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Still a question about how to best use MAP Growth data to inform k-2 instructional decisions and to lesson plan?

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Still a question about how to best use MAP Growth data to inform k-2 instructional decisions and to lesson plan?

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Sorry if I missed this... is projected proficiency related to RIT score? For example, is the projected proficiency the same for all or does it vary based on initial RIT?

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When the new norms are adopted into the system, what changes do you anticipate? Do you think fewer children will be coded red and orange?

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I am wondering how to guide campuses and teachers to place MAP Growth Reading Spanish and English data side by side so that it can be interpreted through a biliteracy lens. What are the implications of doing this for Tier 1 instruction? Tier 2/3?

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I am wondering how to guide campuses and teachers to place MAP Growth Reading Spanish and English data side by side so that it can be interpreted through a biliteracy lens. What are the implications of doing this for Tier 1 instruction? Tier 2/3?

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How do we account for Growth Percentile when reporting STAAR Projected Proficiency? From what we understand, SPP assumes 50th percentile or greater when making projections but students projected at Meets/Masters are spread from 1st to 99th growth percentile. Should we account for this in district reports? Is this already taken into consideration? Thanks!

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How can we improve CDA Reports, including Data Trackers, to help support staff, campus admin, and classroom teachers make decisions using MAP and other assessment data? How can we differentiate our products from what is already offered through NWEA reporting?

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What role can MAP play to help admin get ahead of scheduling students for next year in a meaningful way? There is a lot of potential when it comes to using MAP to schedule students in ways that aid flexible grouping, lessen the amount of differentiation needed to reach each student's ZPD, appropriately supporting students with more extreme needs, etc. A lot of potential issues can be solved before the school year even starts if we leverage MAP for scheduling.

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How can we leverage non-core teachers to also access MAP scores for their students to support literacy and numeracy across the campus and all subjects?

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What will this look like within the context of the MTSS manual?

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What will this look like within the context of the MTSS manual?

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Does the benchmark data follow a child from year to year?

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Does the benchmark data follow a child from year to year?

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Is MAP Growth the best measure of K-2 foundational skills or can we implement MAP Fluency?

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Is MAP Growth the best measure of K-2 foundational skills or can we implement MAP Fluency?

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When do you decide that a K-2 student is scoring high enough to take the 2-5 test?

If a student is demonstrating high levels of mastery, prompting the teacher to provide enrichment and extension (not acceleration), how will this be reflected on the growth measure? In other words, if they are not being exposed to new content, only deeper, more complex content that they've already mastered, are they growing according to MAP?

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Will there be inclusion of Twice-Exceptional Learners in the MTSS Manual? If not, who can I reach out to to propose the addition?

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Will there be a specific protocol for PLCs to do data analysis and planning for grouping and Tier Interventions?

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How are exemplar districts using Projected Proficiency on SAT to support learners from populations that are historically underrepresented on SAT?

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Will there be considerations/protocols around PLC Question #4 regarding students who have already mastered the content?

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There was discussion of 'flagging' students in the lowest percentile who may be struggling. Is there a way for students who are achieving at the other end (98th-99th%ile) to get flagged so their teachers are aware that they also have extreme needs?