnings of my grade level
129 Jun 7, 2010 10:02 PM I have a special education 4B classroom. Only one or two students are able to participate. I'd like to know how my students compare to other 4B students.
130 Jun 7, 2010 10:03 PM Continued training
I would like more support in understanding how much of the test scores can be impacted by test issues - for example, how much of a student's score is
131 Jun 7, 2010 10:05 PM considered when they have little computer experience.
132 Jun 7, 2010 10:06 PM Have them apply to the subject I teach.
133 Jun 7, 2010 10:17 PM Learn more about how our curriculum relates to what is on the test--
134 Jun 7, 2010 10:18 PM More strand data comparisons with other schools.
135 Jun 7, 2010 10:24 PM My students took different tests in Fall/Winter and Spring. I am unable to see growth patterns in my results.
136 Jun 7, 2010 10:34 PM How to incorporate all the things student's need in a particular strand when that strand is a "weakness"
137 Jun 7, 2010 10:34 PM Knowing what was on the test and how the test works
138 Jun 7, 2010 10:37 PM I would like more TIME to look at things with my grade-level team
139 Jun 7, 2010 10:40 PM how is the RIT target determined? I need to understand this to know how to interpret it.
140 Jun 7, 2010 10:40 PM Item analysis of tests so I know exactly what skills each student needs to work on.
141 Jun 7, 2010 10:44 PM I still do not really understand this!
I would like a better understanding of the validity of MAP scores for Special Ed. students who showed negative "growth" according to MAP scores, but who
142 Jun 7, 2010 10:48 PM showed very positive results with another computer generated test (Read 180 SRI test).
143 Jun 7, 2010 10:50 PM I am still really confused how to get to the kindergarten data, and then how to read the data to help me inform instruction.
144 Jun 7, 2010 10:56 PM Have professional development time to work on the data.
145 Jun 7, 2010 10:57 PM More time to analyze the data to inform instruction
I need to delve deeper into the strands my students are struggling in. This is a HUGE task, which I'm committed to but need time and guidance to do so.
146 Jun 7, 2010 11:11 PM Please keep in mind that I'm still learning about writer's workshop, reader's workshop and EDM -AMONG OTHER THINGS. This is a lot of learning to do!
Line graph showing typical growth for AT GRADE LEVEL student vs typical growth for below grade level, etc. - a visual to compare what type of growth is
147 Jun 7, 2010 11:22 PM needed in lower performing to meet their peers
148 Jun 7, 2010 11:29 PM More discussion about relating MAP to other assessments.
149 Jun 7, 2010 11:30 PM TIME
150 Jun 7, 2010 11:47 PM more training before we're in the full swing of the school year.
151 Jun 8, 2010 12:18 AM More familiarity.
152 Jun 8, 2010 12:21 AM none
153 Jun 8, 2010 12:29 AM More time to reflect with staff and discuss strategies
154 Jun 8, 2010 12:45 AM Professional development in classroom strategies to improve student scores
It would be easier to generate more specific instructions if teachers are able to see the actual problems that individual students had attempted and/or missed
rather than just knowing the students being high/low/average in the strands. It is important to know how and why the students made the errors so we can
155 Jun 8, 2010 1:26 AM help them correct their mistakes or reteach the concept if necessary.
156 Jun 8, 2010 1:29 AM can't think of anything in particular
My students can be "all of the place." A student can be in the 38th percentile in the fall, the 89th percentile in the winter and the 42nd percentile in the spring.
157 Jun 8, 2010 1:48 AM How do I understand/explain this?
158 Jun 8, 2010 2:06 AM more DesCartes training
159 Jun 8, 2010 2:55 AM Better communication/letters for families who are homeschooling.
Some understanding of how MAP relates to ongoing curriculum alignment -- i.e. how do in-class, agreed-upon assessments relate to MAP partic. where data-
160 Jun 8, 2010 2:57 AM gathering is concerned.
161 Jun 8, 2010 3:46 AM If the MAP testing directly related to the science content that I currently teach and/or targeted learning skills linked to my students' growth in science concepts
It would help me if the strands were broken down even more. For example if a large majority of my students didn't score well in number sense or problem
162 Jun 8, 2010 4:03 AM solving; I would want to know what specific areas. Is it calculation, order of operations etc.
163 Jun 8, 2010 4:06 AM Time build into the staff development time to analyze data--it takes time, so would be helpful if we could use some of our PD time to do this.
HOW DOES MAP CONNECT AT ALL WITH WHAT WE DO IN THE CLASSROOM. iT LOOKS LIKE ANOTHER PRI, IF ANYONE STILL REMEMBERS
164 Jun 8, 2010 5:01 AM THAT WASTE OF TIME AND MONEY.
We need to see a sampling of the questions students answer. It is very hard to inform instruction based on a score when the type of question, vocabulary, or
165 Jun 8, 2010 5:29 AM concept presented is never seen by the teacher.
166 Jun 8, 2010 5:35 AM Nothing
I'm still having difficulties interpreting and helping my families interpret the MAP score. To many of us, it is just a number. Also, if you have a student who is
performing well above grade level at the beginning of the year, the student growth does not seem to adjust for this -- ie their MAP score may not increase as
167 Jun 8, 2010 8:03 AM much as an average (or below average) student.
168 Jun 8, 2010 1:49 PM more time to study, ask questions regarding the reports
169 Jun 8, 2010 2:12 PM I have no idea how MAP reflects/informs on my science teaching
170 Jun 8, 2010 2:23 PM How MAP aligns with state standards - the actual curriculum we use on a daily basis
Although the introductory trainings worked with the Train the Trainer model, the intricacies of differentiation were too complicated to effectively replicate this
171 Jun 8, 2010 2:34 PM model by the time we got to the Spring. This is the core idea of making MAP scores inform instruction and it was the weakest part of the PD.
I would like MAP testing available at my school site (Interagency) so I don;t have to take student off-campus to complete the testing. Makes for lower
172 Jun 8, 2010 3:02 PM completion rates.
173 Jun 8, 2010 3:19 PM N/A
174 Jun 8, 2010 3:20 PM how to actually use the data without spending hours doing differentiation ladders which are too time consumming and a waste of my time.
Wwe would like to have a report that is based on whether or not the students are below, at grade level, or above grade level, so we can clearly see which
175 Jun 8, 2010 3:57 PM students need interventions.
How do we say that there are many circumstances that would result in a lowered test score since this tests what a kid knows, not what they've been taught,
they cannot know less than they did on the previous MAP. If we can sluff away any drops in scores to a variety of circumstances, it seems like that would
176 Jun 8, 2010 4:03 PM result in the same fluidity of any increase (but especially small increases) in the scores.
177 Jun 8, 2010 4:03 PM How to incorporate MAP analysis into my instruction.
178 Jun 8, 2010 4:33 PM I really do not support this program, so it is difficult for me to talk about "building" on it
179 Jun 8, 2010 5:06 PM It would be helpful to have one copy of the DES CARTES strategies for each grade level.
We do not need testing this often! Students do not take these test seriously and they take time away from student learning. My students take three or more
180 Jun 8, 2010 5:26 PM OTHER standardized test every year. MAP gives eroneous or superfluous data.
Have a teacher show how she/he uses MAP data.
Seeing how MAP results correlate with MSP results this year.
181 Jun 8, 2010 5:27 PM Info on how science, social studies, arts, etc teachers can use math/reading data to inform their instruction.
182 Jun 8, 2010 6:16 PM Training on the terminology
183 Jun 8, 2010 6:43 PM More trainings offered. I took over this class in the winter and more support was not offered to new teachers who came in mid-year.
184 Jun 8, 2010 7:15 PM To have the test data reflect what the curricula and state standards expectations are.
185 Jun 8, 2010 7:39 PM more time to look over tests and collaborate -not at staff meeting after school when all are not interested.
186 Jun 8, 2010 8:08 PM Make sure all teachers receive reports on their students
187 Jun 8, 2010 8:15 PM Probably the rational of testing three times a year when the best indicators of growth come with human interaction with teachers and other students.
188 Jun 8, 2010 8:40 PM beginning info session
We need more PD on how to interpret the MAP and how to use the scores to assist with instruction. Unfortunately, my school has been in the dark and many
189 Jun 8, 2010 8:47 PM parts.
I do not see the MAP results. When I have asked for access I was told that there was not a way for me to sign in to get results, but if I wanted them to see
190 Jun 8, 2010 8:52 PM the teachers.
191 Jun 8, 2010 9:37 PM More consitent data with fewer outliers. A better understanding of why some students go backwards in their scores.
192 Jun 8, 2010 9:50 PM Knowledge of what ranges typically developing students are in at certain grade levels.
I really need to understand the RTI measurements. I also need a more spreadsheet friendly way to export the data so I can break down the numbers that are
193 Jun 8, 2010 10:14 PM divided by skills and manipulate the work in ways that actually helpful and don't waste tons of paper.
I would like to continue the training and continue using the MAP results to inform instruction. My students showed tremendous growth this year ranging from
194 Jun 8, 2010 11:05 PM 3-28.
195 Jun 8, 2010 11:29 PM Knowing specific questions that were wrong
I would like to understand what concepts my students are missing. Last year on the district math tests we were given scores that outlined students'
196 Jun 8, 2010 11:31 PM responses to individual questions as well as to content strands but on the MAP data we are only given a single number that does not give much information.
197 Jun 9, 2010 12:07 AM See the entire test my K, 1 and 2nd grade students take.
198 Jun 9, 2010 12:46 AM continued professional development
199 Jun 9, 2010 5:05 AM To be able to see what the questions look like for each student!
200 Jun 9, 2010 2:17 PM More time and help accessing the descartes.
I would like to eliminate the use of norm-referenced tests and instead seek out a criterion-referenced test (based on OUR state standards) to track student
201 Jun 9, 2010 2:40 PM growth.
202 Jun 9, 2010 2:57 PM More time to analyze results and collaborate with team members to use results more effectively regarding instruction
203 Jun 9, 2010 3:33 PM direct relation to curriculum taught in my classes and more knowledge to the students and parents about the process and importance
204 Jun 9, 2010 4:35 PM Tests and curricula should be aligned and related.
205 Jun 9, 2010 6:35 PM Curriculum aligned withthe test. It is unethical and unprofessional to test children on material they are not being taught.
It would be helpful to include in the fall report, the typical RIT growth number for each individual child. For instance, either the typical spring RIT score or the
206 Jun 9, 2010 6:53 PM actual number of points.
207 Jun 9, 2010 8:04 PM Authentic Assesments
208 Jun 9, 2010 11:02 PM hard copy/ email information on how to improve/encourage students academic growth.
I had to create my own excel spreadsheet to get all information about my class performance, growth versus expected growth, and percentiles comparing fall
winter and spring on one sheet in one place, including averages for my class as a whole. The NWEA reports were helpful to give to parents, but not for my
overall performance. At this point with the test so new, we have little to go on about what it means when individuals slip in performance and percentile,
sometimes dramatically. Every teacher has a few of these. How reliable is this as a strong indicator that this child is having a problem. No training,
209 Jun 9, 2010 11:07 PM literature, or experience has yet informed me how to deal with such data.
I can't figure out how to get the reports I want off the website. There are so many instructional suggestions for each RIT band and each sub-category that it
210 Jun 10, 2010 3:17 AM would be impossible to use the data to plan instruction for a particular category, there are not enough trends.
There seem to be discrepencies between the state EALRs and what the students are tested on in MAP. There needs to be a stronger connection to the grade
211 Jun 10, 2010 3:11 PM level standards.
212 Jun 10, 2010 5:41 PM More Professional development to interpret data and to come up with strategies to inform my instruction
213 Jun 10, 2010 5:49 PM Not certain
214 Jun 10, 2010 8:40 PM How to use to inform instuction if students have widely varying needs.
It would be very helpful to have a list of just the ELLs in my building and their results and their strengths/weaknesses by strand. I have been sorting through
215 Jun 10, 2010 9:54 PM the whole school's data.
Not much, because these tests are not relevent to ELL students, of which my school is heavily made up of.They don't understand the questions properly. In
addition to that, I teach 1st graders who are not always able to really focus on what they're asked, and only think about being "first to finish". I know that for a
216 Jun 11, 2010 2:54 AM fact. My highest Math student spent the shortest time of anyone on that test, and went down in her score. She has no patience or focus to really do well.
217 Jun 11, 2010 7:42 AM a more effective assessment tool that connects to my curriculum and state standards
218 Jun 11, 2010 3:56 PM How do we push our students that are already reaching 98%-99% percentile
219 Jun 11, 2010 9:02 PM It is confusing with all the numbers and we didn't recieve proper training on it.
220 Jun 11, 2010 10:09 PM Just more time to process what we've already been exposed to with our teachers.
221 Jun 11, 2010 10:26 PM I don't know what you mean.
222 Jun 11, 2010 10:42 PM More paid time to understand how to really use this information.
223 Jun 12, 2010 5:11 AM I need to understand exactly how MAP relates to the curriculum we are using to teach our students, aside from general strand information.
What would you like to share with other teachers and central office staff about how you're using MAP data?
203

1 Jun 7, 2010 5:17 PM I find the MAP test a useless waste of time. I have no interest in teaching to the MAP test.
2 Jun 7, 2010 5:30 PM MAP data is very helpful in teams
3 Jun 7, 2010 5:31 PM The students like to have targeted areas to work on within a broad whole language approach.
I'm looking for trends and for areas of strength and weakness. I am very, very concerned about ELL performance and how many of my students are not able to access
4 Jun 7, 2010 5:31 PM the math due to past math failures(one couldn't read the word quarters but is able to multipying fractions fluently in class)
5 Jun 7, 2010 5:32 PM I do not feel that MAP data is very useful
6 Jun 7, 2010 5:33 PM Parent conferences (formal and informal), grade level meetings, SIT and 504 meetings, adaptations in instruction
I share the data with students and parents. I look closely at data in order to inform my instruction. (But am not always certain how to do this with our current
7 Jun 7, 2010 5:36 PM curriculum.)
8 Jun 7, 2010 5:36 PM MAp data is a great overview of student progress and helps immensely with students making personal goals and taking responsability for their learning.
9 Jun 7, 2010 5:40 PM Our school is not using it. We are more interested in the long term personal and academic growth and understanding of self and others.
10 Jun 7, 2010 5:41 PM Give us access to the data
DesCartes pages are very confusing and not necessarily helpful for teachers. It would be nice if each strategy/focus area came with an example so teachers knew
11 Jun 7, 2010 5:44 PM exactly what is meant.
12 Jun 7, 2010 5:49 PM nothing
13 Jun 7, 2010 5:54 PM Communicating with parents about weakness and strength of the students are important.
14 Jun 7, 2010 5:55 PM does not help with placing students into reading groups as DRA does
The MAPS test does not need to be given 3 times. We have shown with our students that giving the test 3 times simply creates more fluctuation in how the students
15 Jun 7, 2010 5:59 PM performed. The test should be given at most, at the beginning and end of the year. The middle data point is completely worthless.
16 Jun 7, 2010 6:00 PM I do not think that the results for grades k-2 should be sent home
17 Jun 7, 2010 6:02 PM I hold individual goal-setting conferences with my students to target area(s) of focus for them for the next trimester.
I use it as a general indicator of student achievement and a guide for me as I work individually with students. This is only one measure and I think we are testing too
many times in the school year. I believe that MAP testing has a place in talking with students and informing instruction but it should not hold the premier place, and at
18 Jun 7, 2010 6:04 PM this point it does.
19 Jun 7, 2010 6:09 PM N/A
20 Jun 7, 2010 6:09 PM I'm not using it.
21 Jun 7, 2010 6:10 PM Very useful in conferring one-on-one with students around their reading. Motivating for kids.
I would like to see district set a firm policy across the schools about students who score low on MAPs and MSP. A matrix of "next steps" should automatically be
followed requiring additional data (not grades, they belie ability) and a program for intervention be it additional tutoring or what. I am tired of having data go
unaddressed because there isn't a system in place to address what the data is telling us.
Additionally, students in 8th grade care more about their test results when they know HS placement may/is placed on their results. I had 10-20 kids want redo's when
22 Jun 7, 2010 6:11 PM they found this out. All but 2 did better on the second round.
23 Jun 7, 2010 6:12 PM Figure out a way to include self-contained special ed students in the testing window.
24 Jun 7, 2010 6:13 PM I am not using it
25 Jun 7, 2010 6:13 PM In my opinion, MAP testing places an undo strain on personnel and resources.
I didn't use it very often becuase many of my students ahould of had accomadations from the beginning of the year. Also due to the high poverty in my classroom most
26 Jun 7, 2010 6:13 PM of my students don't even know how to navigate a computer very well.
I think until we really understand these scores better + NWEA process in general, this should be teacher-to-student info or teacher-initiated shared in context of a
parent conference. I don't think this data should be going out to parents generally or be reflected on eSIS. MSP fine--it's state-normed & produced. And if we did a
nationally-normed ITBS etc. with a proven track record that would be very helpful for giving us information vis a vis students nationally. This is not something that we
can totally explain yet to parents. So it adds hours to our already overly full workload to have parents calling us for explanations. Perhaps the district could formulate a
generic explanation to parents. In fact, good to put on the SSD website: "We are currently piloting an interim assessment and we are learning what the results mean.
You may be contacted by your child's teacher to discuss these results in the context of his or her overall school work, but they will not be posted until we have more
experience with the assessment." This is really a teacher tool especially until we understand it better. There are items that don't match our current Reading/LA
27 Jun 7, 2010 6:19 PM curriculum in particular which is student centered rather than content driven... with mini-lessons to improve student reading & writing but not the kind of adult/college
28 Jun 7, 2010 6:20 PM How does this test work and how is it useful?
I'm not - high school classes there is no way to evaluate and differentiate for 120+ students without time being allotted to do so. And even if there were, why should
math and LA teachers be stuck with this extra work when science, world languages and elective teachers are exempt? We're tired of getting all the work and all the
29 Jun 7, 2010 6:22 PM blame when we only see kids for < 1 hr per day!
30 Jun 7, 2010 6:23 PM We are going to need more training for this to be more than a huge waste of time. It wasn't easy to access this data, and we need real training on how to interpret it.
You MUST make the website so that we can search by student. Any teacher BESIDES the English and Math teachers find the NWEA website VERY VERY difficult to
31 Jun 7, 2010 6:23 PM use.
32 Jun 7, 2010 6:32 PM Students are reading just right books at their level.
33 Jun 7, 2010 6:34 PM I'm concerned with the reliability of the data
i love the concept of triangulation and i think that many of the concerns i heard voiced over and over from other schools MAP teams could use this mantra when
34 Jun 7, 2010 6:39 PM viewing their data. there was a bit a hostility that ended up cutting into more meaningful discussions.
35 Jun 7, 2010 6:39 PM That this should be for staff NOT students and parents!
Math MAP data is the most helpful, but for reading it is not helpful at all. I find the information for informing instruction to be to general to work for my students. I was
36 Jun 7, 2010 6:45 PM disappointed I was unable to pin-point exactly what they missed on the test.
37 Jun 7, 2010 6:47 PM n/a
38 Jun 7, 2010 6:49 PM Maybe
39 Jun 7, 2010 6:53 PM focus on small groups needing additional instruction in areas of weakness
40 Jun 7, 2010 6:57 PM It informs instruction but how do we teach to it. Some of the questions bore no relevance to curricula.
41 Jun 7, 2010 6:59 PM I have not seen the (district-created) reports.
Schools need to take lots of time to review the data. Giving the individual data to teachers first, than giving them class summaries and growth data seems to help
42 Jun 7, 2010 7:01 PM them focus more on trends.
43 Jun 7, 2010 7:02 PM Comparing to oral reading assessments and WASL/MSP data and shwoing the correlation. Most of the tiem there is a direct correlation
44 Jun 7, 2010 7:03 PM We are not using MAP data much at all because it is very time consuming and does not seem very relevant, especially at primary grades.
45 Jun 7, 2010 7:04 PM Data seems to complicated for teachers and students. Not very helpful. We should stick to the folks who know testing and make a living of it--collegeboard.
46 Jun 7, 2010 7:06 PM The extent to which we are already using MAP data to make significant decisions about teachers, schools, and students is alarming.
47 Jun 7, 2010 7:08 PM It has been helpful for me to see the growth in my students. Even if they are not at grade level, it was important to see their growth and that they are progressing.
48 Jun 7, 2010 7:10 PM we have developed a whole system around the use of MAP data in planning for reading instruction. Happy to share it with others.
49 Jun 7, 2010 7:12 PM I would like to know that how this information connects to existing test data, such as DRA, and MSP data.
50 Jun 7, 2010 7:16 PM na
51 Jun 7, 2010 7:18 PM It is unclear to me how the MAP data is useful and therefore I do not use it.
I make my own database, with students scores from the last two years. I find it useful and informative when I can see and measure a student's progress accross more
52 Jun 7, 2010 7:19 PM than one grade level.
53 Jun 7, 2010 7:20 PM I am using to help me develop sustainable, measureable IEP goals.
54 Jun 7, 2010 7:21 PM I have used MAP scores and goal descriptors as ONE means to write IEPs. However, I use multiple means of formative and summative assessments.
55 Jun 7, 2010 7:21 PM I use the primary subtests. they are much more informative that the survey tests three times a year
56 Jun 7, 2010 7:22 PM I have found it helpful in creating book clubs in my middle school classroom.
57 Jun 7, 2010 7:25 PM It is only one measure of student growth.
58 Jun 7, 2010 7:26 PM Nothing at this time. Just learning.
59 Jun 7, 2010 7:26 PM ?
60 Jun 7, 2010 7:27 PM I'm not using it to plan instruction because I don't have time.
61 Jun 7, 2010 7:29 PM Nothing
62 Jun 7, 2010 7:35 PM Once we get the 8th grade data, it will be used to inform us for the summer Bridges program and Fall placement.
63 Jun 7, 2010 7:36 PM Because most of probality for high school gets covered in the 3rd year adv. algebra ,those score have a wild variation and impact too much of the overall result
64 Jun 7, 2010 7:39 PM It's a learning working process
65 Jun 7, 2010 7:39 PM ridiculous waste of time and money
66 Jun 7, 2010 7:40 PM I am using MAP data to measure IEP progress, rather than having to administer a new and different test quarterly.
67 Jun 7, 2010 7:44 PM I'm a special ed. teacher and have found the MAP progress to be unappropriate for my student population
68 Jun 7, 2010 7:45 PM As a targeting tool for building interventions (remedial classes, etc) - combined with other data it helps show where students are at
69 Jun 7, 2010 7:45 PM I don't believe the assessements are consistently valid.
70 Jun 7, 2010 7:47 PM Need lots more time!
71 Jun 7, 2010 7:55 PM We specifically use it to inform systematic and flexible groupings for intervention and small group teaching in the classroom
72 Jun 7, 2010 7:57 PM n/a
73 Jun 7, 2010 7:59 PM Our school primarily uses MAP data for helping to determine which students take math or reading support classes and which level of math class they should take.
74 Jun 7, 2010 8:02 PM helps me push kids to work harder to improve their skills...student accountability
75 Jun 7, 2010 8:03 PM not applicable to my subject area
taking strategies - use of paper and pencil for math
student goal setting
77 Jun 7, 2010 8:13 PM intervention placement
78 Jun 7, 2010 8:14 PM Do other teachers of self-contain students set goals with their students?
I have a long way to go, but I feel like I am moving in the right direction. This needs to be a collaborative effort between teachers and students. Also, I believe it can be
79 Jun 7, 2010 8:14 PM meaningful to families once we can provide more information about how instruction is tied to results.
80 Jun 7, 2010 8:14 PM Kindergarten should not be tested. Developmentally inappropriate. We are testing their computer skills, not their reading and math skills.
81 Jun 7, 2010 8:23 PM Talk with students about scores and skills, create plans, stress intrinsic incentives.
82 Jun 7, 2010 8:23 PM I dislike MAP testing strongly. I think it is not a functional tool and therefore a waste of instructional minutes and a great deal of money.
I am using the reports to focus on teacher professional development (which areas are students performing well at and which areas may need more support). Then the
83 Jun 7, 2010 8:24 PM teacher meets weekly with thr coach to plan and implement for those areas as well as grade-band PD.
84 Jun 7, 2010 8:30 PM MAP is only one data point. It does not match my observations of student ability based on running records or CBAs.
85 Jun 7, 2010 8:31 PM I am not using MAP data because it tells me less than other gauges in the classroom
86 Jun 7, 2010 8:34 PM We should look at compring ELLs with other districts that are using the test.
Teacher's for the most part are not using MAP to drive instruction (they have too many other things to do than to analyze this data).School psychologist has used
87 Jun 7, 2010 8:42 PM some data to write IEP reports. ELL teacher has used the results to traack her students reading gains.
Soem times a student shoudl be allowed to retake thetesti>e. If they just came back in the country or they only spent less than 15 minutes on the test. This test
88 Jun 7, 2010 8:47 PM should be more than just a one day measurement.
I'd like to see how others are sharing MAP data with parents, and if parents are finding the MAP data meaningful. I'd also be interested in seeing how MAP data can
89 Jun 7, 2010 8:51 PM be incorporated into IEPs.
90 Jun 7, 2010 8:56 PM The data themselves seem to call into question the validity of this assessment.
92 Jun 7, 2010 9:00 PM I keep these statistics for a point of reference using parent/student/counselor/teacher meetings.
93 Jun 7, 2010 9:03 PM Student progress
94 Jun 7, 2010 9:04 PM Using MAP data to help form my groupings and to look at what strands I need to target to help students grow.
MAP data reinforced the specially designed instruction for my students, BUT it was NOT an accurate display of thier growth throughout the year. Students with Special
Needs have different growth norms than typically developing students. Analyzing the MAP data was helpful with 50% of my students but was not helpful for the
95 Jun 7, 2010 9:08 PM remaining half due to the inaccurate test results (kids just clicking, refusal, etc.)
96 Jun 7, 2010 9:11 PM Frustrating when data not available upon completion.
At a High School level it really is not an assessment that tells us new information. Looking at student attendance and MS grades is a better indicator of motivation and
97 Jun 7, 2010 9:12 PM grade level competencies.
98 Jun 7, 2010 9:12 PM NA
I create an Excel file of all of my students and their fall, winter and spring scores and include a column that shows how many points they went up by from fall to spring
(or winter). It is helpful to arrange the students by their fall score and see which of my students tended to increase their scores the most. When I did this after the
winter test, I found that I was really reaching my lowest students, but may not have been challenging my higher students enough. I changed my practice a bit, and saw
99 Jun 7, 2010 9:20 PM better results at the high end in the spring results.
100 Jun 7, 2010 9:23 PM I am going to see how DRA scores relate to reading results on the MAP (I haven't given the DRA yet.)
101 Jun 7, 2010 9:28 PM It is still very disconnected.
102 Jun 7, 2010 9:38 PM I like it's usefulness for showing progress without comparison to others.
103 Jun 7, 2010 9:48 PM It's a lot of data to sift through at first glance
104 Jun 7, 2010 9:52 PM Can not yet apply data to students
This is too much testing. RTI experts have told me that by the high school level, we have much of the data already. To take valuable class time away from the
105 Jun 7, 2010 9:54 PM students for the purpose of testing is ridiculous and counterproductive. Students stop taking the tests seriously so the data is not helpful.
106 Jun 7, 2010 9:59 PM N/A
107 Jun 7, 2010 9:59 PM I have done two differentiation ladders, but can't see how I could possibly do this on a regular basis. It is very time-consuming.
108 Jun 7, 2010 10:03 PM Look at the data and do activities to support student learning in the areas indicated.
109 Jun 7, 2010 10:05 PM I share scores with my families, but emphasize that the scores do not always directly correspond to their success in class.
110 Jun 7, 2010 10:06 PM I have not used the data.
The reading data is not helpful for K/1 level readers. I can look at a score, know how a student compares to average, but have no concrete information on what kind of
reader they are. What mistakes do they make? What strategies do they use or not use? What personal connections are they making from the reading they are doing?
Answers to these questions are what inform my instruction. I can get these answers only by listening to students read. The DRA is a significantly more effective and
111 Jun 7, 2010 10:07 PM useful assessment for K/1.
112 Jun 7, 2010 10:17 PM Let's use other testing to evaluate students --not just MAP--I know there are other tests--but MAP is gaining importance
113 Jun 7, 2010 10:18 PM I use the MAP data to help students set individual goals for reading improvement and specific areas they need to work on in their reading.
114 Jun 7, 2010 10:24 PM I work with my students in small groups in reading and math daily. The information that I gain through instruction is more valuable and more valid that the MAP test.
115 Jun 7, 2010 10:34 PM To inform how direct intervention improves student performance on the MAP
116 Jun 7, 2010 10:35 PM It is nice to have another point of data. I am a special ed teacher and it is helpful to have more information to see how my students are growing.
117 Jun 7, 2010 10:37 PM I am using it to inform instruction
I look at it, but it is really not that helpful. I get more information from EDM checklists, spelling inventories, phonics assessment, guided reading, etc. The Lexile score
for my second graders didn't even match what I am getting from the DRA (which I know is accucrate, because I have been trained in the correct way to administer it
and what 'typical mistakes' are that teachers make. I get so much more information working with my students than from MAP data. Plus, do you really expect me to
print off 15 pages, tape them together, strap them to my wall and go student by student in planning - I have more efficient ways to do this and I don't even trust that the
118 Jun 7, 2010 10:40 PM data is accurate in informing me what my students abilities are.
There should be a larger testing window. Testing students in the morning in one testing window , as I did in the winter and fall, and then testing them the last half hour
119 Jun 7, 2010 10:44 PM of the day, as I did in the Spring is a variable we should be able to control with a larger testing window.
120 Jun 7, 2010 10:44 PM The tests take to long and take too much time out of my students learning time.
121 Jun 7, 2010 10:45 PM It helps me see where I need to focus future instruction.
122 Jun 7, 2010 10:50 PM It is good for finding extension activities for my high reading group.
123 Jun 7, 2010 10:56 PM nothing at this time
124 Jun 7, 2010 10:57 PM It's great to have data to support teacher input about individual students - especially when talking with parents.
There is so much data that it is difficult to decide where the focus should be. Mostly the reports just tell me (what I mostly already know) is that my class is diverse with
125 Jun 7, 2010 11:05 PM a wide range of abilities.
126 Jun 7, 2010 11:08 PM transitional kindergarten has little ability to use computer equipment which effects testing
I use MAP data as one piece of my triangulation to udnerstand a student's academic strengths and weaknesses. I believe the district must do the same when grading
me, my school and/or my students. For example, I have many, many students who showed 1.5 years growth in their DRA or TC reading assessments, but not in MAP.
127 Jun 7, 2010 11:11 PM This is significant! I hope such growth will not be ignored.
Not terribly useful for informing instuction for highly gifted kids--the lack of an "I don't know" option leads them to make educated guesses and therefore they score at a
much higher level than they are able to perform at independently when not given a mulitple-choice problem (esp. for math). However, MAP data has helped me to
128 Jun 7, 2010 11:12 PM identify strands where my entire class needs more support.
129 Jun 7, 2010 11:22 PM When we put all our student data on one "histogram" - we could see how we need to better support particular grade levels as a whole
130 Jun 7, 2010 11:29 PM We are using it as one data point. In reading it has helped keep us accountable for our running records. I would like to find another data point for math.
I am extremely concerned about learning style differences among students. I observed students who were highly motivated to work through 52 math questions,
reasoning their way through each problem. I observed other students who wilted partway through. Many students need feedback along the way. Many students need
a social context in which to do their best. Some students need the option of skipping a question, to go back to it later. Some students don't have enough attention
131 Jun 7, 2010 11:30 PM span to stick with it for 52 questions. I don't feel that the MAP fall-to-spring scores accurately gauge how much many students learned.
132 Jun 7, 2010 11:30 PM Using the Ladders is really helpful
I find it interesting as just one measure of growth, along with class work, student performance, and the understandings they show in the whole class makeup. I still
133 Jun 7, 2010 11:46 PM think no test can show what the teacher knows and sees daily throughout a year. It is only another bit of information to understand what a child may know.
134 Jun 7, 2010 11:47 PM Not much. I'm not a fan of the MAP at this point.
135 Jun 8, 2010 12:18 AM LOoking at growth patterns.
136 Jun 8, 2010 12:21 AM none
137 Jun 8, 2010 12:37 AM I have used it to speak to the correlation between students who work hard in school and do well on the MAP test.
These test results are far too vague. In lower reading comprehension scores, there is no data of whether the child has more trouble with Main Idea, sequencing,
138 Jun 8, 2010 1:01 AM details, etc, etc. Same with word recognition---no useful specifics. True in math as well. Ther results are not idividualize.
140 Jun 8, 2010 2:57 AM Until we create some schoolwide plan for using MAP data, it's not terribly useful.
It would be extremly helpful if there was a line showing the students progress or lack of in between semesters. That way teachers could quickly assess who is making
141 Jun 8, 2010 4:03 AM progress or meeting the state standard and who is not.
142 Jun 8, 2010 4:06 AM As one form of multiple assessments. It doesn't give the overall view of what students know and understand, but it can give us a piece of the puzzle.
143 Jun 8, 2010 4:43 AM triangulating with other data
IT'S JUST A SET OF NUMBERS - IT DOESN'T RELATE TO DETAILED COMPREHENSION OF READING A LONGER PASSAGE, OR SHOWING HOW YOU
SOLVE A MULTI-STEP PROBLEM. MSP IS MORE LIKE WHAT WE DO DAILY THAN MAP. THAT SAID, IT IS HELPFUL TO CHART STUDENT GROWTH FROM
144 Jun 8, 2010 5:01 AM THE EARLY GRADES TO THE UPPER ONES. IS MAP THE BEST TOOL FOR THAT?????????????
It is very difficult for students to read on computer screens. This prevents many students from being able to accurately track what they are reading, leading to students
145 Jun 8, 2010 5:29 AM rushing through certain passages.
146 Jun 8, 2010 5:35 AM This test is a waste of time and money.
It is difficult to talk about a student's specific strengths without knowing the test questions and the student's answers. Also, the reading portion of the test seems to
focus on Latin and root words as students move into the higher levels of the test. For many of my high readers, they get to this point in the test and become frustrated
because we do not teach Latin and root words in the primary grades. Also, several of my students commented that the lettering (font and font size) makes it difficult for
147 Jun 8, 2010 8:03 AM them to read the test items.
148 Jun 8, 2010 2:23 PM Using as another data point to help group students for small group instruction
149 Jun 8, 2010 2:34 PM It is being used for high level administrative and program based decisions, but not really at the classroom and student level.
150 Jun 8, 2010 3:19 PM
N/A
151 Jun 8, 2010 3:20 PM
Using it as another assessment.
152 Jun 8, 2010 3:59 PM
useful tool to share with parents
153 Jun 8, 2010 4:03 PM
No thanks.
154 Jun 8, 2010 4:33 PM
Too much data. Way too much overall testing for kids.
It is not very useful at all. It is more paperwork for our tech person. It does not show growth (yet) as the program developers themselves state that it takes 16 entries.
Parents are troubled by our superintendent's involvement with the board of the MAP creators. I tell them they are correct to be concerned. MAP takes away any
differentiation that I might be prone to provide, as it clearly gears you towards teaching to the lower end of your classroom. This is a bad choice for our students and
155 Jun 8, 2010 4:33 PM community.
I'm not using it because I don't teach ninth graders.
156 Jun 8, 2010 5:05 PM But they monopolize the computer labs for a fourth of the year, so it affects me in that way.
157 Jun 8, 2010 5:06 PM I have not had much time to look at MAP data. Why is the district using these scores for student placement when we were told that this is just to inform instruction?
I can not use data that shows no patterns or shows students getting worse in the subject I teach over the year. I can not use data that comes from students playing at
a computer and not taking the test seriously. There are no stakes for this test and therefore no effort. Even if we invented stakes for this test, students have test-
158 Jun 8, 2010 5:26 PM fatique and have come to not care.
What worked when coordinating the MAP tests.
159 Jun 8, 2010 5:27 PM Trouble-shooting MAP administration.
It is not well supported at our school. Primary students cannot log themselves in and so our LAP teacher does it. So then kids are not being served for LAP. Perhaps
if the district has this test offered as a means of helping inform instruction for teachers, and we all celebrate its validity, then perhaps someone can offer support in
getting kids logged in to expedite the testing process. The help it offers us as teachers is NOT WORTH the hassle that it creates in taking away our LAP instructor for
160 Jun 8, 2010 6:43 PM several weeks a year.
161 Jun 8, 2010 7:15 PM the data collected does not align with the curricula or the state standards.
162 Jun 8, 2010 7:39 PM nothing
163 Jun 8, 2010 8:08 PM I think this is a very useful assessment tool to inform and customize instruction for students
164 Jun 8, 2010 8:13 PM I find the MAP data extremely helpful when writing IEPs for my students.
165 Jun 8, 2010 8:15 PM not totally using map data.
166 Jun 8, 2010 8:40 PM i don't know how to use it yet
Please give specialists the ability to access the data. I would use it to guide instruction, but finding time to meet w/teachers is difficult. I would like to be able to access
167 Jun 8, 2010 8:52 PM it without asking teachers.
168 Jun 8, 2010 9:30 PM if we have a pacing calendar where is the time for remediation
169 Jun 8, 2010 9:50 PM Nothing at this time.
I created my own sheets for students, had them map their data, reflect on the rise and fall of their grades; but working with the particular skills is where the real wealth
170 Jun 8, 2010 10:14 PM
of information lies, and this is hard to tease out for individual students without relying on the NWEA forms that lump kids together or waste lots of paper.
171 Jun 8, 2010 10:48 PM
I need more ideas about how to change my instruction to meet the needs of MAP.
172 Jun 8, 2010 11:05 PM
MAP is very useful data if they analyze what MAP tests students. I did this the students did well during the spring MAP assessment.
173 Jun 8, 2010 11:29 PM
I look at the scores and the percentile and then analyze the strand growth.
So far I have only been able to use it to confirm what I already know about my students through classroom based assessments. It has not informed my instruction, led
to any change in practice, or helped me understand my students. It has only reciprocated what I've already known - nice to have it confirmed, but I'd like to be able to
174 Jun 8, 2010 11:31 PM use it otherwise.
175 Jun 9, 2010 12:07 AM I do not believe MAP is an accurate data point for beginning readers. MAP does not correlate other data from the classroom, DRA, or observations.
176 Jun 9, 2010 12:46 AM we use the MAP data to inform classroom instruction
At the K level, the scores are not a good enough reflection as to how the students are doing, since not all of them have computers at home and thus found the tasks
overwhelming at times.
The scores do correspond with how I have assessed the students as high, medium and low, however, they do not provide the information that one-on-one
177 Jun 9, 2010 5:05 AM assessments do.
The MAP is not aligned to our curriculum - the Washington state EALRs, GLEs, and PEs. I do not understand how I am supposed to use a non-aligned, norm-
178 Jun 9, 2010 2:40 PM referenced, highly culturally biased assessment to inform my instruction.
179 Jun 9, 2010 2:57 PM The quick turnaround for results and the option to have data in number and graph format has been the most helpful for me and for using with students.
because there was little connection to the students directly about the test itself and they seldom knew really what to expect and/or what prupose was served, they got
180 Jun 9, 2010 3:33 PM bored with it and did not try their best.
Map testing has done more harm then good. Our library has been closed (3 times) for weeks at a time. It is impossible to differentiate Algebra 1 when the skill levels
181 Jun 9, 2010 6:08 PM are so discrepant.
182 Jun 9, 2010 6:35 PM It is a waste of my time.
183 Jun 9, 2010 8:04 PM Map Data is Not Authentic. Not authentic.
184 Jun 9, 2010 10:08 PM I would like specific training on using Map testing to guide my instruction in the mathematics classroom.
The scores are different from what I see on a day to day basis. Some of my students who operate at a much higher level did not do as well as they do on a daily basis.
185 Jun 9, 2010 11:02 PM Is the test a true indication of the student's academic growth? What if a child is not feeling well and therefore did not do as well as they might have?
186 Jun 10, 2010 1:04 AM We need to continue to use MAP to inform instruction and to communicate with students and parents (as well as staff) academic growth.
Well, since the majority of our kids are testing 4 years above grade level, we're trying to figure out the appropriateness of providing high school instruction for 2/3 of our
kids in order to move them along the continuum. Not sure how our parents woud respond to our moving from 6th grade novels to adult poetry, Shakespeare and adult
reading books with sexual content that are read in 9th grade. I'm being sarcastic, but seriously, how can we be expected to have an impact in the data on the growth
187 Jun 10, 2010 3:17 AM of kids testing 4 years above level? They are learning plenty, but may not move on the continuum because they are not learning high school content.
I have a hard time using the MAP data because I see significant discrepencies between my observations of student learning and other assessments compared to the
188 Jun 10, 2010 3:11 PM MAP data.
That we are using it as a tool to assess where our students are in their devlopement in Math and their progress. We hope to use the data to place students
189 Jun 10, 2010 5:41 PM appropriately in intervention and or enrichment classes.
I think we need to be clear on how MAP data is going to be used. The trainings have focused on instructional/classroom use, but it seems like every month we hear
about a new way it's being used for decisionmaking or accountability in some way. This is OK, as long as we're honest about it and don't pretend MAP is all about
instruction and not about making decisions.
Frankly I haven't found MAP that useful for making day-to-day instructional decisions. Good to have, though.
191 Jun 10, 2010 6:15 PM I would like to have an idea of what the PD is going to be about next year, given that we're devoting a lot of time to it.
192 Jun 10, 2010 8:40 PM I am using it to look at overall growth, analyzing where it occured and then trying to figure out what we are doing right.
193 Jun 11, 2010 2:54 AM Nothing at this time. I feel too frustrated.
As a special education for the primary grades, I am using the MAPS screener to identify strengths, weaknesses, & the ability of my students to generalize their
194 Jun 11, 2010 3:10 AM knowledge to a different format (language used during assessment & method of responding).
195 Jun 11, 2010 7:42 AM this is a waste of time
196 Jun 11, 2010 3:56 PM I think it is a very useful tool to determine student growth. I think it is useful data for all teachers, regardless of content area.
MAP for kindergarten is not reliable and takes up too much time for the quality of the information. Overall, MAP is useful but extremely time consuming, it is an
197 Jun 11, 2010 6:55 PM unfunded mandate at this time.
198 Jun 11, 2010 9:44 PM I would rather not spend the time testing my students instead of teaching them.
199 Jun 11, 2010 9:44 PM The library is closed too long during the school year for classes to attend together with our librarian. He helps proctor the exams.
I beleive this to be a highly useful, but fairly complicated tool. I think we need to be careful as a system with how we are, in fact, providing "just in time" PD for teachers
and the right communications with families. In order for teachers to truly make effective instructional decisions based on this data, they need time and opportunity to
200 Jun 11, 2010 10:09 PM really understand it in smaller, more manageable pieces.
201 Jun 11, 2010 10:26 PM How this ties in with EDM.
202 Jun 11, 2010 10:42 PM If I was doing so, yes, of course!
203 Jun 12, 2010 5:11 AM I find the information highly specific to data and statistics, not user friendly to teachers, who are not usually statisticians.
When I had a TECHNOLOGY question about MAP, I contacted:

When I had a TECHNOLOGY question about MAP, I contacted:
Response Response 60.0%
Answer Options
Percent Count
SPS Tech Line 6.5% 35 50.0%
NWEA Help Line 3.7% 20
My School's MAP Lead 54.3% 293 40.0%
Data Coach 18.1% 98
30.0%
I did not have any technology questions about MAP 29.8% 161
Other (please specify) 22 20.0%
skipped question 73 10.0%
0.0%
Other (please
SPS Tech Line

specify)
1 Jun 7, 2010 7:42 PM sooner they get rid of MAP testing the better
2 Jun 7, 2010 8:03 PM other staff
3 Jun 7, 2010 8:06 PM The Librarian but only about the reading results, not sure if she is the MAP lead
4 Jun 7, 2010 8:25 PM Jessica de Barros
5 Jun 7, 2010 8:34 PM our librarin
6 Jun 7, 2010 8:35 PM none of the above
7 Jun 7, 2010 8:44 PM my principal
8 Jun 7, 2010 8:53 PM MAP team members, other staff members
9 Jun 7, 2010 9:53 PM I didn't know who to contact - I usually figured it out myself or went to our principal
10 Jun 7, 2010 9:58 PM NA
11 Jun 7, 2010 10:35 PM our tech people or Robert Bernstein
12 Jun 7, 2010 10:46 PM teacher in building
13 Jun 8, 2010 12:48 AM My principal
14 Jun 8, 2010 1:29 AM My School's Computer Specialist
15 Jun 8, 2010 2:57 AM and ET
16 Jun 8, 2010 1:52 PM did not know there was support available for questions
17 Jun 8, 2010 3:22 PM computer teacher
18 Jun 8, 2010 3:25 PM I had to pick one answere...but really i talked to Other teachers, not map leads
There wasn't anywhere to turn when computers colapsed. Your survey insisted I click one of the boxes, but my answer did not fit any of them. I had to click the box above,
19 Jun 8, 2010 5:29 PM but it is not my answer.
20 Jun 8, 2010 8:49 PM Another Teacher
21 Jun 9, 2010 2:18 PM Principal
22 Jun 10, 2010 5:44 PM Our assistant principal
MAP in Seattle Schools June 2010 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 4.4% 24
Strongly Agree
Agree 10.6% 57
Disagree 2.6% 14 Agree
Strongly Disagree 1.5% 8 Disagree
Not Applicable 80.9% 437
Strongly Disagree
answered question 540 Not Applicable
skipped question 73
Other (please
specify)
1 Jun 7, 2010 6:10 PM I don't know
2 Jun 7, 2010 6:19 PM those that were tech issues particularly + there was a NWEA tech on board for part of the time
3 Jun 7, 2010 7:42 PM Map closed our library and students could no use it.
4 Jun 7, 2010 7:43 PM for getting student into the data base they were helpful -- for hardware problems there was no help
5 Jun 7, 2010 9:58 PM NA
6 Jun 8, 2010 1:52 PM no one
7 Jun 8, 2010 5:29 PM Joe Weatherby was wonderfully responsive! Thanks!
8 Jun 10, 2010 5:44 PM I haven not used it
9 Jun 11, 2010 10:12 PM hard in the fall, but much better in winter and spring
When I had a REPORTS question about MAP, I contacted:
Response Response
Answer Options
Percent Count
SPS Tech Line 0.4% 2
NWEA Help Line 1.9% 10
My School's MAP Lead 55.6% 300
Data Coach 19.3% 104
Not Applicable 28.3% 153
skipped question 73
Other (please
specify)
1 Jun 7, 2010 5:25 PM other coworkers
2 Jun 7, 2010 6:14 PM I request directly from the MAPs people down town. I want FRL data to examine growth and intervention correlation!
3 Jun 7, 2010 7:16 PM my colleagues Melinda Ballock or Deb Gallaher
4 Jun 7, 2010 7:30 PM School principal
5 Jun 7, 2010 7:42 PM SPS motto: test, test, test, test When I had a REPORTS question about MAP, I contacted:
6 Jun 7, 2010 7:55 PM Data coach?????? 60.0%
7 Jun 7, 2010 8:03 PM other staff
8 Jun 7, 2010 8:05 PM I figure it out myself. 50.0%
9 Jun 7, 2010 8:06 PM My school librarian
40.0%
10 Jun 7, 2010 8:25 PM Jessica de Barros
11 Jun 7, 2010 8:35 PM principal 30.0%
12 Jun 7, 2010 9:17 PM collegues
13 Jun 7, 2010 9:52 PM Susan Knutsen 20.0%
15 Jun 7, 2010 10:46 PM Teacher in building 10.0%
16 Jun 7, 2010 10:49 PM colleague
0.0%
17 Jun 8, 2010 12:48 AM my prinicpal
SPS Tech Line

18 Jun 8, 2010 1:03 AM relying on materials provided by NWEA trainer
19 Jun 8, 2010 1:29 AM My School's Computer Specialist
20 Jun 8, 2010 2:57 AM and ET
21 Jun 8, 2010 1:52 PM no one
22 Jun 8, 2010 3:22 PM computer teacher
23 Jun 8, 2010 3:25 PM I had to pick an answer but really i talked to Other teachers, not map leads
24 Jun 8, 2010 3:43 PM other teachers
25 Jun 8, 2010 6:44 PM fellow teachers
26 Jun 8, 2010 8:49 PM Another Teacher
27 Jun 8, 2010 10:32 PM Person in our school who knows more than any data coach
28 Jun 8, 2010 11:35 PM read the nwea website
30 Jun 10, 2010 5:44 PM Assistant principal
31 Jun 10, 2010 10:25 PM A colleague
32 Jun 11, 2010 9:45 PM my vice principal
33 Jun 12, 2010 3:41 AM the reading specialist at school
Strongly Response
Disagree Count
MAP administration was well-coordinated in my school. 245 237 26 18 9 535
My Data Coach provided me with the information and 161 192 60 27 90 530
My students seemed motivated to try their best on the 89 220 120 67 40 536
skipped question 73
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)?
200

1 Jun 7, 2010 5:14 PM MAP testing takes way too much time out of instruction.
2 Jun 7, 2010 5:17 PM Drop this test.
3 Jun 7, 2010 5:19 PM I would have liked to have the MAP spring testing window later in the year, like right now. It would then be a true measure of growth for the year.
4 Jun 7, 2010 5:27 PM Losing Library for two weeks was not helpful for my students at all.
5 Jun 7, 2010 5:31 PM None
6 Jun 7, 2010 5:34 PM MOtivation was inconsistent for the spring test.
Some teachers were not happy with their map scores and had students take the test 2 or 3 times until they achieved a score that showed gains...this seems a very
disingenous way to gather data and should be discouraged no? I'm sure if I had some of my students retake it 2 or 3 times they would have also had gains but what
7 Jun 7, 2010 5:36 PM am I doing to that student and how is the data ringing true is we allow so many retakes?
8 Jun 7, 2010 5:36 PM Timeline for large schools must be extended.
9 Jun 7, 2010 5:37 PM We could use more computers at our school.
I wonder if students were at a disadvantage who had to test 6th period for each cycle. My students had one test interruped by a fire drill. On another test date, one
third of the class left part-way through for a track meet. I just don't think kids perform as well when having to resume the test the next day. It would be great if there
10 Jun 7, 2010 5:39 PM were a way for students to all test in the a.m., like we do for MSP.
11 Jun 7, 2010 5:41 PM Need a staff person to log in students
12 Jun 7, 2010 5:42 PM Don't make is so close to the WASL
It is a lot of testing, especially since these students also have to take the MSP. It also means that there are 10 weeks each year where our library is unavailable to
13 Jun 7, 2010 5:44 PM other students.
It was hard to go from a 3 week MAP window to a 2 week MSP window with only a week in between. The same folks coordinated both, so it was like a 5 week
14 Jun 7, 2010 5:45 PM assesment window for coordinators.
15 Jun 7, 2010 5:51 PM too much standardized testing; MANY students lacked motivation.
16 Jun 7, 2010 5:53 PM Makes it difficult to schedule classes in the library to do research.
17 Jun 7, 2010 5:56 PM K kids struggle with logistics of tech, fall is TOOOOOO early to mandate K kids to be on the computer in a high stakes test
18 Jun 7, 2010 5:57 PM Extra people to help administering MAP tests
19 Jun 7, 2010 5:57 PM Why THREE times a year? Why NOT fall and spring? This NINE weeks of the lab being used for assessments!!!
This test is very time consuming. The district should consider hiring MAP coaches as there should always be a proctor in the room due to the use of these scores
20 Jun 7, 2010 6:02 PM eventually being tied to teacher performance. There will be cheating-- sad but true.
we need headphones that fit the small heads of 5-7 year olds, but the school budget has no wiggle room. Using a mouse properly is not developmently apropriate for
21 Jun 7, 2010 6:03 PM kindergarteners expecially when we dont have any classroom computers to practice on.
22 Jun 7, 2010 6:06 PM very time consuming
The test does not need to be given 3 times during the school year. The middle data point is totally worthless to the system. This year, the initial testing window was too
close to the beginning of school for many students to be truly invested, and the final testing window was too early so it was not a fair evaluation of the entire year's
progress. Additionally considering how much computer lab time we lost in administrating this test vs. what could have been done in actual teacher curriculum it is
23 Jun 7, 2010 6:07 PM completely not worth it. Our school lost 25% of its available computer lab time to the MAPS test, unnecessary and unfair to teachers.
24 Jun 7, 2010 6:10 PM I sent you an e-mail related to MAP discussing four concerns I have with the testing. Kit McCormick, Garfield
25 Jun 7, 2010 6:11 PM I could only test one student at a time so it was very time consuming to test my class.
It is not useful in high school and drains resources that students need for graduation, including access to computers and use of instructional and student work
26 Jun 7, 2010 6:14 PM time...we either need more computers or less testing
It takes up lab time needed for classes. I also would like to see the order of the test reversed (reading then math) just to see if the data changes. Kids are test fatigued
27 Jun 7, 2010 6:14 PM by the time they get to the reading test which might impact our results negatively.
There were often times that my MAP lead didn't have answers to questions....Specifically about accomadations. The reading accomadations are questionable as well.
28 Jun 7, 2010 6:15 PM If students are p[ermitted headphones how can I really tell how well they can read for information Vs. listening for information.
As I commented earlier, MAP is very taxing on personnel and resources. It monopolized the library and computer labs for a significant amount of time this year and it
29 Jun 7, 2010 6:16 PM looks like even more time will be committed next year, taking our technology and library resources away from our students for testing.
Our infrastructure is definitely declining in it's ability to deal with MAP & the volume of use over the course of MAP windows. We have a few freeze-ups per day. MAP
itself will deliver a blank screen or only partial data. We work around this by moving students to a different computer when one is available, then reboot & do the dual
logon & test selection (3 steps) on the errant computer. When there isn't a free computer, we do the same & the student just has to wait for the computer to be
rebooted, & logged on. It will be interesting to see if Thin-Client technology will help us with some of the issues. # of computers to efficiently administer the test is an
30 Jun 7, 2010 6:19 PM ongoing challenge.
31 Jun 7, 2010 6:19 PM Kindergarten needed mice instead of fingerpads on the first test. Too difficult for several kids who just lacked fine motor skills...
32 Jun 7, 2010 6:20 PM It takes up too much class time with no value added.
33 Jun 7, 2010 6:21 PM Is there a connection between our superintendent's MAP board membership and the district's use of this test?
34 Jun 7, 2010 6:22 PM It wasn't clear to me how much we should discuss scores with students before or after the test.
Our computer labs are closed to classes for two weeks, three times a year because of this useless test. Meanwhile our labs are unavailable for other productive
35 Jun 7, 2010 6:25 PM educational activities like research
36 Jun 7, 2010 6:33 PM It is difficult when all the schools computers are being used for two or three weeks for the MAP testing.
It took too much time and kids did not take it seriously. The reports did not come or could not be compiled so we had to do it by hand which gave us no time to use
37 Jun 7, 2010 6:45 PM the data for instruction.
Motivation level on the test varried a lot. Generally, the first to finish teh test had the lowest grade in the class and the last the highest. While not proof of effort, it is a
38 Jun 7, 2010 6:49 PM strong coorelation,
39 Jun 7, 2010 6:49 PM n/a
40 Jun 7, 2010 6:50 PM I hope that this does not become the most significant measure of student progress because I do not believe it is very accurate.
41 Jun 7, 2010 6:55 PM I was absent on the spring MAPS due to family medical situation, but I do feel they would have done better with me there.
Some of our older students still did not take the test seriously. Now that we understand how to use the data, I hope the teachers will do a better job of preparing
42 Jun 7, 2010 7:03 PM students to do their best on the test.
43 Jun 7, 2010 7:03 PM More inforamtion on students who want to retake and how their scores are included in the results
44 Jun 7, 2010 7:05 PM more training
45 Jun 7, 2010 7:05 PM It is very time consuming and takes up our computer lab, which is in our library for many days, which means kids don't have access to books.
Administering MAP took substantial time and resource from a staff member who was not hired with MAP administration duties on his job description. He had to drop a
substantial amount of his work that he was hired to do off of his schedule. How can such a time consuming assessment such as MAP be put into place without
46 Jun 7, 2010 7:06 PM funding a MAP administrator? It doesn't seem right.
Given the importance the district and administrators (principals included) have placed on the MAP, I did not like that my class had to take it at the very end of each day
47 Jun 7, 2010 7:09 PM on the very last week of MAP testing time. No time for makeups, among other things.
For some reason, some of my students scores showed up. Even if they were absent one day, they did their test on the make-up day. I made sure that ALL of my
48 Jun 7, 2010 7:09 PM students were tested, but some scores were not available. This is frustrating.
49 Jun 7, 2010 7:11 PM timeframe -- April was just toooooo soon. Do after MSP
50 Jun 7, 2010 7:12 PM I felt there were a lot of glitches in the administration of the tests. Teachers need to be better trained.
Our school is fortunate enough to have a computer lab and a lab staffer so the scheduling was done by him. Unfortunately it meant noone could use the lab for 9
51 Jun 7, 2010 7:15 PM weeks out of the year as it was tied up for about 3 weeks per administration. That was a definite downside.
52 Jun 7, 2010 7:17 PM Does the MAP score affect what Math class students will go into in the 6th grade. And if so, what MAP score do they need to be placed in an advanced class?
53 Jun 7, 2010 7:19 PM Total chaos in trying to fit so many classes in such a short period of time. Very unmanageable!
I have heard conflicting things about what EXACTLY the MAP data tells us. I have heard that it is reflective of what the student knows and also that it ISN'T. How
much importance is to be placed on this assessment? Also, I would like to know how the district will use the scores for the school report cards/annual reports. I had
many students who in the fall tested out of their grade level and then in the winter or spring scored lower, but still well above grade level. These students were part of
the 'not enough typical growth' group. However, they were testing out at 9th-11th grade math skills. Does/Will this affect the report negatively if the data is simply
being recorded/reported from the NWEA reports? I have big questions about how useful/accessible this info is to parents as well. What has the district done to inform
54 Jun 7, 2010 7:22 PM parents and make sure that ALL parents recieve the same information about these assessments?
I don't know how important winter scores are. I think it would make sense to give kids more developmentally appropriate questions within two or three grade levels
above/below where they are so that they aren't given questions that make them anxious about answering. This would give give a more accurate representation of
55 Jun 7, 2010 7:22 PM what they know, and are ready to learn.
I feel that students in my 6th period class definitely did not try their hardest because the room was quite warm and they were tired. Also, I have a couple of students
56 Jun 7, 2010 7:22 PM who are purposefully distractful (is that a word?) because they themselves are insecure about their low levels.
Having the MAP test three times a year is not appropriate. The kids get tired of the same questions. The MAP sucks up a lot of school resources for three weeks three
times a year. I think that the fact that NWEA does not track progress for the Winter test should be a notice to the school district that something more useful could be
57 Jun 7, 2010 7:23 PM put in its place mid winter.
My students wanted to do their best, but some did not adjust well to the MAP, and did not reflect their skills. I will have to find a way for them to practice sitting in front
58 Jun 7, 2010 7:25 PM of a computer screen reading pictureless stories, which is so different from tool kit and my other NUA means of teaching.
I think the whole process needs to be moved to later in May or early June. I realize there are reasons for scheduling the test for when it is, but combined with MSP and
59 Jun 7, 2010 7:25 PM Memorial Day, the result is that many students feel that the year is 'psychologically' over, making the remaining time more difficult to manage.
I have yet to be provided with a clear picture of how and why MAP is effective and relevant for my practice and my students. The PD around MAP at my school has
been almost non-existent, and because I have never been given an opportunity to see/take an actual test, it is very difficult to convince students that the test is valid
and relevant. If we are to continue to use MAP as a measurement of student achievement, I hope that there will be a much more organized roll-out of the test.
60 Jun 7, 2010 7:30 PM Teachers also need to be provided with time to go through and understand what all the data means, and I was offered no extra time to do that this year.
MAP testing takes away instructional time. We don't have enough computers to test everyone. Fall window should open before the first day of school. Spring window
61 Jun 7, 2010 7:30 PM should be aligned with HSPE. District should fund its mandates, in this case by providing subs or release time to administer and utilize MAP testing.
62 Jun 7, 2010 7:32 PM I would like it to be scheduled closer to the end of the year
63 Jun 7, 2010 7:33 PM Our school successfully used a substitute to manage MAP testing and to coordinate all make-ups.
64 Jun 7, 2010 7:38 PM the map in winter was too close to the final exam review for my 6th period students so a number of them did not take it
65 Jun 7, 2010 7:41 PM Testing right after winter break was a bad idea, espeically since my students are in special ed and lose skills over long vactaions.
66 Jun 7, 2010 7:42 PM Map monkey
Since this is now a mandatory test along with the state mandatory tests (which are moving to computers) every school must have a full time tech person in their
budget. It should not be a choice. School computers have a shorter than normal life due to the excessive use they receive and if both teachers'evaluations and
students' placement in classes is guided by these tests then the support of the equipment must be there. In addition, there is an equity issue since most high schools
67 Jun 7, 2010 7:43 PM greatest number of bunched computers are in the library. This now means that the library closed to all student use for 25% of the year.
68 Jun 7, 2010 7:43 PM It was done fine.
69 Jun 7, 2010 7:43 PM Administering MAP at our school took WAY too much time of our Librarian....kids lost a lot of Library time and computer time in t he library.
70 Jun 7, 2010 7:46 PM Twice a year would be enough.
This test should only be administered twice a year; not three times. As a computer lab proctor, this disrupts our reading program for twelve weeks out of the school
71 Jun 7, 2010 7:47 PM year which is frustrating.
72 Jun 7, 2010 7:49 PM Questioning validity
It consumed about 25% of all the available computer lab. time here in the entire building. This seriously conflicted with other mandated requirements, such as the
History Day CBA that was delayed due to lack of available computer lab. time. Next year, with expanding this to 9th and to 10th grades, this will be even more
73 Jun 7, 2010 7:50 PM problematic and iwll consume about 50& of the total computer lab. time available for actual school work.
Sped was not prepared for accommodations/adaptations for this test and I didn't know until the 2nd MAP test that I would use developmentally appropriate levels for
74 Jun 7, 2010 7:55 PM the students
75 Jun 7, 2010 7:58 PM The testing could have been completed much sooner if we had enough computers available for student use.
76 Jun 7, 2010 8:00 PM Three times a year is too much testing
77 Jun 7, 2010 8:04 PM The log-in process is way too cumbersome! The need for proctoring support is a drain on personnel resources in the building.
78 Jun 7, 2010 8:04 PM time consuming, students not invested in process
79 Jun 7, 2010 8:06 PM It is an industry I don't care for
80 Jun 7, 2010 8:06 PM Takes a lot of time out of 9th grade block classes throughout the year 6 hours of instruction lost.
will we get additional headphone? The ones we initially got broke easily.
81 Jun 7, 2010 8:16 PM Will Decarte be aligned to EM
It was a last minute decision to use MAP this spring at our school. Testing went smoothly inspite of the last minute decision. However, we are just beginning to
82 Jun 7, 2010 8:17 PM understand MAP.
Good to look at but with lower grade levels the grades reflected could mean a lot of things, attentiveness, ability read, follow directions, etc. #'s were not that helpful
83 Jun 7, 2010 8:19 PM and I couldn't connect RIT, etc. to what I do in class.
84 Jun 7, 2010 8:24 PM There were MANY technological problems at our school. Aside from that, the process itself was smooth.
I think the spring test window should be moved back to june so we have the most accurate data in terms of year long growth. We still have two months left of teaching
85 Jun 7, 2010 8:26 PM and learning after the spring test as it is now
86 Jun 7, 2010 8:34 PM Many students opted out of taking the map and parents were generally not supportive of taking more time away for another standardized test
87 Jun 7, 2010 8:34 PM Didn't work on the Macs.
The district obviously gave no thought to how a school might be impacted by implementing accommodations (space, personnel, language.) We have schools that are
88 Jun 7, 2010 8:35 PM 45% bilingual!
89 Jun 7, 2010 8:47 PM It took our head teacher out of her regular role for 9 weeks of the year--unacceptable!
How in the world is this possible at schools without computer labs? It honestly doesn't affect me much in a school where computers is during PCP but I'm wondering
90 Jun 7, 2010 8:49 PM how this is done in other schools.
91 Jun 7, 2010 8:53 PM I don't think it's a good idea to give the MAP right after a break. I also felt that the MSP and MAP can be spaced better.
92 Jun 7, 2010 8:58 PM You know how public schools get a bad reputation from people's impressions that all we do is test prep and more tests? This kind of thing just inforces that.
93 Jun 7, 2010 9:01 PM It was flawless at our school.
I t was difficult to do it on the computers and in the lab because of a lack of working computers I do not feel the district is supportive enough of this Our school has had
94 Jun 7, 2010 9:05 PM to provide and obtain our own computers for the lab which are usually donations and many break down or there are not enough
Many students were unable to complete the testing because our class was scheduled for the last week of the testing window and several students were out with strep
95 Jun 7, 2010 9:07 PM throat during that period.
Computer problems - limited resources for online testing and very hard to do pull out of non 9th grade/ credit wise 9th gr - by interupting their classes. Students that
96 Jun 7, 2010 9:13 PM are always absent will not ever get tested. So for the school board to ask for 95% to be tested is fantasy as the absent rate is under 90% for the 9th grade...
Administration ?When one is doing Reading Exchanges and you do not have your own students. How does that impact your percentages? Reading scores do not
really fully reflect my work with the students. This would be the same with the math for those staff members participating in Walk to Math. Logistics were fine at our
97 Jun 7, 2010 9:17 PM school.
Because of limitations on computer access in our school (most students do not have computers at home), taking three weeks a year, all day to administer MAP tests is
98 Jun 7, 2010 9:26 PM a serious hit to our school resources and access.
99 Jun 7, 2010 9:27 PM Some kids seemed to opt not to answer correctly so that the questions would not keep getting harder.
100 Jun 7, 2010 9:27 PM Absenteeism
101 Jun 7, 2010 9:39 PM There wasn't a lot of buy-in by general ed teachers at my school. I can see it being used at elementary school much easier.
102 Jun 7, 2010 9:48 PM The final testing window should be later in the year. First graders should always test at the end on the window.
103 Jun 7, 2010 9:49 PM all sessions went well
104 Jun 7, 2010 9:52 PM I was not involved in the spring administration of the test.
At our school, the MAP test administrator (not sure if she is the data coach or not) was ill-prepared for my class and my 1st graders spent 2.5 hours taking 4 tests
back-to-back so she could get them all finished at once. This was inappropriate and led me to discount the test for the most part since they were tuned out after about
105 Jun 7, 2010 9:53 PM 40 minutes.
Too much time is spent on testing! The data is no longer accurate because kids stop trying. Let them have their classroom time back so they can learn and prepare
106 Jun 7, 2010 9:55 PM for the HSPE, please.
107 Jun 7, 2010 9:57 PM This is occuring too frequently - many missed hours for technology instruction.
If the district wants to continue the MAP testing, additional technology (computer) resources are needed! The impact of the computer labs being used for MAP testing
108 Jun 7, 2010 9:58 PM was huge and crowded out opportunities for other students to have access to computers for projects.
109 Jun 7, 2010 10:01 PM Without a computer lab it was difficult to administer and coordinate testing with other staff so that my students were testing at an optimum time of day.
110 Jun 7, 2010 10:07 PM No suggestion at this time.
111 Jun 7, 2010 10:08 PM Of all my students, only a very few took the spring testing seriously since they knew that it would not affect their grade in any way.
112 Jun 7, 2010 10:19 PM Not having enough computers in one room to test a whole class is a challenge.
It was really hard because were are a K-8 and the test window simply was not long enough. We had to test in chunks of time which did not create a stustained testing
113 Jun 7, 2010 10:32 PM environment.
Having students value the test and instilling the desire to show us what they know was vital in their performance. Having students report to the test with their previous
114 Jun 7, 2010 10:36 PM score to beat on a post-it and discussing strategies to have students take their time on the test by using scratch paper.
115 Jun 7, 2010 10:36 PM I did not administer the MAP test so I did not get to see much about the logistics. It did not really effect me, so I can't speak to it.
We are at a (poor) school that has only 15 computers to use at a time. As a result our library was closed for weeks during MAP so that each class could go in twice
(half a class at a time) for ech test. During this time our Title services were also shut down. I think it is criminal that the very students who need access to books and
116 Jun 7, 2010 10:39 PM Title services didn't receive them for almost two months.
Having one place (like the school library) with all the computers needed and a schedule for each class to do the reading and math tests was key.
117 Jun 7, 2010 10:40 PM It took 2 hours out of our teaching time for testing as opposed to testing in class over a 2 week period.
I helped my MAP lead by coordinating a second site for testing. It took a lot of time and it was difficult this first time through to fit in all students from 3-8 grades (we are
a K-8) in the 3 week time slots. Our MAP administrator, Linda Illman, was as flexible as possible and worked to support everyone's schedules in order to fit everyone
118 Jun 7, 2010 10:43 PM in.
I just don't see how this is equitable among schools and for students. My students take the test in our room, getting training from me and other students in the school
do the same getting training from their teachers and then there are schools that have a computer lead who tells all the students the same thing and they are testing
under the same environment. What is the purposed of the MAP to inform the disctrict of whether or not students are meeting academic success or is it to inform
119 Jun 7, 2010 10:44 PM teaching? Either seem to be failing to me. Why not spend this much on having mentors for teachers and evaluating them in a meaningful way.
120 Jun 7, 2010 10:46 PM I'm not seeing how MAP is related to our curriculums
The school data coaches were the most helpful BUT it was new to them and they did not have all the questions OR the time to help. To put the stres and strain of
being a data coach on top of a classroom teachers already large work load is insencitive, thoughtless and not understanding of all a classroom teacher in elementry
121 Jun 7, 2010 10:48 PM has to do!
We found that the Special Ed students did not demonstrate their actual growth on the MAP test. All of our tests were given by the Data Coach, and we are considering
trying having the Special Ed. teachers give the test with their students, to better prepare them, provide motivation, and encouragement to do their best. Some
122 Jun 7, 2010 10:53 PM students, whether general or special ed., may simply be feeling over-tested - tired of too many tests.
123 Jun 7, 2010 10:57 PM It took up lots of library computer time so classes could not do other activities.
124 Jun 7, 2010 10:59 PM Our MAP Lead at BF Day is very accessible.
This test is not in the format that students are used to using and I believe that brings scores down. Also, if someone is tired or not well, it would be very easy to just fill
125 Jun 7, 2010 11:01 PM in multipile choice without much effort put forth. Although it has been explained to me, I am not convinced it is an accurate picture of student performance.
126 Jun 7, 2010 11:07 PM It's too close to the MSP testing date. Too much assessing in too short a time. The students tune out and don't care. This is a major problem.
Who is the data coach?
We should have known from the beginning the importance of MAP to our school and the info on when scores are invalidated. It seemed very unfair to invalidate the
scores of kids who made great gains --and thus spent more time on their reading tests! Isn't the link between reading better and for a long period of time go hand in
127 Jun 7, 2010 11:14 PM hand. Get an educator on the team that made that decision --one who hasn't lost touch with classroom realities.
128 Jun 7, 2010 11:30 PM It would be very helpful to have some sub money to help with administration of MAP.
129 Jun 7, 2010 11:32 PM The spring window was late April to early May. More appropriately, it should be late May to early June.
130 Jun 7, 2010 11:33 PM Is there a specific person at each school the district identifies as the proctor?
131 Jun 7, 2010 11:49 PM Technology clitches can waste valuable time that could be spent teaching. I hope we can iron these out next year.
Our school moved into a new building, and we were completely overwhelmed with issues related to that. MAP was rolled out and introduced to teachers in September
in the midst of this great flux. Abysmal prep and support to teachers. Really now. Never seen such a poorly planned introduction. This on top of not using DRA and
132 Jun 7, 2010 11:50 PM switching horses midstream there too.
133 Jun 8, 2010 12:20 AM We have a great Computer Lab and teacher at West Woodland.
134 Jun 8, 2010 12:22 AM none
Although my students knew much of the information required on the test, their expressive and receptive language challenges resulted in them not being able to
understand what was being asked. Also, they lack the computer skills necessary to be successful on this test. Many of my students require one on one assistance to
135 Jun 8, 2010 12:31 AM insure valid results.
It worked well second time around because we had amazing support that was in charge of the technology part, but if that wasn't in place again what a bust that would
136 Jun 8, 2010 12:31 AM have been.
137 Jun 8, 2010 12:39 AM MAP added HOURS to all of our schedules, yet I didn't get compensated more for all that extra work. Did anybody get compensated more?
138 Jun 8, 2010 12:48 AM MAP testing took too much computer lab time. Other teachers could not schedule projects and research as there were no computers available because of testing.
139 Jun 8, 2010 1:30 AM I do not have opportunities to observe my students taking the test ( except once for a minute or so).
140 Jun 8, 2010 2:57 AM More flexible open testing windows to accommodate varied schedules for Homeschool Resource Center
141 Jun 8, 2010 2:58 AM We've done very little in the way of incorporating MAP data into our curriculum, instruction and assessment.
142 Jun 8, 2010 3:49 AM Seems like three times per year is more than necessary
We need to train the IA's who help the students with accomodations. I felt as though some students recieved too much help, and some students didn't recieve enough
143 Jun 8, 2010 4:05 AM help.
144 Jun 8, 2010 4:08 AM Think it's best to give math MAP test during math time and reading MAP test during LA time.
I know MAP is given during teacher planning time, but I think kids do better with teacher supervision. One of the schools in which I work used the library for MAP and
145 Jun 8, 2010 4:46 AM MSP testing, resulting in it being closed to all but limited student use for over 9 weeks.
Some of my 5th grade advance students took 6th and up level
tests and they were quite frustrated with the level. I don't agree with the way we administered. I think all students should take their grade level tests unless there are
146 Jun 8, 2010 4:47 AM strong reasons.
147 Jun 8, 2010 5:36 AM It is a waste of time. Please get rid of this test.
148 Jun 8, 2010 8:03 AM None. Our school had a great MAP team that coordinate the testing well.
149 Jun 8, 2010 1:52 PM do not like how it takes time out of the instructional day
150 Jun 8, 2010 2:14 PM Several (about 7) computers froze routinely during MAP testing- their is SO many steps to log back on, lots of time was wasted.
151 Jun 8, 2010 2:25 PM The spring testing window felt too early - I would like it to reflect more of their end-of-year knowledge, but it was given too early to do that.
152 Jun 8, 2010 2:35 PM The idea of MAP testing is very good, but the logistics of tying up computer labs for long periods of time impacts instruction in a negative fashion.
153 Jun 8, 2010 3:03 PM see above
MAP testing is done during our PCP schedule to lessen the impact on classroom studies. However, it does cut into 9 weeks worth of library and computer lab
154 Jun 8, 2010 3:23 PM curriculum to achieve this. MAP should be given in the fall and spring with an option to test at risk kids during the winter.
155 Jun 8, 2010 3:29 PM Absorbs far mor time than it is worth
156 Jun 8, 2010 4:04 PM None.
Not sure WHO will be providing teacher training for the laptop cart roll-in to class on test days. Is this the ET's job? It also seems like we will need a much larger testing
157 Jun 8, 2010 4:06 PM window since we will have to set-up shop in each classroom prior to any actual testing being done.
158 Jun 8, 2010 4:34 PM We discovered several questions that were WRONG or poorly worded in the testing. Really poor oversights throughout the test...
Again, it monopolized the computer labs, preventing all other teachers from using the lab for several weeks at a time, thus hindering our ability to deliver the kind of
instruction we intended when setting our curriculum.
In the future, if the MAP will continue to be required of us, extra resources (such as district staff to administer it AFTER school, or additional computers) should be
159 Jun 8, 2010 5:09 PM given as well so the other fifty teachers can also use the computer labs for instructional purposes.
160 Jun 8, 2010 5:29 PM It makes no scientific sense to give a test of this nature three times a year.
161 Jun 8, 2010 5:29 PM It's still too hard to find a teacher's name and class when "registering" a new student. If the names were alphabetized it would save a ton of time!
162 Jun 8, 2010 6:44 PM oh, sorry - I added this to the previous page.
Review and edit all questions before submitting them for students. There were mistakes and/or questions that were puzzling to the students (and sometime the
163 Jun 8, 2010 7:18 PM teacher). Clarity, especially for elementary students. They should not have to wonder what the question is trying to say, or what they are suppose to do.
164 Jun 8, 2010 8:10 PM many of my lower functioning students were unable to stay focused throughout the entire assessment
165 Jun 8, 2010 8:19 PM Areas, like library, councelling center in building was shut down for long periods during testing periods.
166 Jun 8, 2010 8:42 PM needs to be done again for those of us who didn't catch on the first time
167 Jun 8, 2010 9:31 PM not enough time allocated for math map testing so then students missed class(s) for mape-up/finishing
168 Jun 8, 2010 9:38 PM District admin seems good, school admin of testing less functional
I tried promoting good effort on these for the last one especially, but I failed to convey what we could do with the pieces of information that resulted, which I think left
169 Jun 8, 2010 10:16 PM some of the skeptical kids still skeptical.
All teachers should take this seriously and their students will improve in their MAP performance also. My students are very motivated now and they know that they
170 Jun 8, 2010 11:09 PM need to learn to prepare themselves for the HSPE next year.
171 Jun 8, 2010 11:32 PM The multiple tests seemed to take a very long time for some students to finish.
Our administrator tried to rush everyone through by given two tests one right after the other. I noticed that my students were frustrated by this because many of the
questions were repeats. Unfortunately this caused some of them to have an apathetic attitude and "throw" the test by choosing the wrong answer on purpose.
Therefore, I'm not confident that their results reflect their true abilities. Each test needs to be administered on a seperate day/time so that this doesn't happen again
172 Jun 8, 2010 11:35 PM and gives the best reflection of the student's abilities.
we did a good job in administering the MAP at our school, we just hope that next year the MAP assessment is more closely aligned with the Everyday Math program
173 Jun 9, 2010 12:48 AM that students use on a daily basis
174 Jun 9, 2010 5:06 AM Once again, I would like to see how the individuals do on each individual question.
175 Jun 9, 2010 2:26 PM it was easy and better than WASL, timewise.
Our school's MAP coordinator was unorganized. She had students retake the same test (for Primary MPG) instead of taking each of the two different tests for each
subject. For our intermediate students, she refused to leave her seat and help proctor, even though they had been told that the math questions could be read to them.
(I have some ELL students and SPED students who would have truly benefitted from having math questions read aloud).
176 Jun 9, 2010 2:43 PM Students experienced test fatigue. The test was too long for one sitting, but that was the way our school planned for the intermediate students to take the test.
At our school most of the scheduling/coordinating fell to the librarian who did an excellent job, but this was a lot of additional work for her this year and impacted how
177 Jun 9, 2010 2:59 PM she was able to do her regular work. Other staff in our building that were supposed to help did not step up or do what they needed.
178 Jun 9, 2010 8:05 PM Map assessments are not authentic. NOT.
179 Jun 9, 2010 10:18 PM It's difficult in a school without a computer lab.
Height of chairs at the monitors can be too high for the height of some students. Remind students to take their time and just because they finished first, does not mean
180 Jun 9, 2010 11:05 PM that they got all the questions correct. Emphasize reflection before the student answers the question.
This took 1/4 of my classes technology instruction for the year and diverted it into testing. It also was very cumbersome for the primary grades. I have concerns about
the design of the test, assuming all learning is linear with a harder question possible only after answering an easier one, and with the click the mouse with no chance
to review answers methodology for answering questions, exactly the opposite of how most children use computers and controllers to play games on computers, where
going fast and being able to start over and try again are built into most game design. This takes an entirely different test-taking set of skills to do well at, yet no training
181 Jun 9, 2010 11:12 PM or curriculum was given to either the students or their teachers about how to handle the switch from test booklet/fill in the bubble tests.
Way too much time - we went 6 weeks with no computer lab, missed 12-18 PCP slots to administer this. Kids were burnt out and would not try on it by Spring,
particularly those kids being asked to test on incredibly difficult material, and it was way too close to the MSP. We should just give twice, late Oct. and early March,
182 Jun 10, 2010 3:20 AM then perhaps once more in June for kids not making steady progress. Use the spring results for September/Oct. thinking.
I am truly upset when Kindergarteners havbe to retake the tests several times only to get results that say "The proctor had terminated the test". This was not true.I was
183 Jun 10, 2010 3:56 AM present when the tests were given and even got a score each time. This is unacceptable. It is a waste of the students time and mine.
The students I work with are too young and simply want to finish the test because they are bored with it. I tried a variety of motivational strategies, none of which were
184 Jun 10, 2010 3:14 PM effective.
I lost 10 weeks of instructional time in our library. While we were able to make accomodations for most classroom needs, the administration of the MAP test eliminated
access to our library's collection for 10 weeks. This is too much. While I am working with our administrative team to alliviate some of this strain on our program, I am
185 Jun 10, 2010 3:22 PM also hoping that the district will continue to support larger buildings with more technological infrastructure.
186 Jun 10, 2010 3:52 PM I think MAP should be offered in an audio version for the intermediate students.
187 Jun 10, 2010 5:44 PM Seemed to work very well, and our Assistant principal did a great job on adminstering for the entire school. A very challenging task!
188 Jun 10, 2010 5:50 PM It creates too much testing.
We need a better proctor script. The one that comes in the binder is too dry and talks about things kids don't actually need to know. It needs to be more motivationally
189 Jun 10, 2010 6:16 PM focused - here's how to do your best, etc. Without an effective proctor script, kids lose interest and don't do their best.
the spring session occurred too early in the school year. it should have been late may or early june. my students learned a lot of important material after they took the
190 Jun 10, 2010 6:53 PM spring "final" assessment. their progress was not accurately shown as a result.
What about the norm referencing of ELL data on the math assessment? The Math assessment tests both reading and math ability so it is difficult, if not impossible, to
191 Jun 10, 2010 8:42 PM know what the students are not understanding if we do not have normative data.
192 Jun 11, 2010 2:56 AM It was administered fine, it' just the whole idea that it doesn't work for my students.
Availability of screener year round.
193 Jun 11, 2010 3:12 AM Computers networked to print out, particularly for screener.
We need a longer testing window in order to test students during the optimum time of day. My students had to take the test the very last hour of the day, which I don't
194 Jun 11, 2010 3:55 PM feel yields the strongest testing results. It is also disruptive to the PCP schedule when testing has to occur in the afternoon.
Why are we not testing later for the spring window?

195 Jun 11, 2010 4:00 PM I think it data would be more accurate if we tested as late as possible in the year. Due to the quick turnaround time for MAP results, why isn't this possible?
196 Jun 11, 2010 6:57 PM See previous comment. MAP should be supported with staffing dollars to buildings.
It takes way too much time away from instruction and uses our library space for way too long and therefore classes miss out on their regular library time for several
197 Jun 11, 2010 9:46 PM weeks in a row. Also, computers that could be used for instruction are taken up with testing.
Our data coach was hufgely helpful both during and after testing windows. Her responsiveness and knowledge about the instrument and available tools has greatly
198 Jun 11, 2010 10:12 PM beneficial.
I don't think computerized tests are at all engaging or motivating for students. They are passive and boring and the kids just seem to want to click on something and
199 Jun 11, 2010 10:29 PM get it over with. To be engaged they need to be writing.
Since my students do not learn on computers, or use computers to process their learning, I found the method of computerized administration a poor fit for my
200 Jun 12, 2010 5:13 AM students.
I/my school engaged students and families in MAP in the following ways (check all that
apply):
Response Response I/my school engaged students and families in MAP in the following
Answer Options ways (check all that apply):
Percent Count
80.0%
Conferred with students prior to taking the spring MAP 54.8% 295 70.0%
Conferred with students after taking the spring MAP 34.0% 183 60.0%
Was present with students during MAP testing 71.9% 387 50.0%
40.0%
Talked with families about MAP 48.3% 260 30.0%
Other (please specify) 60 20.0%
answered question 538 10.0%
0.0%
skipped question 75
taking the spring

students prior to
Conferred with
Other (please
MAP
specify)
1 Jun 7, 2010 5:19 PM did not do any of these
2 Jun 7, 2010 5:20 PM i am not sure
3 Jun 7, 2010 5:26 PM We didn't do any of the above in the primary grades
4 Jun 7, 2010 5:38 PM I sent home an email explaining what to look for and how to take typical growth with a grain of salt depending on the initial scores.
5 Jun 7, 2010 5:38 PM students have individual map goals for growth
6 Jun 7, 2010 5:43 PM Our teachers do not use MAP results
7 Jun 7, 2010 5:57 PM I'm not a classroom teacher but I supported the teachers!
8 Jun 7, 2010 6:15 PM I only clicked this to the next one, I did none of those things nor was I asked to
9 Jun 7, 2010 6:16 PM Set goals with students indivually.
10 Jun 7, 2010 6:17 PM There was no specific family engagement. It happened based on what teachers decided.
11 Jun 7, 2010 6:19 PM n/a
12 Jun 7, 2010 6:20 PM Have talked with families of target students the highs & the lows.
13 Jun 7, 2010 6:22 PM Have done, due to lack of information, almost nothing
14 Jun 7, 2010 6:24 PM Some teachers discussed map scores with students.
15 Jun 7, 2010 6:24 PM I don't teach this subject (reading / Math) - I'm pretty sure this occured in the other classes
16 Jun 7, 2010 6:42 PM I did not engage families much
17 Jun 7, 2010 6:49 PM Don't know.
18 Jun 7, 2010 7:09 PM sent home the results
19 Jun 7, 2010 7:21 PM Students were removed from class to take the MAP
20 Jun 7, 2010 7:26 PM My school is uncomfortable with talking to parents about the MAP.
21 Jun 7, 2010 7:28 PM no engagement
22 Jun 7, 2010 7:31 PM None of the above, actually, but this survey is requiring me to check one of these boxes in order to move on.
23 Jun 7, 2010 7:43 PM Tried to ignore MAP as much as possible as other teachers did.
24 Jun 7, 2010 7:45 PM posted explanation in the schools website
25 Jun 7, 2010 7:50 PM n/a
26 Jun 7, 2010 7:51 PM unknown
27 Jun 7, 2010 8:08 PM sent flyers home
28 Jun 7, 2010 8:18 PM I had to check something but this is NOT applicable for m e
29 Jun 7, 2010 8:27 PM As teh cordinator I talk to most students about their target scores and wanting to do their best. I also included information for families in teh monthly school newsletter.
30 Jun 7, 2010 8:31 PM Talked with families in SIT meetings.
31 Jun 7, 2010 8:49 PM I know other grades did more, but not in kinder
I/my school engaged students and families in MAP in the following ways (check all that
apply):
33 Jun 7, 2010 8:58 PM None
34 Jun 7, 2010 9:01 PM nothing has come up
35 Jun 7, 2010 9:24 PM None - are teachers allowed to be in the room during the MAP?
36 Jun 7, 2010 9:40 PM Not applicable this year. I had no 9th graders
37 Jun 7, 2010 9:58 PM Sent home flyers about MAPs
38 Jun 7, 2010 10:11 PM School determined not to use the data from this test, thus the training was not leveraged to improve student learning.
39 Jun 7, 2010 11:14 PM teaching kids how to do well
40 Jun 7, 2010 11:57 PM Asked students to set goals based on lexile ranges
41 Jun 8, 2010 12:21 AM Sent home letters with grade reports to the Parents to help them understand the Test Results.
42 Jun 8, 2010 2:59 AM Again, very little coordinated planning around MAP done at our school
I encouraged them to try their best but also told them it was a exercise designed primarily to justify the existence of bureaucrats at the JSC (John would not be happy with this
43 Jun 8, 2010 5:45 AM colossal waste of time and money by the way. Nor would he be happy with the idiot control freak who now has his job.)
44 Jun 8, 2010 3:22 PM fall p/t conferences
46 Jun 8, 2010 5:09 PM None
I stopped talking about MAP with my students becasue the whole thing has turned into an excercize in futility and I don't want to make things worse for my students. We
need more time for instruction, not less. Again, your survey insisted I click a box in order to move forward. I had to click an answer that is in error because no other option
47 Jun 8, 2010 5:33 PM was available.
48 Jun 8, 2010 6:44 PM winter conferences offered to discuss performance. 15-20% attended.
49 Jun 8, 2010 7:18 PM Sent letters to students after testing in English language only.
50 Jun 8, 2010 7:19 PM I did not do any of the above. And why do I have to check on if none of them apply?
51 Jun 8, 2010 8:43 PM i don't know
52 Jun 8, 2010 10:48 PM none, we only did this in the spring
53 Jun 8, 2010 11:36 PM I have NOT talked with families about the MAP because I do not feel confident enough about it to discuss it or explain it to families.
54 Jun 9, 2010 2:28 PM I missed interpretive training and do not know what to tell studetns or parents.
55 Jun 9, 2010 4:24 PM not applicable - specialist
56 Jun 9, 2010 6:54 PM Please send out reports sooner. There was too much lag time between when the kids took the test and info came out to parents.
Releasing data for the first year was very disruptive for our staff and families. Guidelines were to not release to public the first year. We had lots of questions from families
57 Jun 10, 2010 5:47 PM about the tests and what they mean without getting adequate training. We need adequate training to address ways we can use the data to help our students progress and
59 Jun 11, 2010 9:46 PM None of the above (I had to check something)
60 Jun 12, 2010 5:15 AM I spoke with my students about the importance of trying their best on this test, and with parents about the importance of having students rested, well fed, on time.
What other feedback do you have about MAP?
211

It is not an effective assessment for kindergartners. The questions are not clear (a student may be asked to put a K on the plate, but is not told to put ONLY the K on the plate).
The things that the children click on make noise and animation so getting the wrong answer (by continuing to play with the screen and adding more cats, trains, etc.) is MORE
motivating than getting the correct answer (where the student may only be able to click on 1 or 2 cats and have them meow). It should never be more motivating for a student
1 Jun 7, 2010 5:17 PM to get a wrong answer. It should either be less motivating or a neutral experience.
2 Jun 7, 2010 5:18 PM This test is useless.
3 Jun 7, 2010 5:18 PM It was impossible for us to attend lead/team training during the MSP testing window.
4 Jun 7, 2010 5:19 PM I would like to have the results for all testing for the students I teach.
More explicit explanations to parents about typical growth and the numbers tehmselves. Parents were not happy with a typical growth of 7 points or so they wanted HUGE
5 Jun 7, 2010 5:23 PM jumps.
6 Jun 7, 2010 5:31 PM None
7 Jun 7, 2010 5:33 PM We should spend more time teaching the best way to take the test.
8 Jun 7, 2010 5:33 PM If a student shows incredible growth, why are the scores invalidated? Is a 45 question test like this really statistically valid?
9 Jun 7, 2010 5:35 PM Nothing at this time.
I just don't feel the data is useful; it tells what we should be focusing on for students based on their leve- I do not need MAP data to tell me this. Additionally, I think many of the
questions are poorly worded, irrelevant, and the use of "red herring" doeesn't help me understand my students. I find it odd/sad that in the 21st century we have gone back to
10 Jun 7, 2010 5:36 PM assessing our students using a multiple scoice test.
11 Jun 7, 2010 5:38 PM Map is the most useful standardized testing that we use.
I would have liked to take the test, myself. It would be nice for the scores to be automatically recorded somewhere after the student takes it, so we don't run the risk of losing
12 Jun 7, 2010 5:41 PM their score if they close out of the test.
Reading seems to have different threshholds than math which needs to be made more clear. Do elementary have different tests or the same as middle school, I'm being told
they are not the same but I thought there was a grade 2-10 continuum? How do we address the kids in 6th grade scoring 250 and then not showing much growth because
that equivalency is algebra or geometry class? What about the ELL kids? Why can't we assist with vocab so the kids can at least access the math and not be penalized for
their reading skills? When am I going to get to see scores from other schools like ours? What is the district's plan with these scores as it seems only the LA and math teachers
13 Jun 7, 2010 5:42 PM are on the hook for improvement?
Seattle Public Schools has not had a book adoption in many years. We are relying on Readers' and Writers' Workshop which are pieces of the puzzle but not the entire puzzle.
14 Jun 7, 2010 5:42 PM Students need intentional teaching of the many skills tested on the MAP. We do not have a curriculum or materials that support this. (Though we did at one time.)
15 Jun 7, 2010 5:43 PM Let use our financial resources more wisely than wasting it on more MAP
In looking over students' shoulders at the types of questions they received (particularly students scoring at the upper end), I wonder how well Readers Workshop and this test
are aligned. Do mini-lessons provide the depth of practice/exposure that seems to be required in order to answers questions about irony or iambic pentameter? There seem to
be some very high-level literary terms incorporated into the test, terms I didn't use until graduate-school literature courses. I would hope that our district is looking carefully at
the resources provided to reading teachers and the professional development provided for Readers Workshop to ensure that the MAP test is a fair assessment of what children
16 Jun 7, 2010 5:44 PM learn in this model of reading instruction.
I feel very concerned that young children are being tested via the computer. This method is not developmentally appropriate. I felt that the scores were not a good reflection for
17 Jun 7, 2010 5:46 PM the academic progress for many of my students. I did not find the data useful for informing my instruction.
I think the MAP results can be very useful to teachers - IF they had time to actually analyze the results. Their time already has so many demands upon it, however, that this is a
18 Jun 7, 2010 5:48 PM little unrealistic. Not to mention how much instructional time it takes away from the schedule.
19 Jun 7, 2010 5:52 PM none
20 Jun 7, 2010 5:57 PM Give us access to the data, so we can do our own reports

Why post the scores for the students to see at the end of the test.......to see and compare!!!!?
21 Jun 7, 2010 5:57 PM Wait till after the test window closes before releasing scores to teachers.......then there is NO retaking of the test to try for a better score!
22 Jun 7, 2010 5:58 PM none
23 Jun 7, 2010 5:58 PM I think it is not constructive and, instead, is detrimental to learning. the students are discouraged and frustrated
it's Ok but am not wowed by it. I had a family who did not want their kid to use the internet at school. Altho he took MAP his lack fo savvy-ness was evident in the results. In
24 Jun 7, 2010 5:59 PM some wasy the MAP results are over-detailed for general instruction and class placement,; yet yield nothing to help me place kids for reading groups. It is not a panacea.
25 Jun 7, 2010 6:03 PM I would like more training on how to interpret the results.
26 Jun 7, 2010 6:04 PM We need more information on what questions the students are being asked.
27 Jun 7, 2010 6:04 PM It took too much time. It filled up the computer labs for too long.
28 Jun 7, 2010 6:08 PM Repetitive comments about there being too much testing, and it taking up too much of our computer lab time.
The district needs to rethink the MAP schedule for the year. 3 times a year plus MSP testing is way too much emphasis on standardized testing and lots of time out of learning
29 Jun 7, 2010 6:10 PM and achievement.
30 Jun 7, 2010 6:11 PM See e-mail from Kit McCormick, Garfield
31 Jun 7, 2010 6:12 PM Accomodations would be useful for special education students
32 Jun 7, 2010 6:12 PM Would be a useful report to show up online under students' assessments.
It should only be done with true 9th graders if at all in the high school, and it also needs to be aligned with what we are teaching because right now it is not and I am not sure
33 Jun 7, 2010 6:16 PM that the other goals of district alignment compliment the change that would be needed for instruction to be "informed"
34 Jun 7, 2010 6:16 PM The accomadations need to be fixed.
35 Jun 7, 2010 6:16 PM N/A
36 Jun 7, 2010 6:17 PM The asessment was a burden on our resources. There are not enough computers in our school so the Library was not available for student use for almost an entire quarter.
37 Jun 7, 2010 6:19 PM I don't believe we should be administering this test.
38 Jun 7, 2010 6:21 PM It is insufficiently cost effective. Go back to Iowa Testing of all students, once per year.
Kids are figuring out how to cheat and inflate their scores. I observed this during the spring test after suspecting it during the winter one. Students jumped 26 points without
doing work in class. Data didn't match observations.
Also, looking at the time a student took to take the test didn't correlate to success/lack of success. Some kids jumped several points while taking less time. Some kids took
more time and tanked the test. Some kids retook the test and still failed to see a positive result- which they really wanted.
What this might mean is that caution should be used when communicating what certain data points might mean when analyzed.
I got more out of analyzing what I knew about students' lives as a causal factor to results (negative).
Using this to evaluate me, at this point from what I have observed and tried to make meaningful, would be a grievous mistake. My actions have little to do with much of the
39 Jun 7, 2010 6:25 PM results many of my students are showing.
Make this searchable by STUDENT. High schools and middle schools are severely crippled by the way it is implemented. The Website needs a better search feature also - it is
40 Jun 7, 2010 6:25 PM not intuitive.
There is some resentment in my building about how this was just another thing the district dumped on us. It was so difficult to access the scores, and harder still to interpret
41 Jun 7, 2010 6:26 PM them. We lost 4 days of instruction...for what, exactly?
Because this MAP is technology intensive & uses educational technology that is otherwise used by classrooms for classroom work, it would be so helpful if all grades were
done only twice a year (which gives teachers & counsellors plenty of data to assign students to classes & address learning issues) and do only targeted students midyear. That
would shorten the amount of time that MAP supercedes classroom use. If we ever do online MSP, that will be 4 subjects and additional days. We'll be up to a quarters worth
of days that labs are unavailable for classroom use. It is a bit unmanageable in 3 cycles. If this is to have long term sustainability, we would either have to add substantial #'s
of computers (another lab-worth) or reduce MAP to a twice yearly cycle. Students would take it more seriously if it were only twice a year. They no sooner get done with one
42 Jun 7, 2010 6:34 PM cycle, than it seems to them they're on to the next. They really don't do their best work in the winter cycle.

I think this test is receiving far too much attention from both the district and the parents. I don't see it informing instruction for me at all, as I use a variety of in-class curriculum
based assessments that actually match what I have taught. It's another example of an assessment that was implemented for one purpose (in this case to supposedly inform
43 Jun 7, 2010 6:42 PM instruction), and has already morphed into something else. I fear what the test results will eventually be used for.
44 Jun 7, 2010 6:45 PM The district talks about this as a measure of growth but teachers see it as a measure of their own performance.
How is seattle's academic curriculum aligned with MAP assessment inventory?
If MAP is being used to assess student growth or performance are we then going to start teaching to a test rather than teaching curriculum thats culturally relevant to our
45 Jun 7, 2010 6:46 PM student's?
46 Jun 7, 2010 6:46 PM IT SHOULD NOT BE USED FOR TEACHER EVALUATION BUT ONLY FOR INFORMING INSTRUCTION!!!!!!!!!!!!!!!!!!!!!!!
47 Jun 7, 2010 6:50 PM n/a
We were told that this was a test year for MAP but the district is using this test for placement in math. I have been very disappointed. Many families have talked to me and feel
48 Jun 7, 2010 6:52 PM it is a waste of time.
49 Jun 7, 2010 6:55 PM Thanks for expanding testing windows for Secondary students. We still are not sure about the efficacy of the mid-year tests, though.
50 Jun 7, 2010 6:56 PM Takes an awful lot of time away from instruction.
51 Jun 7, 2010 6:57 PM students enjoyed taking the test. Some missed problems because they reverse letters or words, not because they didn't know the material. This affected their scores.
I'm curious if MAPS is going to be used to evaluate teacher performance; and if so, how will that be done, if teachers are exchanging students for Math and Reading classes?
Doesn't seem fair to evaluate the homeroom teacher. For my reading class, I had 3 of my 23 students in my class, so I really do not think it right to attach my name to the
results. Something to really think about. I am also on the MAPS team for my school. It was not transparent at all that these scores would be used for Spectrum/AP eligibility
52 Jun 7, 2010 7:00 PM and placement in middle school math classes. I would have liked to inform my students of this use, since I teach 5th grade.
53 Jun 7, 2010 7:01 PM Should MAP be used as a student achievement measure or just as a progress monitoring measure?
54 Jun 7, 2010 7:06 PM too new.
55 Jun 7, 2010 7:06 PM Please don't use again. Use PSAT, AP, SAT etc
This is a very frustrating test for children to take -- the expectation is that they will get 50% of the problems wrong -- this is not a way to encourage kids. Once they get
problems wrong, because they make no sense to them, they lose confidence and enthusiam in trying the next problem. Most students got presented with problems on
concepts or procedures that they had never been exposed to -- this makes them feel stupid or betrayed.
I feel we are putting a lot of time, energy and student discomfort into a test that is not practically useful for most teachers. At the very least we should stop doing if for grade K -
56 Jun 7, 2010 7:08 PM 2.
Please consider removing this MAP program. It's not a good use of time, money, energy, and resources. Let's use all those resources in ways that actually help kids learn.
57 Jun 7, 2010 7:13 PM There are enough tests/exams/assessments already.
I strongly disagree with how the student scores are marked as not valid based on the amount of time spent on one test compared to the other test. This is unfair to me as a
58 Jun 7, 2010 7:13 PM teacher and to my students who have tests that are marked invalid.
59 Jun 7, 2010 7:13 PM Our MAP administrator needs to be better trained.
60 Jun 7, 2010 7:14 PM I would like to know how teachers will be evaluated in relationship to MAP test data.
61 Jun 7, 2010 7:17 PM Very concerned about our advanced learners that score so high in the fall 99th percentile and when they score 98 or 99 in the spring it doesn't meet typical growth.
62 Jun 7, 2010 7:17 PM What MAP score do kids need to have to be put up a grade level for middle school MATH?
63 Jun 7, 2010 7:18 PM This is only a test and nothing else. Trying to use this as a way to evaluate teachers demonstrates the ignorance and lack of any vision in the administration of our schools.
64 Jun 7, 2010 7:20 PM This assessment is crap and a waste of time, effort and expense. Please get rid of it!
We need focused professional development about how we can use MAP results to inform our practice. This has not been addressed all year even though I have asked about it
65 Jun 7, 2010 7:23 PM twice.
66 Jun 7, 2010 7:24 PM Could use a MAP Coach to disseminate scores/ give useful/practical advice how to use the data instructionally for our elementary team.
How does a teacher use the MAP data to make daily and continuous instructional decisions for students who are significantly (years) behind their high school peers
67 Jun 7, 2010 7:24 PM academically.
68 Jun 7, 2010 7:24 PM Three times a year is too much. We still need to administer the Developmental Reading Assessment to get real, applicable data.

69 Jun 7, 2010 7:25 PM I really worry about it being used to evaluate teachers because I know that all students do not try their hardest.
I had a student retake the MAP because he rushed the first time. He improved his score by about 20 points. Guess which score got invalidate? You guessed it! It was the
70 Jun 7, 2010 7:28 PM higher one.
I think it is a great test, which gives an honest assessment of where a student is on a larger continnum. This is more helpful, esp. the strand data, than getting feedback late in
71 Jun 7, 2010 7:28 PM the year/early the next year for students I no longer have, and which doesn't really tell me what areas are needing improvement.
I feel the test is heavily biased against our ELL population. Many of the questions are directly related to how well the language is understood. I don't feel it is an accurate
72 Jun 7, 2010 7:28 PM portrayal of student's abilties. The DRA is much more informative to my instruction and gives me better information about the student.
Staff members, including those who have had the training, still don't fuloy understand the MAP, or even speak as though it is useful data. We need a better understanding of
73 Jun 7, 2010 7:28 PM MAP results at our school.
74 Jun 7, 2010 7:28 PM Please don't force our poor librarian to abandon her own job for weeks at a time in order to make MAP testing her whole life. This wasn't fair to her or to the kids.
If you expect teachers to understand and use this data to support students, you need to provide them with the time it takes to do so. I already work 60-70 hours/week, without
75 Jun 7, 2010 7:32 PM using MAP data at all.
Without time to use MAP data intelligently, the testing is a waste of time. Some of that is an issue for schools to deal with, but the district could certainly make it easier by
76 Jun 7, 2010 7:32 PM providing release time to staff while we are learning to utilize this new system.
77 Jun 7, 2010 7:33 PM I would like the test to be administered in sequential days, my students had a week and a half between days.
I have serious concerns about the lack of allignment has with the curriculum taught. What I saw of the math MAP test did not allign with what I was teaching in EDM. I am also
very upset that families are being giving the results of the MAP test by the district. At this point if and when parents are given the results should be a building discussion.
78 Jun 7, 2010 7:36 PM Especially since this is the first year we are using this assessment.
79 Jun 7, 2010 7:44 PM What a bunch of bunk.
I do not think the website is teacher friendly. I was never able to create my own report that showed growth from fall to spring (only later did I receive it from my principal).
The scores were also confusing because the reports said a student made or did not make progress, yet their RIT score was at the 50 percentile, and it is my understanding that
that means they are where they should be in the school year.
I also would have liked to see grade equivalent options.
80 Jun 7, 2010 7:45 PM Finally, I think it would have been more beneficial to administer the test in June, especially since the results are available immediately following the test.
I am very skeptical that a computer test can be accurate for 1st graders with very little computer/test taking practice. Several of my students got either very high or very low
scores and their classroom performance was the opposite. Also....some kids went backwards in their test scores and yet they are flying in class work. I just don't believe this is
81 Jun 7, 2010 7:46 PM an accurate test....bring back DRA for reading!!!
82 Jun 7, 2010 7:46 PM Kindergarten should be exempt from this test since it is not at their level.
The language about the scores is not student-parent friendly. Therefore, it is difficult for students to set goals. The RIT scores don't really show concretely what the kids know
and can do. Examples should be provided to parents about the tasks their child had to complete in order to attain the RIT score they did. To the kids and parents, it is "just
83 Jun 7, 2010 7:47 PM some number"---too abstract.
84 Jun 7, 2010 7:48 PM I don't think a computer-based test is a good way to measure a student's growth in math or reading.
85 Jun 7, 2010 7:48 PM Many of the younger kids just click through the test. One f our 5th graders finished the math test in 13 minutes. What do the results really tell us about the students levels?
86 Jun 7, 2010 7:50 PM None
87 Jun 7, 2010 7:52 PM Time sequence between tests was not condusive. Time between Winter and Spring was insufficient.
Why did we have to do MAP so close to also doing the MSP? We also so Writer's Workshop and Balanced Literacy at my school and they require ongoing assessments also.
88 Jun 7, 2010 7:57 PM Too much assessment time in relation to teaching, practicing and mastering skill time.
89 Jun 7, 2010 8:01 PM MAP is a very useful tool for teachers.
90 Jun 7, 2010 8:02 PM I think the ratio of useful information to the cost in terms of dollars, time and resources is extremely low.
91 Jun 7, 2010 8:03 PM Should only be given twice yearly. Team of District experts should assess the data then work with the schools on narrowing down focus areas.
92 Jun 7, 2010 8:05 PM The data is great, I am gravely concerned though that it will be used in a high stakes way which is not designed for such as student placement and teacher evaluation.
93 Jun 7, 2010 8:05 PM isn't it a conflict of interest that the superintendent is on the board for the company producing MAP??
I STRONGLY feel that it is innappropriate to lump ELL students and students with IEPs into a measure that shows "typical growth." A student who arrived a year ago from
China will show typical growth for a new language learner. That growth will look very different than the growth of a so-called "typical" learner, aka, native English speaker.
This, however, is not accounted for in MAP data or discussions. Thus ELL students and students with IEPs are ALWAYS presented as "less than." It is a deficit model and
94 Jun 7, 2010 8:06 PM puts unnecessary pressure on both students and teachers. Quite honestly I am sick of this ignorant approach.
It is an administrative waste of time. The questions are not according to age/grade level, they are confusing and convoluted. The test only tests the students ability to take the
95 Jun 7, 2010 8:08 PM test
I would really like to be able to see an easy to read grade level correlation for each student's ability in reading. I would also like to see where MY students are struggling
96 Jun 7, 2010 8:08 PM (grammar, vocabulary, comprhension?)
97 Jun 7, 2010 8:18 PM Please allow access for related service personnel. Also, I am not sure that everyone has the level of training in psychometricsn to fully understand the information provided.
98 Jun 7, 2010 8:18 PM It takes too much instructional time.
99 Jun 7, 2010 8:19 PM In the long run it seems like a good idea but it has no connection to what is happening in the classroom.
100 Jun 7, 2010 8:24 PM Get rid of it, please. It is not useful in any way.
For many of our ELL students it was not so much a measure of what they knew, but also how familiar they are with computers. It assumed a base-line knowledge of computer
101 Jun 7, 2010 8:33 PM use that many of our studetns did not have and still need a lot of practice on.
This survey did not allow the "other" choice for logistics. It kept coming back as "This question requires an answer" until I was finally forced to choose one that was not my
102 Jun 7, 2010 8:36 PM actual response.
103 Jun 7, 2010 8:39 PM I love the data is gives us.
104 Jun 7, 2010 8:47 PM I don't like it
105 Jun 7, 2010 8:48 PM For some students and teachers, a lot of instructional time is taken up in testing this year (ie. MAP, PSAT, WLPT, HSPE
106 Jun 7, 2010 8:55 PM I would like ot see more of what is on the test, so I have a better understaning of what it is evaluating
107 Jun 7, 2010 8:55 PM The previous question required me to lie.
I wonder how well the MAP is aligned with Readers Workshop and the CMP. It seems that both curricula are geared toward student discovery and exploration, and the MAP is
108 Jun 7, 2010 8:57 PM geared toward more rote information.
109 Jun 7, 2010 8:59 PM The MAP test is harmful to students.
110 Jun 7, 2010 9:02 PM I wish the report making tools could be more customizable. I also wish the data could be imported to Excel and to GradePro and to the Source.
I have concerns that the spring test was much more difficult than the prior two tests and was not "read to my students so it is hard to compare and figure out the growth. I also
111 Jun 7, 2010 9:06 PM have apprehension over the fact that our superintendant sits on the board of the test.
MAP is a large improvement from the quarterly math tests but it is just another test in the school year that takes teaching time away from the classrooms. We already do DRA,
MAP, MSP, Running Records, EDM assessments. Each assessment takes the minimum of 2 days to administer for a class of 28 kids, that is 6-8 non-teaching days minimally a
112 Jun 7, 2010 9:13 PM year!
113 Jun 7, 2010 9:14 PM For the time invested it has a small return for the students in my school.
114 Jun 7, 2010 9:17 PM N/A
115 Jun 7, 2010 9:26 PM Again- I would like access to the questions asked (for example, it would help to know exactly what is being asked in the area of, say, "Concepts of Print")
116 Jun 7, 2010 9:28 PM None
MAP data is overwhelming. The sheer amount of data on each student is prohibitive to teachers who teach 150 students, all tested three times a year. In order to make data
useful to secondary teachers, we would need two extra days with substitutes per testing period, one to interpret data and one to conference with students about their results
117 Jun 7, 2010 9:29 PM while the rest of the class is supervised. If we are taking these results seriously, we also need to give students meaningful incentives to try their best.
The whole idea of MAP testing is a bit confusing as we as teachers are told one thing and then something totally opposite happens. Like using the MAP scores to determine if a
5th grader gets into Honors Math in 6th grade. I never knew the MAP scores would be used that way. How can we teach the curriculum that relates to the MAP questions so
118 Jun 7, 2010 9:31 PM that the kids have the best shot?

It a very assessment. The students get a glazed over look after they been working on the computer for a while. I seen many students just start clicking any answer because
they want to get it done. I had to constantly remind them that is wasn't a race and the could stop and get a break. The computer will wait as long as they needed to refresh
themselves and try their best. It is a long time for the student to be fully engaged in the work. Also much of the math is also a reading assessment. They have a hard time with
119 Jun 7, 2010 9:39 PM the reading parts of the math part.
I have answered a survey like this recently. I would prefer that all my students take one test that is identical, rather than having different questions on each test. I cannot see
the questions they answered incorrectly as I am not given a test summary at any point after the testing. I would like to see a test that I can hold in my hands and see how a
student answered a question incorrectly so that I can see what their thought process was and how I can help them. On the MAP, I have no way of seeing each child's test.
Rather, I am given a summary of each strand. I would prefer if each student in a grade level in the district was given the exact same test, like other national tests, so that I can
see what they are answering incorrectly.
Also, some of my K students were trying to finish quickly and I could see that they were not trying their best on the test.
I feel that a lot of the concepts on the test are not in our district-provided curriculum and that I have to watch my class as they are taking the test and take notes so that I know
what is on the test and what I need to cover in my teaching.
So, my opinion is that I am not in favor of the MAP and would rather have a test that is the same for all students. I have never had students take a test where I cannot see the
individual results of how they answered on the test. Also, I feel that I now have to, on my own, learn what is being asked on the test and incorporate that into my teaching so
120 Jun 7, 2010 9:54 PM that my students do well on the test. A lot of the material is not in our current curriculum.
121 Jun 7, 2010 9:55 PM Too much testing! Please stop!!!
Would like to know if MAP can/should replace classroom based and curriculum based assessment? I administer CBA's as well as the Everyday Math Assessments, not sure if
122 Jun 7, 2010 9:55 PM that is necessary/needed. How can they work together?
Again, the amount of time required in the computer lab to complete the MAP testing was huge and adversely effected opportunties for students in other classes and grade
123 Jun 7, 2010 10:01 PM levels from completing projects. How will this problem be addressed?
There is way too much testing. This interfers with instructional time, not only for the classroom teacher but also tech lab, library, and displaced teachers. One test in the fall and
another in the spring (for K-2 only as 3-5 also have the WASL in the spring). Some students could be tested if the teacher feels that the information would be helpful (an not
124 Jun 7, 2010 10:03 PM replicating classroom assessments).
125 Jun 7, 2010 10:04 PM none
It took days away from teaching to give math tests when I teach History. It also made the school library unable for class use while the testing was going on. Since what is
126 Jun 7, 2010 10:11 PM tested is Language Arts and Math, then those class should be used for the testing.
As I suggested last year the student strand data should be linked to specific sections within the discovery text to allow teachers and students to be more prescriptive with
127 Jun 7, 2010 10:13 PM respect to the current curriculum.
128 Jun 7, 2010 10:13 PM nothing for now
I think it is a useful tool. It is too bad students don't have the opportunity to change their answers.
129 Jun 7, 2010 10:21 PM It will be interesting to see how it correlates with the MSP.
130 Jun 7, 2010 10:30 PM We were not informed that this data would be used for EVERYTHING! I do not feel this one test gave a well-rounded view of my students.
Testing after a holiday or break was not good for Middle School students, they were not at a level of focus that would more accurately measure their success. We should not
test after a break at all. Also, the testing window needs to be longer to allow for a better schedule with k-8 schools who have a limited amount of computers. Also, more
131 Jun 7, 2010 10:35 PM frequent training on MAP would be great.
The MAP test does not accomodate learning challenged students in the upper grades(anything past 3rd). I was told to use the lower level test that had the voice promts with it
132 Jun 7, 2010 10:37 PM for reading disabled, but found that it never accelerated enough to know the true level of the students.
133 Jun 7, 2010 10:37 PM It is very useful and measureable.
While MAP may be useful, compared to losing two months of Title services and two months of library services, it is certainly not worth it. Unless our school can get rolling
134 Jun 7, 2010 10:40 PM laptop carts or figure out another non-invasive, non-service-shut-down method to give MAP, we should abort it.
I would love to attend professional development about how to use the results, prepare my students to test, converse with families about the results, and better administer the
135 Jun 7, 2010 10:44 PM test to an entire K-8.
136 Jun 7, 2010 10:51 PM Kindergarten MAP is very confusing!

Just because it is electronic does not make it a great way to check childrens' progress. I love computers and teck but there has to be a better program out there. Maybe if we
137 Jun 7, 2010 10:53 PM had up to date hardware and enough to test more then 4 kids at a time it would not seem so....
138 Jun 7, 2010 10:53 PM As a teacher, I tried the MAP test, and it was very difficult to read. It might help to change the font and also structure it in a paragraph instead of all the way across the screen.
139 Jun 7, 2010 10:58 PM none
I was disapointed that my special education students were required to take their grade level
140 Jun 7, 2010 11:00 PM MAP tests, when they are working on reading, writing, and math at least one to two grades lower than their grade levels.
141 Jun 7, 2010 11:09 PM Transitional kindergarten students were not proficient in mouse usage--results barely valid for them because of lack of exposure top computers.
Timing is the complaint I am hearing from teachers. However, we need the MAP data for our all-school sit...and we need to have it before it's time to make recommendations
142 Jun 7, 2010 11:33 PM about retention...So I am not sure how to resolve it.
143 Jun 7, 2010 11:35 PM There should be a stipend attached to the proctor role.
The MAP strategy of labeling students and teachers as below average, average, or above average is extremely detrimental. It shows a lack of respect for students, parents,
and teachers. In this system, too many are labeled "below average." Our focus should be on helping all students meeet or exceed standards. It should be on creating a
144 Jun 7, 2010 11:38 PM collaborative professional environment in which all educators can demonstrate success in helping students learn.
I think it is helpful to remember that this is a snapshot assessment. I noticed a few of my students scores dropped significantly, in winter or spring. When asked if they knew
why they reported that they were tired or feeling sick that day.
145 Jun 7, 2010 11:59 PM A few questions students had trouble with appeared more content specific rather than reading skills/strategy specific.
Too much time is spent taking the tests. Tests did not mesh with our curriculum. I know of at least one teacher who felt compelled to teach outside our standard curriculum, in
order for his/her students to perform well on MAP. It's questionable to use students' scores to determine a teacher's effectiveness when so many matters are involved in a
146 Jun 8, 2010 12:08 AM child's academic success.
147 Jun 8, 2010 12:22 AM I liked the tests..and feel they are pretty acurate in the spring.
We seemed to have many more technical problems with MAP during the spring window (i.e., skipping questions, computers "freezing", and requiring re-booting. Please
consider finding a way to allocate some of the funding set aside for MAP so that district tech folks can proactively maintain our computers (by doing things such as re-imaging
them) PRIOR to each testing window. By ignoring the tech issues, the district is not acknowledging a true cost of this project. And the longer our computers are tied up with
148 Jun 8, 2010 12:24 AM MAP testing, the less time there is for authentic and engaging learning activities...which "best practices" tell us this technology should be utilized for.
Students are very unskilled in taking a math test on a computer. The scores do not measure just their math ability but also their techie ability. Students don't take the time to
write things down on the scratch paper and therefore lose their visual connectedness and ability to manipulate their thinking. Teaching students how to use their scratch paper
149 Jun 8, 2010 12:29 AM well will help toward improving scores, but having a motivation to do well especially when sitting through 52 problems, is asking an awful lot of them.
Unless my students have repeated exposure to using the laptop computers, much of the time is spent with them trying out various things on the computer even though they
150 Jun 8, 2010 12:29 AM know that this is a test.
It is a very frustrating test for students who are not accustomed to working independently and necessitate a great deal of scaffolding for understanding therefore, results are not
151 Jun 8, 2010 12:35 AM an accurate picture of their knowledge
I strongly question whether the results are consistently accurate. I would like to know the reliability of this test. I had a hard time believing/interpreting students' results. Some
152 Jun 8, 2010 12:43 AM had extremely low drops or very high peaks from Fall to Winter to Spring while many just appeared to make no progress.
Map is a very expensive undertaking. I assess my students individually three times a year. My testing provides valid evidence. I work with students in small groups, 2-4 children
in math and reading daily, and assess throughout my instruction. I would prefer to see the money the district is spending on MAP go toward resources to directly support
153 Jun 8, 2010 12:50 AM students; reduced class size, reading recovery, better support for behaviorally challenged students, time for teacher collaboration...
155 Jun 8, 2010 1:37 AM I hope the Spring MAP can be administered later in the school year so we'll have time to finish teaching as much as we can the grade level curriculum
156 Jun 8, 2010 2:57 AM It's taking way too much time away from instruction.
157 Jun 8, 2010 3:00 AM Until MAP is better integrated into school's overall academic plan, it's just an add-on test students take.
158 Jun 8, 2010 4:49 AM As I looked at some math problems on MAP, EDM does not seem to align with the standard too well.

Please get rid of this test. It consumes valuable teaching time and does not inform instruction. Good teachers have good ways of analyzing student work. Bad teachers don't.
159 Jun 8, 2010 5:48 AM The MAP test will not help them and it wastes my time as it does for every other good math teacher.
The testing window should be revised so that it does not include the two weeks right after the students return from a school break, such as Winter Break. Students need about
160 Jun 8, 2010 8:04 AM a month after a break to settle back into school routines and to perform their best.
We need to find a way to overcome the logistical problems, because the data is very worthwhile. As we get year to year data for students, it will help us even more. However,
overcoming student apathy towards the test is going to be an ongoing concern that we are going to have to figure out at our sites. It has to be more than "goal setting" to work
161 Jun 8, 2010 2:44 PM for high school students.
Teachers had NO idea how important this test was in the fall, that it was replacing the DRA for one, and that it was such a large part of assessment from downtown and
162 Jun 8, 2010 3:24 PM sending our school in a very new direction concerning assessment. Performance assessment seems once again on the very back burner for SPS. This is an ITBS on line.
I feel we have been very accommodating with a test that we had virtually no input on. For the past year we have given feedback to data coaches and others at the district about
our concerns with the test. I.E. the number of times we take it, machines available, content of the questions, and validity of the test. Yet the district mandates a testing schedule
for the upcoming year that has no changes and only a week after our last MAP training. To say we are frustrated with the communication from the district is an
understatement. Feel free to contact me if you would like to discuss this further.
Tom Brown
Laurelhurst Elementary
163 Jun 8, 2010 3:28 PM tjbrown@seattleschools.org
164 Jun 8, 2010 3:31 PM 3 X per year is too much. The better you do, the more it becomes a content knowledge test and not a "reading" test.
165 Jun 8, 2010 4:04 PM None.
I want to reflect that many teachers are disappointed with MAP and its implications toward merit-pay. I do find the results useful, but not compared to the amount of work (and
$$) that goes into making it all happen. If we are told to triangulate our scores with our own observations and our own tests and the new WASL, why are we even spending the
time doing the testing? It seems like technology is being used in its most base form when we close labs, or bring computers into classrooms, only for testing! Why isn't there as
166 Jun 8, 2010 4:09 PM much of a push toward getting students onto computers to be used creatively or at-least in real-world application!?
167 Jun 8, 2010 4:35 PM Get rid of it.
168 Jun 8, 2010 5:08 PM This test has caused great many questions from parents that I have a difficult time answering.
169 Jun 8, 2010 5:10 PM I recommend we stop doing it because it saps resources.
170 Jun 8, 2010 5:30 PM I hope SSD stays with this for more than a year or 2 so the results have meaning over time.
171 Jun 8, 2010 5:34 PM Please consider using the funds now used on these tests for technology as it was originally intended. We need working computers to porvide a world class education.
172 Jun 8, 2010 6:18 PM It's a useful tool.
I think that the computerized format is extremely difficult for students with ADHD/attention challenges and for those with Autism Spectrum Disorder. The computer provides a
173 Jun 8, 2010 8:16 PM significant distraction to these students, and their academic abilities are not always accurately refelcted in their final MAP scores.
174 Jun 8, 2010 8:22 PM Education should be a journey, not a race.
175 Jun 8, 2010 8:44 PM please repeat initial training
176 Jun 8, 2010 9:37 PM classroom teachers should be required to attend this type of trainning and to administer student testing so that they are clearly familiar with what students are tested on
I am concerned about the accuracy of some student's data when they have a lack of desire to do well on the test or have testing anxiety. How can we truely measure students
177 Jun 8, 2010 9:41 PM ablility with one test, especially when students are young (kindergarten) and don't understand the need to do their best.
178 Jun 8, 2010 10:17 PM PLEASE get the NWEA site to make the data easily transferable to an excel spreadhseet.
179 Jun 8, 2010 11:10 PM I am very glad our school district purchased this program.
Some of the questions seemed to advanced for some of the younger grades. Also, of course kindergarteners would do better after the fall since they havn't even been around
180 Jun 8, 2010 11:35 PM computers to often or a mouse for that matter at the start of the year.

I think I might be able to like it if I was able to use the results in a useful manner. Also, it would be helpful if teachers were able to login and set it up in their classrooms so
students who are intimidated by the computer lab, absent, or need more time are able to work on it in the classroom. This would also give more flexibility in how the computer
181 Jun 8, 2010 11:38 PM lab is used/monopolized by the MAP during the testing window.
please align more Everyday Math items with the the math problems on the MAP assessment so students can feel even more empowered in taking the MAP assessments three
182 Jun 9, 2010 12:51 AM times a year
Blocking access to our computer resources 3 times a year seriously impacted classroom instruction and work on various assignments in a negative way. there needs to be
183 Jun 9, 2010 3:01 PM more access to technology resources throughout all buildings in the District if this much time is going to be dedicated to testing.
184 Jun 9, 2010 3:34 PM It should NOT be a bias on performance assessments for students or teachers
teachers are concerned that the MAP will be used in evaluations; teachers are concerned that the MAP does not align with standards and curriculums; teachers are concerned
185 Jun 9, 2010 4:03 PM about testing in a format that does not mirror instructional practice
186 Jun 9, 2010 4:25 PM don't put so much weight on it - too much reliance on computer and allows so much guessing since there's no writing involved.
187 Jun 9, 2010 4:37 PM It does not reflect not does it actually test what students are learning in math, science, or language arts.
I do not believe that MAP should be used in the manner that it is. Teachers were told repeatedly that it was NOT going to become a high-stakes test, but in fact, it is becoming
just that internally within the district. This is NOT RIGHT (for students or for teachers) because:
1) MAP is not based on state standards;
2) it is norm-referenced;
3) the questions are highly biased and culturally insensitive;
4) the questions do not change with each test (the students see the same questions fall, winter, and spring - and thus they just keep answering them the same way, rather than
truly thinking through the answers);
5) young children are not ready to take a computer-based high-stakes assessment yet - it's still too new, novel, and fun to just point and click, click, click;
6) students that are already above grade level do not have the opportunity to show the same level of growth as students below grade level because of the way questions are
written;
7) the formatting of the MPG questions and ways to answer is not user-friendly or easily understood by K-1 students;
8) the questions are not based on situations familiar to children and thus lead to immediate test anxiety (questions about life insurance premiums? state income tax? perceived
status? awareness of limited liability? - These are not questions that should be asked on a well-written elementary assessment);
188 Jun 9, 2010 5:00 PM 9) math questions are written for a much higher reading level than the math grade level the question is testing.
189 Jun 9, 2010 6:12 PM It seems to be a waste of time, money and resources. I know the needs of my students and i meet them. Having the library closed was difficult for the school.
190 Jun 9, 2010 6:37 PM I am shocked at the waste this involves for so little return.
191 Jun 9, 2010 6:54 PM See other comment regarding having the reports come out sooner.
192 Jun 9, 2010 8:06 PM Map assessments are NOT authentic. You've got to be kidding. Map assessment is about $$$$.
193 Jun 10, 2010 1:06 AM Keep it! We need MAP, especially at the high school level.
I don't think it is appropriate to focus on any standardized test results or pressure students about it in elementary school. We did encourage them to try their best so we could
plan the best teaching possible for them, but I don't want it to be anxiety-producing. Fact is, the margin of error is so high that a kid who has in fact exceeded typical growth
194 Jun 10, 2010 3:23 AM could show negative growth at the 5th grade level, if the fall score was 3 points high and the spring score was 3 points low.
There are many problems with this test. These problems should have been eliminated before asking students to take it. In the Spring, one Math problem at the Kindergarten
level was so confusing that two teachers could not figure out what the question was asking. Meanwell the student was in tears after trying many, many different ways to solve
195 Jun 10, 2010 4:00 AM the problem. The students solutions were very logical too. This should not be happening.
A number of the questions werenot what fifth grade students would ever learn in our school. We would not want to gear instruction around those concepts. An example would
be the use of the word "Red Herring" when asking about an advertising technique. We don't even do propaganda techniques any more, and certainly not with reading. Another
196 Jun 10, 2010 2:03 PM example was one of the Poetics terms that was asked about. These technical terms are not something that our students would be conversant with, nor should they be.
197 Jun 10, 2010 5:48 PM I think it is an excellent tool, but again we need training to be able to inform our instruction.
All in all, a good first year - an excellent rollout. I think a lot of people are bothered by how much power MAP is taking on, though - it's being used for so many purposes that
weren't discussed ahead of time. I don't think it's a bad idea to use this data for any appropriate purpose now that we have it, but I do want to acknowledge that some people
199 Jun 10, 2010 6:17 PM are on edge about this.

We need guidance from the district about what to give up in order to create time for an administrator to give the MAP test. For example, just one thing I didn't do this year was
safety committee meetings and minutes / notes, safety meetings with staff, all things about safety. There was a loss of time (to do the regular office work) because of the new
200 Jun 10, 2010 6:54 PM time demands of MAP. Next year we will go back to safety training but give up something else. Suggestions?
There are questions about the validity of this instrument for ELL students. It is important that we either ensure validity or exempt ELs. It is no use to give to these students if I
201 Jun 10, 2010 10:29 PM can't use it to inform my instruction.
As a Middle School SPED teacher, I used the primary assessments. I only had the opportunity to attend the Middle School MAP trainings at the building and none of the
information applied to my students or my classroom situation. I would like to have the chance to train and learn how to explain the data coming from the primary assessments
to kids and parents. One issue that I observed with almost all of my students (mentally challenged) was a lack of test to test and day to day data that was 'accurate' or reliable.
I had difficulties in signing in a student AFTER having to choose a test adn this meant that several kids repeated the same assessment within a day of the prior test. Scores
varied widely, one day 33% and the next 70% on the same subtest, such as word families. I liked and did use the website printouts for individual kids in subtests, especially the
word families and blends, as both targeted decoding skills. It would be helpful to have a printout of what all the tests and subtests are on, and thus allow me to be more
informed and targeted in what I want students to attempt. The grade level and class reports weren't helpful to me, as all of my kids are "BR" beginning readers. I knew that
202 Jun 11, 2010 12:46 AM already!! The lexile information is somewhat useful, but there isn't any correlation between lexile, Teacher's College/ Fountas & Pinnell reading levels, etc. Also, working at a
I am wondering how much the content of what is tested is related to the content taught and expected of students. Also, the way the test is set up makes it difficult to assess
203 Jun 11, 2010 12:58 AM students who are not technologically skilled. My classroom data showed different growth than my students' MAP scores.
I tried my best to explain the MAP results to many parents, but the many I have who don't speak English well, and/or aren't well-educated, didn't have a clue what I was talking
204 Jun 11, 2010 2:59 AM about, even though I explained it in Spanish to my many Hispanic parents.
205 Jun 11, 2010 3:13 AM A sample/training test would be beneficial to help my students with methods of responding.
The amount of time it takes to schedule and manage MAP testing is much more than the 24 hours allotted to each school. Please be more realistic regarding the extra time
206 Jun 11, 2010 4:02 PM this assessment actually takes to implement effectively and compensate staff for their hard work.
I am not convinced this is a useful test. My biggest concern is that students do not try their best across the board. The computer aspect of the test I think contributes to this.
There is a lot of mindless clicking going on, and I have not found a way to get some of my students to slow down and actually think. I also resent the computer lab being used
207 Jun 11, 2010 7:03 PM for only testing 9 weeks out of the year - that's a lot of computer lab time that can be used for other learning/uses
208 Jun 11, 2010 8:57 PM The winter scores did not seem to fit with the fall and spring scores. Is there a reason for the discrepancy?
Our biggest need right now is a way to "digest" all that is in the Des Cartes. Teachers are still wanting a narrowed down, specific "diagnostic" for each student, and we are
struggling with finding a process to narrow down what a child actually needs. The ladders strategy did not feel as effective as it could have, mainly because of how
209 Jun 11, 2010 10:16 PM cumbersome the Des Cartes was, and the fact that after using it, teachers still felt like they were "guessing" a bit.
210 Jun 11, 2010 10:44 PM Is this just lining the pockets of the Superintendent of Seattle Schools, who has a vested interest in the testing company?
I felt strongly that the tests did not reflect the basic curriculum we are presenting in our classes. The students encountered questions that were unlike anything they had ever
seen, and were therefore demoralized early on in the process. The test format was totally linear, and students had to complete each test question before they could move on.
They were unable to go back to address questions. The text of many questions in the reading MAP required students to track all across the screen with very small print,
something they don't encounter in their classrooms. Also, the timing for testing was very late in the day, and pressed up against recess time, with bells going off while students
were testing. Those students who were still testing were aware they were missing recess, (and they hadn't been outside all day due to rainy-day indoor recess.) I feel many
students hurried up and answered anything just to finish up and get outside. Also, students were very crowded into an unfamiliar setting to test, with almost no room for figuring
on stratch paper with the math MAP.
211 Jun 12, 2010 5:23 AM I felt this testing took an inordinate amount of time out of our class instruction, and feedback via reports was difficult for parents and me to understand. Many students who do

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Spring 2010 MAP Survey

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MAP in Seattle Schools June 2010

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school (May-June 2010)

Which MAP reports have you found most helpful?

Which MAP reports have you found most helpful?

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

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SPS Tech Line successfully resolved my technology questions about MAP.

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

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Why are we not testing later for the spring window?

taking the spring

What other feedback do you have about MAP?

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I also would have liked to see grade equivalent options.

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