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Response: How much does MAP testing cost the district annually?

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Response: How much does MAP testing cost the district annually?

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# of licenses: 15,493 @ $13 per license = $201,409. There are probably other fees for the service as well.

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Again, I cannot speak to what you were told.

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I know sites are incorporating these conversations during their Wed Collaboration times. Your afternoon agendas can incorporate time to integrate what you learned this morning with ELD, science, math, ELA, etc.

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Currently you can see the following data in DnA:  CAASPP-SBAC, CELDT, CST Science, STAR AR, district benchmarks, and classroom assessments.  By early next week, I hope to have the MAP data loaded into DnA.

Currently, the elementary sites use DnA for report cards and some are piloting the DnA Grade Book feature.  I would love to have all data in one location - unfortunately, some vendors make it difficult to export data into our systems.

FYI: the district will soon begin an investigation into Student Information Systems (SIS). We currently use eSchoolPlus - with the add-on of SchoolLoop to accommodate grades and grade books.  All staff will be asked to complete a needs survey so that we can find the best solution to meet the needs of PVUSD.

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I use ZPD as a reference to draw connection. The RIT score associates the level of content a student is ready to work on - his/her ZPD. The STAR ZPD does not directly correlate to RIT values, as MAP refers to Lexile, and our STAR AR relates to ATOS. It might be time for us to consider using Lexile levels.

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I cannot speak to what you were told.  The instructions I gave follow what I read per NWEA:  students should try their best, not rush through items, and know that they cannot go back to "fix" a problem once they move on.  No instructions where given to have students rush through the test.

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Response:  Bloomberg focus on Complexity and Balance

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Response:  Bloomberg focus on Complexity and Balance

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Balance between acquisition of skill and the application of those skills is at the heart of what teachers must create for students.  The ultimate goal is to have students persevere with complex tasks - and the foundational building blocks are grounded in the discrete skill sets needed to be successful with complex work.  One is not mutually excluding the other - skill sets and complex thinking work in tandem.

I would challenge us to acknowledge that previous programs did not provide the classroom teacher with actionable information - to know specifically what a student needed to work on in order to advance.  We may have had general ideas, but nothing as specific as the learning topics we see in MAP.
Helping students develop their foundational skills will enhance their ability to be successful with complex tasks.

It really is a balancing act - our "assessment program", (either district or classroom) cannot be skewed to represent only skills tests, or only complex problem-solving or tasks.

I would agree that we as a district can and should be working to formulate a district assessment system.  We will be doing more PD on "authentic" assessments, AKA performance tasks, and their development. Be on the look-out for a survey to seek input on future PD needs.

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Work in progress. Hope to have links to access MAP as well as help docs.

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Currently, there is no "student portal" beyond kids logging into MAP for testing.  I have contacted DnA to find out if the data can be dropped into the DnA Student Portal.  Although no ETA provided, they indicated they are working on making NWEA as well as CAASPP data visible in the Student and Parent Portals.

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NWEA-MAP tests are not considered high-stakes assessments, where you should have the full battery of supports and accommodations.  MAP tests have a limited set of accommodations that can be provided. See screenshot attached.

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This first round of tests takes time - we want students taking their time to do their best. The data then presents a more accurate read of where they fall along the learning continuum. That said, it may take a bit longer this first time out to get the system to modulate to the appropriate level for each student. We take time to make time - if the time taken now allows for more constructive informing of teacher planning, and clearer understanding by students of where their strengths and growth areas lie, the time is not "lost".

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How is the district going to be accountable for the fact that there are really no accommodations for the MAP tests? No text to speech?  Not really anything else, from what we've been told?  Federal and state law requires there to be fair accommodations to allow students to succeed in their education...

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How is the district going to be accountable for the fact that there are really no accommodations for the MAP tests? No text to speech?  Not really anything else, from what we've been told?  Federal and state law requires there to be fair accommodations to allow students to succeed in their education...

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How is the district going to be accountable for the fact that there are really no accommodations for the MAP test

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How is the district going to be accountable for the fact that there are really no accommodations for the MAP test

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We were informed at our site that the correct way for students to take the map test is to quickly read the question and if they don't immediately know the answer to guess. I find this disturbing as we daily teach our students to challenge themselves and approach difficult learning tasks with grit and hard work. I think it is counter productive to teach students to guess immediately or give up quickly. The test is too long. It took over 3 hours of instructional time for my 6th graders. I believe in May it will be difficult for students to take another test seriously. The recovery time from the SBAC is long. I wish administrators making testing schedules spent some time proctoring to see our students actually working and struggling on the tests.

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We were informed at our site that the correct way for students to take the map test is to quickly read the question and if they don't immediately know the answer to guess. I find this disturbing as we daily teach our students to challenge themselves and approach difficult learning tasks with grit and hard work. I think it is counter productive to teach students to guess immediately or give up quickly. The test is too long. It took over 3 hours of instructional time for my 6th graders. I believe in May it will be difficult for students to take another test seriously. The recovery time from the SBAC is long. I wish administrators making testing schedules spent some time proctoring to see our students actually working and struggling on the tests.

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While I would agree that previous MC tests were limited in scope and purpose - we have tests that now adapt to student achievement levels.  The results have been correlated to proficiency and can help students understand the skill sets they need help with .

If we were using MC testing as a singular  data point in determining achievement, we would be perpetuating poor practice.  We have data that can help teachers understand the skill sets a student knows and which are still needed. We also have information that can directly impact how we plan instruction/intervention. This is the new piece that moves MC testing beyond old practices.

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Currently, all CAASPP-SBAC, CELDT and other state data is located in DnA.  We will be pulling some of the data from MAP into DnA, but the level of reporting we reviewed today will be accessed through NWEA.

Secondary uses SchoolLoop for grade books and report cards. Both of these can be accommodated in DnA. The district is looking into reviewing SIS (Student Info Systems) to see if we might move to a more stream-lined interface.

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There is no goal coming from a "district" level, but sites can consider feasibility of grouping students for intervention or tutorial or advisory to accommodate need areas.

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After taking an assessment, what information about his/her performance can a student see upon logging back into NWEA?  Is this information presented in an accessible way?

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After taking an assessment, what information about his/her performance can a student see upon logging back into NWEA?  Is this information presented in an accessible way?

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Anyone familiar with Vroom's theory of motivation ?

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Anyone familiar with Vroom's theory of motivation ?

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Why are so many of our PD session not connected to other sessions. 

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Why are so many of our PD session not connected to other sessions. 

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Why are we not following up on the ELD framework introduced at the August SBC day?  There should be strong connections made between that work and all other PD we do--Formative Assessment, standardized assessment, etc.

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Why are we not following up on the ELD framework introduced at the August SBC day?  There should be strong connections made between that work and all other PD we do--Formative Assessment, standardized assessment, etc.

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Our work with Paul Bloomberg seems to suggest a focus on complex tasks vs multiple choice assessments. Complex tasks would also seem to be the heart of Common Core. It will be tricky keeping a balance...

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Our work with Paul Bloomberg seems to suggest a focus on complex tasks vs multiple choice assessments. Complex tasks would also seem to be the heart of Common Core. It will be tricky keeping a balance...

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Regarding comment requesting more PD focus on authentic assessment and instructional practice: Ditto!  Years ago we practiced inquiry cycles with analysis of student work, followed by strategic differentiation of instruction.  That got lost with all the NCLB pacing calendars.  Now we are back to "Formative Assessment" as if it were a brand new concept.  But even if it were, what it points to is authentic assessment and differentiation.  What % of our PD is focused on standardized data and what % on authentic assessment and best practice instruction?  Even with the performance tasks, which are authentic assessment, we never spend time analyzing them and developing instructional practices.  I've been in the district 25 years; PD has become only more routinized and less constructivist.  

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Regarding comment requesting more PD focus on authentic assessment and instructional practice: Ditto!  Years ago we practiced inquiry cycles with analysis of student work, followed by strategic differentiation of instruction.  That got lost with all the NCLB pacing calendars.  Now we are back to "Formative Assessment" as if it were a brand new concept.  But even if it were, what it points to is authentic assessment and differentiation.  What % of our PD is focused on standardized data and what % on authentic assessment and best practice instruction?  Even with the performance tasks, which are authentic assessment, we never spend time analyzing them and developing instructional practices.  I've been in the district 25 years; PD has become only more routinized and less constructivist.  

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How helpful is it to have a test take 3-4 class periods to complete?  Teachers lose instruction time and kids get burned out!  This is too much!

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How helpful is it to have a test take 3-4 class periods to complete?  Teachers lose instruction time and kids get burned out!  This is too much!

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Will this eventually lead to grouping our students by class level (low and high)? 

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Will this eventually lead to grouping our students by class level (low and high)? 

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If you have students in the same class that range from a 153 RIT to a 227 RIT, how do we differentiate our instruction to support all learners? 

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If you have students in the same class that range from a 153 RIT to a 227 RIT, how do we differentiate our instruction to support all learners? 

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I'd like to be able to compare the bands side by side...

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How can long term sub access this information?

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How can long term sub access this information?

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The Department of testing is expanding to meet the needs of more testing

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Should we have more assignments that are multiple choice, to reflect the push for more testing?

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Should we have more assignments that are multiple choice, to reflect the push for more testing?

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We know multiple choice forms of assessment are the least useful and the absolute worst way to assess. Could we spend more of the instructional classroom and professional development time creating and delivering performance assessments or other authentic forms of assessment? Am I preaching to the choir? 

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We know multiple choice forms of assessment are the least useful and the absolute worst way to assess. Could we spend more of the instructional classroom and professional development time creating and delivering performance assessments or other authentic forms of assessment? Am I preaching to the choir? 

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They DID release a Spanish Math Assessment though...

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Is our district staying within the limit of total number of days that students can spend on standardized testing?

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Is our district staying within the limit of total number of days that students can spend on standardized testing?

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http://www.nytimes.com/2015/10/25/us/obama-administration-calls-for-limits-on-testing-in-schools.html?_r=0

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Can we get a link to MAPs on the dirstrict web site?

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Can we get a link to MAPs on the dirstrict web site?

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Has planning started for testing dates so that we don't burden students, teachers, computers?

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Has planning started for testing dates so that we don't burden students, teachers, computers?

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To Frances, From Rich Moran...
Can we give all instructors at a site permission to see all student?

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Are there practice tests available for grades 6-8

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Are there practice tests available for grades 6-8

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To "If the majority of my students" comment. Provide scaffolding to allow the new information to be accessible to the students, that way, you can introduce new material and support them with the below grade level information they don't understand yet. Work on slowly weaning the students off the scaffolding, and always address and assist with the scaffolding. Explicit Modeling helps. Rambling, sorry.

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To "If the majority of my students" comment. Provide scaffolding to allow the new information to be accessible to the students, that way, you can introduce new material and support them with the below grade level information they don't understand yet. Work on slowly weaning the students off the scaffolding, and always address and assist with the scaffolding. Explicit Modeling helps. Rambling, sorry.

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How are these questions going to be responed to?

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How are these questions going to be responed to?

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Do the tests have to be as long as they are? 2-3 days to administer is obscene. If students can't physically finish the test or keep focus over multiple days, how is that giving you an accurate picture of their learning? 

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Do the tests have to be as long as they are? 2-3 days to administer is obscene. If students can't physically finish the test or keep focus over multiple days, how is that giving you an accurate picture of their learning? 

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Are there standard questions that all students get?  I want to see the questions my students are getting wrong the most, not just the correlating standard.  

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Are there standard questions that all students get?  I want to see the questions my students are getting wrong the most, not just the correlating standard.  

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I just heard you say that Newcomers should not have taken the NWEA.  At our site they were tested and our AP was told all students should test.  

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I just heard you say that Newcomers should not have taken the NWEA.  At our site they were tested and our AP was told all students should test.  

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It's super frustrating to hear this after having  dragged them through the test.

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If the majority of my students are not at grade level am I supposed to teach to their grade level?

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How valid is the data from the first test, considering all the glitches, students' inability to finish the test, etc.? 

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How valid is the data from the first test, considering all the glitches, students' inability to finish the test, etc.? 

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Please explain how the ZPD of MAPs is different from ZPD in STAR testing

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Please explain how the ZPD of MAPs is different from ZPD in STAR testing

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How much does this MAP test cost the district on a yearly number?

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How much does this MAP test cost the district on a yearly number?

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Why cant all the data be in one place...?

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Why cant all the data be in one place...?

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School Loop
ESchool
Illuminate
Maps
Star
CASSPP