Using MAP Results in District 86



    The ACT corporation discontinued the EXPLORE and PLAN assessments, moving to a new testing suite called ASPIRE. As a result, District 86, along with all other high schools, was forced to select a new tool to use for 9th grade placement after having used the EXPLORE test for decades. Rather than try the untested ASPIRE tool, the administration decided to place incoming freshmen (Class of 2020) with a highly respected assessment that students and families are familiar with: Measures of Academic Progress® (MAP).  Each student's fall 8th grade MAP scores in reading and math will be used to place that child in courses at the high school. Beginning Fall 2016, with the Class of 2021, 8th grade students will take both MAP and PSAT 8/9 as a comprehensive approach to high school course placement.  More information on the placement process can be found at each school's Counseling Department web pages.




    When the State changed the testing protocol from the 9th grade EXPLORE, 10th grade PLAN, and 11th grade ACT to the current model of using course-based PARCC assessments, all districts were faced with the need to find quality reading and math assessment instruments for all freshmen and sophomores. After examining universal diagnostic screening tools and articulating with our eight feeder schools, District 86 selected Measures of Academic Progress® (MAP), as noted above. This highly respected tool creates a personalized assessment experience by adapting to each student’s learning level as the student progresses through the test. We will receive assessment data and essential information about what each student knows and is ready to learn within 24 hours. The bonus for our students is that all feeder districts also use MAP, which will allow us to have longitudinal growth data on each in-district student from their early elementary years through their sophomore year.


    The District 86 plan follows:

    • Screen all freshmen and all sophomores in reading skills in August or September as a mandated universal, Tier 1 Response to Intervention (RtI) assessment screener to obtain timely and accurate identification of skill deficits.
    • In the fall, also screen all freshmen and sophomores who are in math courses designed for those with below standard proficiency levels.
    • Formally train all reading and math teachers working in skill deficit programs, along with their department chairs and school administrators, psychologists, and counselors, on how to interpret MAP results.
    • Analyze the data reports in order to identify at-risk learners who are in need of supplemental, targeted, personalized interventions at the Tier II and Tier III levels.
    • Provide interventions, such as Achieve 3000, to remediate skill deficits.