Students’ graphing stories as graphed by MAP
Fall MAP scores, Measures of Academic Progress, are going home on Monday. I plan to briefly interview each student about their personal graphing story so they better understand their progress. While I can easily disguise my students’ identity, I’m using the image below as talking points for this post. The image is from here.
I plan to ask the student, “How does your personal graphing story describe your growth as a learner?” My intention is NOT to put the student on the spot, however I do want them to reflect, to recognize we are in partnership, and to help them create an action plan. The above example shows a student whose gap is widening. If this student is receiving special services I won’t talk to him/her about the widening gap, but I might ask them to look at their fall to fall growth from 4th to 5th grade and compare it to their fall to fall growth from 5th to 6th grade.
I’ll then have them look at their breakdown of strengths and challenges. I’ll double check their understanding of the Geometry and Statistics and Probability strands then I’ll ask them if they know the meaning of Algebraic Thinking and Real & Complex Number Systems. I’m betting most won’t be able to explain so I’ll need to present them with some examples.
Addressing their weaknesses when we’re not in that unit of study is where I could use your help. Would setting aside one day a week to work on the strands be an effective use of time?
I’d appreciate your help.