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MAP Reading Fluency

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MAP Reading Fluency

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  1. It would really be nice to see where students are at in the fluency process like we do with the Map Growth screeners.

    2 votes

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  2. Missouri would LOVE to have a report that shows students' MAP Reading Fluency from Fall, Winter, and Spring all in one Report (similar to the MAP Growth ISR). This would be so helpful for our required RSP (Reading Success Plans) to show parents the colors of where their students fall to show that they either show improvement or need extra resources to get to where they need to be per their grade level.

    2 votes

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  3. I think phonics/word recognition progress monitoring needs to have different words each time. Some of my EL students keep missing the same words because they don't know what the word means. However, many times they can read the words.

    A few of the words they get stuck on
    pit (peach pit), mug, toss, drain They can read them but they don't know what they mean.

    I feel like that if they were given different words with the same rime, we would know if it was vocabulary or phonics.

    I decided to watch one of my students take the test to…

    2 votes

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  4. Chart benchmark scores over time to show progress- this is helpful with progress monitoring but should also include benchmark data

    2 votes

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  5. This instrument over-identified our ELL students because on multiple portions of the assessment they had to click every picture to find out what it was before selecting their answer. Our non-ELL students could rapidly identify the pictures and therefore selected more correct answers within the time limit. One way this language bias could be reduced would be to extend the time limit a bit and have every user listen to the computer identifying all the pictures. Without an alteration such as this, MAP Reading Fluency has limited usefulness with ELL students.

    2 votes

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  6. Sometimes students are pausing during the reading....to fix headphones, coughing, etc and it is throwing their time off. I wish there was a button when hand scoring to pause their time. A few seconds doesn't tend to make a big difference, but sometimes it ends up being about 30 seconds and then flagging the student.

    2 votes

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  7. Under MAP Reading Fluency, students should be able to redo one of the sections instead of having to take the whole test again. We have students that are a no score on RAN, and we just need that part assessed again, not the whole test.

    2 votes

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  8. On the MAP fluency PA and phonics assessments, please have the computer identify each picture the student is to choose from (or let them click on each picture to hear what the picture is like in the MAP assessment). For English language learners, they can decode words but their limited vocabulary means they don't know the picture that matches.

    2 votes

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  9. Students taking Passages Only are allowed to push the green button during the reading of the passage whenever they want to. At least a minute of reading is required to hand score a passage. It would be helpful if the button couldn't be pushed until after that minute is up. That would give us a better chance of having enough recorded to hand score. Students are pushing it very quickly and recording nothing at all. These students are being monitored but there is no way to do 1-on-1 testing to ensure this doesn't happen.

    2 votes

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  10. the reports need to be print friendly. They print awful to read and dig into in a print version.

    2 votes

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  11. This needs to be available for upper grades! The instructional planning report would be really useful for small groups.

    2 votes

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  12. If assigned multiple areas to progress monitor, all areas should be sent to students when they log in. Students should not have to log in multiple times to access each progress monitoring tool.

    2 votes

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  13. For a few sections, the voice giving directions interrupts the student's thinking. One of the most noticeable places is in the phoneme manipulation section. For example, they will say, "Flame, change the /l/ in flame to /r/." Then the voice will say something like, "Choose the picture," and interrupt the child's thinking on this comparatively more difficult task. This is too much for working memory, I had trouble myself. The directions (if needed at all there) should only be before the prompt.

    2 votes

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  14. I would like to see a class report with the dates students take a monitor progress. This could help teachers spot students that need to have make-ups right away.
    There is currently a report, but we need to look into individual students.

    2 votes

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  15. Add the grade level expectations to the ZPD area for teachers to see on the student profiles in the MAP Reading Fluency platform.

    2 votes

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  16. Move the Foundational Skills Tables directly under the ZPD Levels (it was previously like this). At some point within the last few months the order changed and it’s now: ZPD Levels, Sentence Reading Fluency, Foundational Skills Tables

    2 votes

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  17. Previously, the Foundational Skills Table was located directly under the Zone of Proximal Development (ZPD) Levels. In the last few months, Sentence Reading Fluency Performance Levels/Grade-Level Expectations was put in between the two.
    I would like to see the order as: ZPD Levels, Foundational Skills Table, Sentence Reading Fluency Performance Levels.

    2 votes

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  18. 2 votes

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  19. In the Profile & Next Steps section on a student report it would be helpful to be able to have each links information included on the report. Right now schools are having to take screenshots to add to the child's report. Currently, there's not option to print out each information for the links.

    2 votes

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  20. In proctor dashboard, when assigning tests, allow the option to limit search to a teacher and then the class list will populate for that teacher only. Currently teachers are having to go through the entire list of classes for their campus.

    2 votes

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