MAP scores are one measure of student progress. The test also helps identify students who may need extra support.

MAP testing takes place on the computer. The reading test is about 42 questions, and the math test is about 52 questions. This is an untimed test; students can work for as long as they need. Older students are given scratch paper, and portions of the test are read aloud to grades K-1st grade students.

There's nothing you can study with your child to help them on the test. The MAP provides a real snapshot of a child's current level or performance. Here are things you CAN do...

1) Ensure your child gets a good night sleep before the test and eats a good breakfast that morning.

2) Encourage your child to take their time and do their best work.

No. The first questions students receive are based on their previous MAP score. The test is adaptive, meaning students will be presented with harder questions if they continue answering questions correctly, and easier questions if they are not answering correctly. This is why your child might tell you they needed to guess on some questions. Above-grade level questions are given to find the range of a student's understanding.

The RIT, a standard score given upon the completion of the test, measures a student's academic achievement. The three number listed show a range of RIT scores, with the middle number being the actual score. If a student took the MAP test again that same day, they would likely score between the lowest and highest numbers listed. A RIT on its own doesn't gleam much information. Only when you look at student improvement and percentile ranking compared to national norms will you get a fuller picture of a student's achievement and growth.

The same RIT scale is used for students in grades K-8. There might be, for example, a 2nd grader and a 5th grader who receive the same RIT score. In a case like this, the 2nd grader would be at a high percentile (they scored higher than the majority of students their age) and the 5th grader would be at a lower percentile (they scored lower than the majority of students their age). 

The three number listed show a range of percentile rankings, with the middle number being a student's actual percentile. The percentile is based off of the RIT score. If a student took the MAP test again that same day, they would likely score between the lowest and highest numbers listed.

The percentile compares a student's score to that of similar aged peers nationally. For instance, if a student is in the 75th percentile, they score higher than 75% of students who take the test.

The only information given solely in the bar graph is the school district comparison data. Teachers don't put as much stock into this comparison, as student's percentiles are based on national norms. The North Shore is an area with excellent schools and high achieving students, so the "District Average" bar will always be higher than the "National Average" bar. Even if your child scores lower than the district average, it doesn't mean they are "below the average" nationally.

Scores are used as one measure of academic achievement. Along with daily classroom performance and informal assessments, teachers track student progress with MAP testing. Teachers are looking to see percentile scores staying consistent or trending up. If a student (not currently receiving additional academic support) receives a score at or below the 25th percentile and is struggling in the classroom, and intervention may be put into place to offer additional support.

Fifth grade MAP scores are once piece of information used to determine class placement discussions in 6th grade. Students with consistently higher scores may be recommended for advanced or accelerated math and/or ELA.

Middle School MAP scores are used to track students' academic progress. Scores may be reviewed to ensure students have been placed in the appropriately leveled ELA/Math class, in addition to helping identify students who are falling behind and require intervention.

A winter MAP test is simply a "check-in" for student progress. While it doesn't play into the overal expected growth calculation, it helps give teachers a snapshot of a child's progress.

When teachers receive the full report of student scores, grade-level teams and interventionists will focus their attention on students who scored below the 25th percentile. If the students in that lowest quartile are not already receiving extra support, teachers will determine if each students' scores accurately reflects their level of performance in the classroom. If teachers are concerned about a student's progress, an intervention may be put into place for that student. If the low score is not representative of classroom performance, the general education teacher will most likely monitor the student in the classroom.

The North Shore has highly competitive schools, and parents are invested in their children's success. Typically, a score over the 25th percentile is not a red flag. Scoring around the 25th percentile may warrant additional help depending on a child's classroom performance, but a score between the 25th-75th percentile is in the average range.

Don't panic, especially if the child's most recent score is much lower than any previous score. Keep in mind, this is just one meaesure of student performance. If your child is demonstrating improvement in the classroom, there are various reasons a child's score might drop drastically (especially for younger students). 

1) The tests are long. The reading test has 42 questions, and math has 52 questions. Because students aren't used to sitting down and taking a test like that independently, focus and motivation may be diminished. 

2) There might have been environmental factors that effected a child's attention during the test. Were they hungry? Distracted by something in the room? Too busy thinking about their birthday party later? Because the MAP represents a "moment in time", these are all things that might cause a lower than expected score.

3) They rushed through the test. Again, the test is long and not necessarily engaging for young students. A teacher isn't able to monitor each child's speed, so a student might click through the test quickly if they want to have it completed ASAP. Teachers can see how long a student took to complete the test, and may be able to provide you with that feedback. 

"BUT THESE TESTS ARE IMPORTANT! "

Don't worry. One low score isn't going to be a key factor in making any major decisions. MAP scores are only a piece of the puzzle to understanding a child's performance and growth. If a particular MAP score isn't in line with a student's classroom performance, ask for teacher feedback, and brainstorm ways to help your child show what they know on the next test.

Percentiles that have no clear trend tend to signal that a child is having difficulty during the actual test-taking session. You might want to talk with your child's teacher to get some feedback, and ask what they are seeing on a day-to-day basis in the classroom. 

Note that it's easier to get an inaccurate low score than an inaccurate high score. High scores, even when inconsistent, often more clearly represent the child's level or performance. The inconsistent scores likely have to do with a student's difficulty sustaining attention to the test, or not taking their time to reading through each problem and answer thoughtfully. It might be helpful to get feedback on what the teacher is seeing as far as attention on a daily basis.