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I have no MAP data, as I teach senior English classes only.  ¯\_(ツ)_/¯

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Most of my students are not on track. :(

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How can we use MAP data in conjunction with with what we do in the classroom to improve ACT scores?

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This data will help me improve.

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For a freshman cohort class I am concerned that I have students who are not on track to score at least a 22 on the ACT even though my students are on average more than one standard deviation above the district and national means.

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I'm pondering if we can share data among schools across the nation to state a SUPER TEXAS SIZED DATA CENTER!!

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If my kids aren't state tested; why is this MAP test so important? Shouldn't we worry about the kid more than their scores?

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I have two students that appear to be not on target.

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My students are great!

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I wonder how this data translates into STAAR data since the essay is weighed so heavily.

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Most students are not on track to score well as we stand currently but are only a few points from being at the 22 level.

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Most of my class is not on track.

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I don't have very many kids who are on track for the ACT.  There is a lot of room for growth.

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I feel students will want to keep working to improve their scores based off MAP data.

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How can we get students to truly reflect their learning in the testing?

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It seems like very very few of my students are on track.

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Are we going to require seniors to do this next year? I don't mean to be difficult, but I would hope AP English seniors, at least, would be exempt. We can't afford to miss that many instructional days and, by and large, their reading levels are above average.

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Are we going to require seniors to do this next year? I don't mean to be difficult, but I would hope AP English seniors, at least, would be exempt. We can't afford to miss that many instructional days and, by and large, their reading levels are above average.

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How many special education students fall in the "not on track"

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I have students who are not on track, and I am surprised by some of them.

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Noticing the students on the minimum plan are not on track

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Noticing the students on the minimum plan are not on track

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I wonder if these students are trying on this test.

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How can we motivate students to take this test seriously? They are tested so frequently. It has to be exhausting.

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How can we motivate students to take this test seriously? They are tested so frequently. It has to be exhausting.

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How is the program predicting their performance 2 years in the future over material that has not been covered?

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Majority of my students are not on track for the ACT

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This gives great reading data, but writing is weighted heavily on STAAR.

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How will I find time to sift through this data?

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Small classes look better on our chart than large classes do.  Need percentage data points.

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Small classes look better on our chart than large classes do.  Need percentage data points.

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My selected class grew in all three areas.  Still woefully short of passing ACT.

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My selected class grew in all three areas.  Still woefully short of passing ACT.

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Will I have time to actually use this data and time to apply it with my lessons.

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I wonder how my students would have done if they would have fully understood how the MAP test worked before they tested...would it have encouraged them to put forth more effort or no?

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How can I use this data to make a difference that gets my students closer to being on grade level.

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How will we get all the students up to on track?

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Does age have something to do with the scores and exposure to ACT levels of math?

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Most of my co-teach classes are not on track.

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No data to analyze since it doesn't give info for juniors.

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No data to analyze since it doesn't give info for juniors.

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We have numerous students that are not on track for the ACT College Readiness.

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We have numerous students that are not on track for the ACT College Readiness.

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I wonder why the program is not allowing us to get the data for the juniors when they are the ones most likely to take the ACT.