MAP-M score threshold for AIM placement?

[Anonymous]

Hey OP, we came into 6th grade without any MAP scores in the last few years...we were overseas and they didn't give the test during the pandemic. We had a teacher rec, and they placed us in HIGH/AIM (and she's done fine, has pretty much had an A+ in both classes and in 99th percentile since taking the exam again).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My youngest is in 5th and scored 251 on MAP-M on the most recent test. He has been centrally identified for AIM and he has a teacher recommendation for AIM in 6ht grade.

Our 5th grade teacher said they only could choose 6 or 6+ for a rec. Did your teacher rec come in as AIM before the central identification letter went out, or could it be that the system changes it from whatever the teacher selects to AIM if centrally identified?

Also, where do you see the rec? ParentVUE somewhere?

Is Math 6+ AIM? They changed the names to fit the new curriculum.

Nope. 6+ is all of 6th & half of 7th. AIM is all of 7th amd all of 8th.

[Anonymous]

Anonymous wrote:Hey OP, we came into 6th grade without any MAP scores in the last few years...we were overseas and they didn't give the test during the pandemic. We had a teacher rec, and they placed us in HIGH/AIM (and she's done fine, has pretty much had an A+ in both classes and in 99th percentile since taking the exam again).

This anecdote, and a dozen like it, point out that kids' math capabilities early on are, typically, more advanced than the level at which we teach in the US. Other education-focused countries are quick to provide the challenge that we denigrate as bound to privilege.

Not saying that the PP's DC isn't highly capable, on top of whatever overseas instruction might have been afforded.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Hey OP, we came into 6th grade without any MAP scores in the last few years...we were overseas and they didn't give the test during the pandemic. We had a teacher rec, and they placed us in HIGH/AIM (and she's done fine, has pretty much had an A+ in both classes and in 99th percentile since taking the exam again).

This anecdote, and a dozen like it, point out that kids' math capabilities early on are, typically, more advanced than the level at which we teach in the US. Other education-focused countries are quick to provide the challenge that we denigrate as bound to privilege.

Not saying that the PP's DC isn't highly capable, on top of whatever overseas instruction might have been afforded.

This is why we supplement in math. I really think we are doing a disservice to kids offering so little rigor.

[Anonymous]

I'm pp at 19:11. I was more just saying that you can push for enrichment if you talk to the guidance counselor (and I honestly didn't have to push hard), irrespective of map scores. They will listen to you.
MAPs are really just a moment in time and don't necessarily show critical thinking skills. Never in a million years would I think a kid with a 260-m is "smarter" than a kid with a 250-m, and I'm in applied maths myself. It's just not that precise people. And it certainly doesn't account for hard work.

Also our overseas embassy schooling was just like most private school in the US - high price, mediocre standards. We supplemented ourselves, and for that we used AOPs online, various outschool classes in social studies topics, and had them read. a lot.