Where We Are Going?;

Where We Are Now?; and

How Can We Close the

Gap?

ASSESSMENT LITERACY AND THE

MAP TEST

“I have been taking the MAP test since third grade~ I have never known

why!”Katelyn- Garrett Grade 5

I will be able to explain the importance of the MAP test. Why do we take the MAP test?

Students discuss question at table Students give a “shout out” of ideas

What Hazelwood School District activities are important to you? Students complete a 4 corner activity-writing down their ideas

Explain to students that these activities can only happen if everyone “pulls their own weight” MAP- ELA and MATH, and Science Attendance

Have a compelling conversation with students Students draw a picture in their portfolio of the activity that is

important to them. Students evaluate their personal IBDs and set goals accordingly. Students work on independent goals in stations.

LESSON PLAN

“To get smarter”“To get good grades”“Because we have to”“To pass Fifth Grade”“For you to get paid”“To compare us to other students”

WHY STUDENTS THINK THEY TAKE THE MAP TEST

HAZELWOOD SCHOOL DISTRICT EXTRA CURRICULAR ACTIVITIES

Football

ART

Cheerleading

Dance TeamDra

ma

BasketballRobotics

Student CouncilNHS

Volleyball

soccer

chorusSwimming

GalacticForeign Language

ACT Prep

Baseball

DECA

3-5 Math (MAP) 3-5 ELA (MAP) 3-5 Science (MAP) Attendance

TELL STUDENTS WHAT THEIR RESPONSIBILITIES ARE…..

“I will be so upset if they don't have baseball when I get to high school-

Come on guys, we can do this!”

Austin- Garrett Grade 5

MAP ScoresPersonal IBDsGrade Level IBDs

(previous year)

WHERE WE ARE GOING…..

Stations should have 2 or 3 activities for each IBD

Students will use a checklist to complete activities.

Teacher will provide descriptive feedback during conference time.

POSSIBLE “HOW WE ARE GOING TO GET THERE”

ACTIVITIES

WHERE WE ARE NOW…..(PERSONAL IBDS)

reading nonfiction CR Apply post-reading skills to demonstrate comprehension of text: draw conclusions 2 2 100

reading fiction/poetry/drama MC

Identify and/or explain examples of sensory details, sound devices and figurative language in text along with basic literary techniques 0 1 0

reading nonfiction MCApply post-reading skills to demonstrate comprehension of text: draw conclusions 1 1 100

reading nonfiction CR Use details from text to identify and explain author's purpose 0 2 0

reading fiction/poetry/drama MCApply post-reading skills to demonstrate comprehension of text: draw conclusions 0 1 0

reading nonfiction CR Apply post-reading skills to demonstrate comprehension of text: draw conclusions 2 2 100

Elementary-Middle School looks at the tests to determine classes and .

Middle SchoolHigh School looks at the test scores to determine classes .

High SchoolColleges look a course work to determine admissions and scholarship.

STUDENTS NEED TO BE AWARE THAT THE MAP IS A STEPPING

STONE

Students use information from Personal IBDs to set goals.

If students do not have MAP information- Use Evaluate Year Skills/Strands

Check in with students each week to discuss progress

SETTING GOALS USING PORTFOLIO

Students can hit any target they can see and holds still for

them”Rick Stiggins

ASSESSMENT LITERACY AND MAP