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MAP-A

The MAP-Alternate Assessment (MAP-A) is designed to promote enhanced capacities and integrated life opportunities and is administered only to students with the most significant cognitive disabilities who meet grade level and eligibility criteria. No students may be tested outside of their assigned grade level. Student eligibility is determined by the student’s Individualized Education Program (IEP) team using DESE established eligibility criteria.

MAP-A measures student performance based on alternate achievement standards that are aligned with Missouri's Show-Me Standards. A student who is eligible for the MAP-A Assessment does not participate in any other statewide standardized assessments, including the Grade-Level, End-of-Course, or the ACT Assessments. The MAP-A is administered by educators in three content areas, English language arts, mathematics, and science. The alternate assessment is administered for accountability purposes in the following grades:

  • English language arts in grades 3-8 and 11
  • Mathematics in grades 3-8 and 11
  • Science in grades 5, 8 and 11

NOTE: Districts may wish to administer the MAP-A ELA and Math assessments to students in grade 9, 10 and 12, and the Science assessment in grades 3, 4, 6, 7, 9, 10 and 12 for local assessment use. Please refer to Form E.

Missouri is a part of the Dynamic Learning Maps (DLM) Consortium. DLM’s comprehensive assessment system is designed to support student learning and to more validly measure what students with the most significant cognitive disabilities know and can do. The DLM system provides instructionally embedded assessments throughout three windows in the 2015-2016 school year:  fall, winter, and end-of-year. Missouri students who are eligible for the MAP-A Assessments will be assessed using an online, computer-based system for all three content areas this year.


Important Dates

Dates Event
November 5, 2015 to December 17, 2015
Fall Window
November 9, 2015 to December 2, 2015
Science Fall Field Test
January 1, 2016 to March 1, 2016
Winter Window
April 4, 2016 to May 27, 2016
Spring Window

MAP-A

MAP-A Eligibility

Eligibility Criteria

All students who meet the Eligibility Criteria for the MAP-A should be given the MAP-A. The Eligibility Criteria was last updated in early 2013


Eligibility FAQ

Q: If a student was previously MAP-A and now no longer eligible, what do we do?
A: The IEP team can change the eligibility determination if the team believes that the student is not eligible for the MAP‐A based upon an analysis of the criteria. The IEP team will need to focus on how the student will access the general education curriculum in order to be able to participate in the regular assessment of that curriculum. The IEP team will need to carefully consider accommodations/modifications as well as supplementary aids and services to allow access to the general education curriculum. In addition, the IEP team will need to consider what accommodations the student will require when taking the regular assessment.

Q: The old version of the MAP‐A Eligibility Checklist refers to “significant cognitive disabilities” and the current resources talk about “most significant cognitive disabilities”. Why has this changed?
A: The requirement that ALL students must be accountable in state and district assessments beginning in 2000 was first introduced with the 1997 reauthorization of IDEA. Missouri, like the other states, developed an alternate assessment based on alternate achievement standards, as well as guidance for participation in the new alternate assessment. Beginning in 2003, federal regulations related to IDEA and ESEA began using the term “the most significant cognitive disabilities, and in August 2005, NCLB guidance was published entitled “Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities”. The updated checklist, new flowchart, and guidance document provided with this webinar are consistent with current federal guidance for IDEA, ESEA and NCLB.

Q: Is there an IQ cutoff for eligibility?
A:  When determining eligibility for participation in the MAP‐A there is no specific IQ cut‐off for “most significant cognitive disability". The IEP team will need to determine the impact of IQ information for each individual student along with the other criteria for eligibility.   

Q: What is a standard score that is considered significantly below non‐disabled peers?
A: There is no “magic” number for this determination. The IEP team makes this decision for each student based on a careful analysis of a variety of factors. The standard scores are only one factor that must be considered. Levels of support and adaptive behavior must also be factored into the decision for each student.

Q: If a child is so profoundly disabled cognitively and physically that they could not complete even the lowest level questions on the MAP‐A, could they be exempted from the MAP‐A and use an alternative type of evaluation?
A: There is no “alternate” to the alternate assessment. The student either takes the regular assessment of the general education curriculum or the alternate assessment of the alternate achievement standards. In Missouri, the regular assessment is the Grade‐Level and End‐of‐Course Assessments, and the alternate assessment is the MAP‐A. There is no exemption due to profound intellectual disabilities.

Q: If the IEP team makes the determination that the student no longer qualifies for MAP‐A, will a Notice of Action need to be provided to the parent?
A: No. The Department’s original guidance in March 2008 for provision of prior written notice did include this particular situation; however, an OSEP Guidance Letter dated August 15, 2008 and a discussion with OSEP staff in September 2008 provided further clarification that changed the original guidance. A SELS message dated September 17, 2008 states no prior written notice is required when changing a student from the alternate to the regular assessment or vice versa.

Manuals

Manual Description Updated
Accessibility Manual Provides guidance on the selection and use of accessibility features 2/19/16
Assessment Coordinator Manual Supports Assessment Coordinators in preparing district and school staff for testing 2/19/16
Data Steward Manual Supports Data Stewards with managing user, student, and roster data in Educator Portal 2/19/16
Technical Liaison Manual Supports Technical Liaisons in preparing schools for the technology needs of the DLM assessment 3/25/16
Test Administration Manual Supports Test Administrators in preparing themselves and students for the DLM assessment 2/22/16
Test Administration Manual - Science Supplement Supports Test Administrators in preparing themselves and their students for the DLM assessments science Fall 2015 Field Test 9/29/15

Training

Resource Description
Facilitator Guide For Test Administrator Training Supports facilitators in accessing DLM required test administration training and support resources.
Guide For Test Administrator Training Helps users access DLM required test administration training
Assessment Coordinator Webinar Assessment Coordinator FAQs
Assessment Coordinator PowerPoint from Webinar
Data Steward Webinar Data Steward FAQs
Data Steward PowerPoint from Webinar
Technical Liaison Webinar Technical Liaison FAQs
Technical Liaison PowerPoint from Webinar

Training Videos

Video Description
About The DLM System  
ELA Testlet Overview A walk-through of a sample ELA testlet. The narrator explains the testlet and what you will commonly see
Math Testlet Overview A walk-through of a sample math testlet. The narrator explains the testlet and what you will commonly see
More About Initial Precursor Items  
Writing Testlet Video A video walkthrough of DLM writing testlets

Optional Training Modules

Module Description Links
Algebraic Thinking Participants will learn how multiple means of representation helps support algebraic thinking, how teaching algebraic thinking involves helping students make connections, describe, and justify general patterns, and the importance of the equal sign. Online Self-directed Module
Facilitated Module Materials for Groups
Basic Geometric Shapes and Their Attributes The module provides information on the development of the basic understanding of shapes and the elements of their attributes that need to be explicitly included in lesson plans. Online Self-directed Module
Facilitated Module Materials for Groups
Beginning Communicators This module describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills. Online Self-directed Module
Facilitated Module Materials for Groups
Calculating Accurately with Addition This module will help participants to support student learning of addition facts, the properties of addition, and the use of manipulatives for students with physical barriers. Online Self-directed Module
Facilitated Module Materials for Groups
Calculating Accurately with Division Participants will learn how other mathematical operations play a role in learning division as well as gain greater understanding of the importance of receptive and expressive language in communicating about division.  Two types of division, sharing and grouping, will also be discussed. Online Self-directed Module
Facilitated Module Materials for Groups
Calculating Accurately with Multiplication Participants of this module will learn how repeated addition and arrays support understanding of multiplication, will use multiple representations to model multiplication, and how the properties of multiplication help to support student understanding. The big ideas in multiplication will also be addressed. Online Self-directed Module
Facilitated Module Materials for Groups
Calculating Accurately with Subtraction In this module, participants will make connections between addition and subtraction, as well as learn subtraction strategies, structures, and properties. Online Self-directed Module
Facilitated Module Materials for Groups
Common Core Overview This module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment. Online Self-directed Module
Facilitated Module Materials for Groups
Composing, Decomposing, and Comparing Numbers This module focuses on composing, decomposing, and comparing numbers and how these concepts support students understanding of addition, subtraction, multiplication, and division. Online Self-directed Module
Facilitated Module Materials for Groups
Composing and Decomposing Shapes and Area This module describes the concept of how composing and decomposing shapes supports other mathematical concepts, the idea that smaller units can be combined to form larger units and vice versa, concepts about area that students can work on before learning to calculate area, and how tiling and partitioning can be used to prove the calculation of area. Online Self-directed Module
Facilitated Module Materials for Groups
Counting and Cardinality This module provides an introduction to the domain of counting and cardinality. It includes information regarding research-based instructional approaches and their application to students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
DLM™ Claims and Conceptual Areas This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
DLM™ Core Vocabulary and Communication This module focuses on the use of core vocabulary as a support for communication for students who cannot use speech to meet their face-to-face communication needs and require augmentative and alternative communication. Online Self-directed Module
Facilitated Module Materials for Groups
DLM™ Essential Elements This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
DR-TA and Other Text Comprehension Approaches Participants will briefly review the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. Online Self-directed Module
Facilitated Module Materials for Groups
Emergent Writing Participants of this module will learn about alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and analyze samples of emergent writing. Online Self-directed Module
Facilitated Module Materials for Groups
Exponents and Probability After completing this module, participants will understand the function of an exponent and be able to calculate a simple equation with exponents. Participants will also understand that probability is the likelihood of an event and learn how to use tools to support student understanding of probability. Online Self-directed Module
Facilitated Module Materials for Groups
Forms of Number This module focuses on three representational forms of number concrete quantity, pictorial quantity, and symbol and numeral quantity and how all three of these forms support a student in developing number sense. Online Self-directed Module
Facilitated Module Materials for Groups
Fraction Concepts and Models Part I The module provides an overview of the instructional concepts that lead to a foundational understanding of fractions. Online Self-directed Module
Facilitated Module Materials for Groups
Fraction Concepts and Models Part II The module provides information on how to apply the knowledge from Fraction Concepts and Models Part I to students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
Functions and Rates In this module, participants will gain understanding of how students can use language descriptors as a foundation for developing mathematical language using variables. Participants will also learn how students can use prior knowledge of counting and patterns to build an understanding of Functions and Rate and find the rate of change using a function table or graph. Online Self-directed Module
Facilitated Module Materials for Groups
Generating Purposes for Reading This module reviews the Anchor-Read-Apply framework for reading comprehension. Participants will learn how to generate purposes for reading using the DLM Essential Elements and review activities to help students activate background knowledge. Online Self-directed Module
Facilitated Module Materials for Groups
Individual Education Programs Linked to the DLM Essential Elements This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs. Online Self-directed Module
Facilitated Module Materials for Groups
Measuring and Comparing Lengths This module focuses on the understanding the attribute of length, how to compare and measure units, and the use of number lines and rulers in the measuring process. Online Self-directed Module
Facilitated Module Materials for Groups
Organizing and Using Data to Answer Questions In this module, participants will learn that graphs are tools for visually organizing and comparing data about two or more items, that for students to learn to think statistically, the “data” must always be related to a question or a series of questions and that object, and that picture and bar graphs are useful to display categorical data and line plots, circle charts, and tables tend are useful in displaying numerical data. Participants will also understand how students will learn to interoperate data from increasingly more complex displays. Online Self-directed Module
Facilitated Module Materials for Groups
Patterns and Sequence Participants will understand that recognizing and creating patterns is a basic math skill upon which many mathematical concepts are based and will learn about using repetition with variety to support student understanding of patterns.  Participants will also understand that the base-ten number system is full of patterns and helping students recognize those patterns gives the student a way of making connections between what they already know and what they are learning. Online Self-directed Module
Facilitated Module Materials for Groups
Perimeter, Volume, and Mass The basic concepts of perimeter, volume, and mass will be discussed. Participants will understand how to use the Anchor, Think and Do, Apply lesson format when planning instructional activities using perimeter and volume as an example. Using the Anchor, Think and Do, Apply format, participants will match Essential Elements to purposes for instruction and determine anchor activities that match purposes. Online Self-directed Module
Facilitated Module Materials for Groups
Place Value The module connects recognizing a unit to place value and explains the beginning knowledge set needed for place value understanding. Online Self-directed Module
Facilitated Module Materials for Groups
The Power of Ten-Frames This module focuses on the use of a ten frame as a tool to help students develop an understanding of base-ten as well as composing and decomposing. Online Self-directed Module
Facilitated Module Materials for Groups
Predictable Chart Writing This module focuses on what predictable chart writing is and why it is important for students with significant cognitive disabilities. Participants will examine student and teacher roles and ways predictable chart writing can be adapted to meet the needs of students. Online Self-directed Module
Facilitated Module Materials for Groups
Principles of Instruction in English Language Arts This module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment. Online Self-directed Module
Facilitated Module Materials for Groups
Properties of Lines and Angles **Description and Online Self-Directed Module Coming Soon* Online Self-directed Module
Facilitated Module Materials for Groups
Shared Reading This module describes shared reading, a reading approach that emphasizes interaction and engagement with books. In the DLM assessment, students frequently engage in a shared reading of a text before rereading a text to respond to questions. Online Self-directed Module
Facilitated Module Materials for Groups
Speaking and Listening This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. The content in this module is important to understand the DLM Essential Elements in Speaking and Listening and across all of the strands of Essential Elements in English language arts. Online Self-directed Module
Facilitated Module Materials for Groups
Standards of Mathematics Practice This module provides an on overview of principles of instruction in Mathematics in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment. Online Self-directed Module
Facilitated Module Materials for Groups
Strategies and Formats for Presenting Ideas Participants will review the general skills targeted in the DLM™ Essential Elements for developing presentations, the steps for creating a presentation and how to support student participation and collaboration, and how various types of media can be used in different formats to enhance presentations. Online Self-directed Module
Facilitated Module Materials for Groups
Supporting Participating in Discussion Participants will review the goals of supporting participation in discussion and the need of an expressive means of communication for all students. Participants will also be given 5 strategies to use in supporting students during discussions with teachers and peers. Online Self-directed Module
Facilitated Module Materials for Groups
Symbols This module provides an overview of symbols to support communication and interaction. It also describes the use of symbols and photographs in text. Online Self-directed Module
Facilitated Module Materials for Groups
Teaching Text Comprehension: Anchor-Read-Apply Participants will learn to identify the components of an Anchor-Read-Apply text comprehension lesson, match purposes for reading with anchor activities, and describe the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. Online Self-directed Module
Facilitated Module Materials for Groups
Time and Money Participants will learn about money concepts, the language of time, the skills involved in reading a clock, and how questions can be rephrased into statements so that students can demonstrate their receptive understanding of time concepts. Online Self-directed Module
Facilitated Module Materials for Groups
Unitizing The module focuses on understanding units or groupings to help students develop a strategic use of units to deal with quantities and problem solving. Online Self-directed Module
Facilitated Module Materials for Groups
Units and Operations This module presents the idea of unit as a foundational understanding that impacts student understanding of groupings, place value, and operations in algebraic, geometric and fractional thinking. Online Self-directed Module
Facilitated Module Materials for Groups
Universal Design for Learning This module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
Who are Students with Significant Cognitive Disabilities? This module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
Writing with Alternate Pencils This module describes ways to get students started with writing when they cannot use a traditional pencil, pen, or computer keyboard. The content of this module applies to students at all levels of literacy understanding including students who do not yet know letter names or sounds. Online Self-directed Module
Facilitated Module Materials for Groups
Writing: Getting Started with Narrative Writing This module describes narrative writing and explains how to support students in writing about familiar experiences. Participants will identify possible topics for students to write about, as well as examine narrative writing drafts by students with significant cognitive disabilities. Online Self-directed Module
Facilitated Module Materials for Groups
Writing: Getting Started in Writing Arguments After completing this module, participants will be able to describe the difference between persuasion and arguments, identify ways to use familiar student experiences in instruction, and create mentor texts based on student preferences. Online Self-directed Module
Facilitated Module Materials for Groups
Writing Information and Explanation Texts This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them. Online Self-directed Module
Facilitated Module Materials for Groups
Writing: Production and Distribution This module address the need to provide students with significant cognitive disabilities with access to a means of writing as well as sound and well-balanced instruction in the cognitive acts that writing requires. Online Self-directed Module
Facilitated Module Materials for Groups
Writing: Research and Range of Writing This module focuses on writing instruction designed to help students with significant cognitive disabilities ultimately develop the capacity to build knowledge on a subject through research and to respond through writing while keeping a focus on a range of purposes and audiences for writing. Online Self-directed Module
Facilitated Module Materials for Groups
Writing: Text Types and Purposes This module provides a brief overview of writing in the DLM™ Essential Elements with an emphasis on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons. Online Self-directed Module
Facilitated Module Materials for Groups

 

Enrollment

Item Resource
Enrollment Template Add students to Educator Portal
Roster Template Add rosters to Educator Portal
Test, Exit and Clear (TEC) Template Remove students from Educator Portal
TEC Template Translation Guide Information to support Data Stewards with the TEC Template
User Template Add users to Educator Portal
User Template Translation Guide Information to support Data Stewards with the User Template

Administration Resources

Resource Description
Data Clean-Up Procedures Packet 2016 Missouri MAP-A Data Clean-up Procedures packet for District Test Coordinators
ELA Familiar Texts Webpage with links to familiar texts that will be used in 2014–15 assessments. Texts may be downloaded and used in instruction.
ELA Materials Collections For Fall 2015 A list of common ELA materials by grade, including materials to use with alternate test forms for students with visual impairments
Math Glossary Summarizes the terms used in mathematics assessments
Math Materials Collections For 2015-16 A list of common mathematics materials by grade for the spring testing window
Math Materials Collections For 2015 -16 Blind/VI Students A list of common mathematics materials to use with alternate test forms for students with visual impairments
Writing Testlet FAQ A list of common questions regarding DLM writing testlets and their answers
Writing Testlet Video A video walkthrough of DLM writing testlets

Resources

Blueprints

Blueprint Description
ELA IM Integrated Assessment Model Blueprint - Pool of available Essential Elements (EEs) and the requirements for coverage within each conceptual area
Math IM Integrated Assessment Model Blueprint - Pool of available Essential Elements (EEs) and the requirements for coverage within each conceptual area
Science Phase I Pool of available preliminary Essential Elements (EEs) for Science to be assessed during Phase I of the DLM Science project

Essential Elements

Subject Essential Elements
ELA Essential Elements For ELA
Essential Elements For ELA - Excel
Essential Elements By Conceptual Area
Essential Elements For 2015/16
Essential Elements - ELA Selection Records
Math Essential Elements For Math
Essential Elements For Math - Excel
Essential Elements By Conceptual Area
Essential Elements For 2015/16
Essential Elements - Math Selection Records
Science Essential Elements For Science
  Professional Development Modules Supporting Essential Elements

Information For Parents

Resource Description
Learning Map A map that shows different paths a student might take to learn new academic skills
Parent Brochure A two page brochure with high level information about DLM for parents
Parent Interpretive Guide (2014/15) A document to help parents understand their child's performance and learning profile
Parent Notification Letter Letter to inform parents that their child will be participating in the alternate assessment
Parent Notification Letter – Español Letter to inform parents that their child will be participating in the alternate assessment - translated into Spanish

Released ELA and Math Testlets 

Released Science Testlets

Testlets assess a variety of Essential Elements and linkage levels, in English language arts and mathematics, from grade 3 through high school

Other Resources

Resource Notes
Foundational Maps The Foundational Area Of The Learning Map
Guide To Foundational Maps Guide To The Foundational Area Of The Learning Map
MAP-A Quick Start Guide A recommended list of tasks to be completed by school districts that will be administering MAP-A.