Many districts choose to use the MAP test at any grade it is available for (grades 3 through 11, and grade 2 in the spring). However, this might not be the most efficient choice for your district. What ever choice a district makes, but sure it is well thought through and truly meeting district needs.

When students are above the eighth grade test, their growth is not as apparent, in other words, their amount of growth is less. (The test was originally designed for grades 3 through 8 but was expanded to include some of high school.)

Also, the wide variety of knowledge and skills that high school students have is difficult to test with only 50 questions. You can visualize students' knowledge and skills growing to look like a funnel, it grows wider as you go up. That wide top of the funnel is only probed a little by 50 questions on a test, so scores become less accurate of what a student really knows and can do at higher grade levels.

Consider setting a point at which students can "test out" of the MAP tests. Define, beginning with the skills and concepts of the Des Cartes Learning Continuum, what it is that you want all students to know and be able to do in each subject area before they leave high school. That corresponding RIT score can be the point students no longer need to test. Having students test at higher grade levels who have not yet reached this set RIT score should be used to plan focused instruction to help students reach that RIT score before the end of their junior year.

As district leaders work to create a sustainable system of support for MAP testing and the teachers' use of the data, here are some questions you might want to consider:

-Who else should know this new learning, and how will you tell them?

-How will changes made as a result of this new learning impact curriculum, instruction and assessment?

-What can you apply now as a result of your new learning?

-What system-wide supports could be created to ensure all pre/during/after testing responsibilities are completed each season?

-What system-wide supports could be created to increase teachers' use of the online resources?

-What creative scheduling have you found?

-What system-wide supports can create teacher independence in using this data?