Using MAP Results to Differentiate

How well did your students do on the BOY MAP test?

What does MAP tell us about our students?

MAP is a nationally normed achievement test. It measures how much knowledge a student has mastered. It is an Ohio Department of Education approved test to identify students as gifted and talented in the areas of reading and math.
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What score do students need to qualify as gifted on the MAP test?

To identify as gifted on the NWEA MAP test in reading or math, students must obtain a score of 95% or higher. Below is a chart that shows the Fall RIT scores that are needed to reach the 95% and identify as gifted. Gifted students do not have to re-identify with each MAP testing but it is ideal for them to remain close to their qualifying score.
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Questions To Consider

  • Did the GT students in my class exceed, come close to, or fall short of the GT identification cut score?
  • What content do my students need beyond their grade level content to stay at or above the 95th percentile?
  • What content do my gifted students need to have reinforced to get back to the 95th percentile?
  • Do I have students that are close to scoring in the GT identification range?
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Content Needed to Reach the 95% on MAP May Include Concepts and Skills Not Normally Taught at a Given Grade Level.

Now is the time to consider what content your GT and advanced students may need to learn in order to stay within the gifted ID range, qualify as gifted on the winter MAP test, and most importantly, be appropriately challenged. To reach the 95th percentile, students must be proficient with concepts that may not be taught in an assigned grade. It is important for teachers to be aware of concepts that will be assessed at the higher levels on the MAP test. By providing our high achieving students differentiated content they will have the opportunity to be successful and show growth on future MAP assessments.


Grade Up Standards

Math Newsletter

Reading Newsletter

What is Differentiation?

Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction.
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Multiple intelligences is a theory proposed by Howard Gardner in the early 1980s. He believed that the way intelligence was measured before the 1980s often left some extremely talented and gifted children behind. For example, a student could be musically gifted and play perfect violin solos in second grade, but be unable to memorize their multiplication tables. Therefore, Howard Gardner proposed the Theory of Multiple Intelligences.

Depth and Complexity

Depth and Complexity icons are visual prompts, or "visual thinking tools" that help students go beyond surface level understanding of a concept and enhance their ability to think critically. They help students dig deeper into a concept (depth) and think about a topic in more complex ways. This Depth and Complexity Newsletter contains all you need to get started.


Depth and Complexity Icons...


  • can be an answer to that question..."What are you doing for gifted students?"
  • are visual cues (pictures) that guide student thinking and understanding.
  • provide a low-prep way to meet individual learning needs.
  • align with teaching standards to differentiate for ALL students and often fit with what you are already doing

Even Thanksgiving Can Be Challenging

Any topic you teach can be used to enrich your brightest students. Check out our Thanksgiving Newsletter. It is full enriching activities.

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