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Is there a "belief statement" from Assessment and Curriculum that anchors decisions for MAP or DLA and how they inform instruction?

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Is there a "belief statement" from Assessment and Curriculum that anchors decisions for MAP or DLA and how they inform instruction?

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How can we evaluate the validity/accuracy/value of any assessment tool if we have not determined how we define proficiency?

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How can we evaluate the validity/accuracy/value of any assessment tool if we have not determined how we define proficiency?

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Does MAP have a program or a way to link with Benchmark to assign books, lessons, and word work games to students based on their MAP scores??

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Does MAP have a program or a way to link with Benchmark to assign books, lessons, and word work games to students based on their MAP scores??

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How will MAP assess foundational skill for students who struggle?  What does that data look like?

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How will MAP assess foundational skill for students who struggle?  What does that data look like?

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Are teachers really using informal Running Records during their instruction?  Are they trained in this?

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Are teachers really using informal Running Records during their instruction?  Are they trained in this?

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Will MAP be used to form groups for RTI?

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Will MAP be used to form groups for RTI?

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Changes in assessment model also makes me curious about potential changes in report card model.  Will we revamp report card?  Will we consider creating development profile type report cards??

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Changes in assessment model also makes me curious about potential changes in report card model.  Will we revamp report card?  Will we consider creating development profile type report cards??

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How will data talks work with some teachers having MAP data and some not... next year.

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How will data talks work with some teachers having MAP data and some not... next year.

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what about the work on essential standards and common assessments (both formative and summative)?  Where are we in this process?  Will we be looking at district alignment?

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what about the work on essential standards and common assessments (both formative and summative)?  Where are we in this process?  Will we be looking at district alignment?

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Will MAP replace Universal Screening for K-2 with DIBELS?

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Will MAP replace Universal Screening for K-2 with DIBELS?

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I'm nervous to give up 1:1 assessing students to the MAP type of assessment

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I'm nervous to give up 1:1 assessing students to the MAP type of assessment

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We need to define/determine proficiency before we can develop utilize assessments- what are we assessing for?

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We need to define/determine proficiency before we can develop utilize assessments- what are we assessing for?

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I plan to do the MAP test soon in first grade at Donlon

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I plan to do the MAP test soon in first grade at Donlon

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I am excited to see how their MAP scores compare to my interpretation from their BAS scores & notes from other assessments. I think it will be great to use the math scores from MAP to differentiate and support all students.

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At first grade, we might need to do both because we really get so much out of working 1:1 with our kiddos.  I think we also need more information on the BAS...BAS suggests that independency should be 95% with a 4/6 in comprehension, but fluency is also so important.  Many times, a child may have 4/6 but a 1 or 0 in fluency

# data[].attributes.subject
At first grade, we might need to do both because we really get so much out of working 1:1 with our kiddos.  I think we also need more information on the BAS...BAS suggests that independency should be 95% with a 4/6 in comprehension, but fluency is also so important.  Many times, a child may have 4/6 but a 1 or 0 in fluency

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If I am not piloting, I am concerned about being able to look at information at data talks together with my team if we don't have common data.  I'm also concerned if the grade level before mine pilots, will I know reading levels for my students?  What information will the MAP give that will aide me in small strategy groups?

# data[].attributes.subject
If I am not piloting, I am concerned about being able to look at information at data talks together with my team if we don't have common data.  I'm also concerned if the grade level before mine pilots, will I know reading levels for my students?  What information will the MAP give that will aide me in small strategy groups?

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What exactly will MAP inform me in order to move students forward? I am very concerned about continuity about assessments. We adopted BAS and that is a researched based assessment that gives many indicators of a student's reading fluency and comprehension and how they approach text. I am apprehensive about first graders being on a computer to test comprehension and fluency. Phonemic Awareness in a verbal assessment. Computer assessment on this is also concerning. I believe the assessments/screeners we use do require one on one, but that is what gives each teacher a detailed perspective on the reading strengths of a students and the needs. When entering scores into illuminate how can we determine which assessments should be entered? I would be very disappointed if one assessment (ie: MAP) was put at a higher importance that BAS and other one on one assessments. I am so concerned that a computer can't take the place of a teacher or really evaluate the deeper questions (CCSS) of comprehension. I would expect those piloting MAP and district personnel to take a very close look at the comprehension questions. Are questions in MAP just surface structure or retell?  Comprehension questions and discussion about books should go beyond the text.  Verbal communication is essential in communicating about comprehension, I don't believe a computer can do this.

# data[].attributes.subject
What exactly will MAP inform me in order to move students forward? I am very concerned about continuity about assessments. We adopted BAS and that is a researched based assessment that gives many indicators of a student's reading fluency and comprehension and how they approach text. I am apprehensive about first graders being on a computer to test comprehension and fluency. Phonemic Awareness in a verbal assessment. Computer assessment on this is also concerning. I believe the assessments/screeners we use do require one on one, but that is what gives each teacher a detailed perspective on the reading strengths of a students and the needs. When entering scores into illuminate how can we determine which assessments should be entered? I would be very disappointed if one assessment (ie: MAP) was put at a higher importance that BAS and other one on one assessments. I am so concerned that a computer can't take the place of a teacher or really evaluate the deeper questions (CCSS) of comprehension. I would expect those piloting MAP and district personnel to take a very close look at the comprehension questions. Are questions in MAP just surface structure or retell?  Comprehension questions and discussion about books should go beyond the text.  Verbal communication is essential in communicating about comprehension, I don't believe a computer can do this.

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I think we need a combination of both.  We still need to do BAS to find out what exact reading level they are at. Map gives a general lexile range but not exact level.  MAP is helpful because it gives specific areas to work on.  It also groups students according to need.

# data[].attributes.subject
I think we need a combination of both.  We still need to do BAS to find out what exact reading level they are at. Map gives a general lexile range but not exact level.  MAP is helpful because it gives specific areas to work on.  It also groups students according to need.

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Teachers need cut points to determine risk to assist with creating SIPs

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Teachers need cut points to determine risk to assist with creating SIPs

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Two assessment models is concerning---it takes the "common" out of "common assessments".  However, for literacy, I'm wondering if it would work to compare the developmental learning progressions in the BAS "bible" to the MAP developmental indicators.  We could also look at any commonalities between rubrics from Benchmark Advance and UoS and cross reference with BAS and MAP.  As for math, I'm thinking it would also be important to look at the Eureka assessments and cross-ref with MAP as well.  I'm wondering how much of this work is "worth it" for a potential one-year work around? 

# data[].attributes.subject
Two assessment models is concerning---it takes the "common" out of "common assessments".  However, for literacy, I'm wondering if it would work to compare the developmental learning progressions in the BAS "bible" to the MAP developmental indicators.  We could also look at any commonalities between rubrics from Benchmark Advance and UoS and cross reference with BAS and MAP.  As for math, I'm thinking it would also be important to look at the Eureka assessments and cross-ref with MAP as well.  I'm wondering how much of this work is "worth it" for a potential one-year work around? 