Anonymous wrote:Teach him at home otherwise he may lose interest in math.

I had same situation and then I realized. MAP, score etc is one thing, but last thing you want kids losing interest due to doing boring work all the time and not getting challenged.

Especially in K-3 both reading and math are non-existent for any kids that aren't struggling below grade level. You have to pick up the slack these days since they eliminated grouping.

Teach him at home otherwise he may lose interest in math.

I had same situation and then I realized. MAP, score etc is one thing, but last thing you want kids losing interest due to doing boring work all the time and not getting challenged.

Anonymous wrote:OP here. Thanks so much for the quick responses and the context. Very helpful.

I’ll have another differentiation convo with his teacher, but more than half of his class is getting “intervention” of some kind, so I’m cognizant that asking for more focus on a high achiever is taking focus away from kids who may need it more right now.

I actually would encourage you to bring focus to what your high achiever needs. People across the county are fighting to ensure that academically advance and gifted kids get the attention they deserve. They don’t want this doe at the expense of those who are on level or behind. In fact just the opposite. They want to ensure that all students can come to school and be engaged in the learning process. Closing the gap should be about making sure those that are behind are brought up to grade level. If a gap exist beyond that well that fine or at least something that can be examined later.

Anonymous wrote:Hi! My oldest kid is in first grade and we just got his MAP Growth report for this year. It shows him in the 98th percentile for math achievement (which is around where he was last year), but his growth score was really low - bottom quintile. I’m trying to understand if that’s “normal” for a kid with a high achievement, or if it’s indicative of a need for me to revisit with his teacher what the options for enrichment and/or acceleration are. Thanks to anyone that’s been here before that can share their experiences!

RIT growth was just the diff between their score from Fall to Fall. For a kid with a high score, the projection is usually low and at least for my kids was never accurate or predictive. I'd just focus on their score which indicates they're doing great.

OP here. Thanks so much for the quick responses and the context. Very helpful.

I’ll have another differentiation convo with his teacher, but more than half of his class is getting “intervention” of some kind, so I’m cognizant that asking for more focus on a high achiever is taking focus away from kids who may need it more right now.

My first grader is 99th percentile. Teachers just comment that he does great at math, and that's all they comment at parent teacher conference. There is not much new to learn for him, but he is happy doing simple math at school. His score is a bit lower than the fall 2022. There are 4 instrumental areas on the report, and he gets 200 to 225 over those areas. Maybe if I want, I can work on his weakest area out of 4 or work on the strongest out of 4. I don't think I want to do that, that may cause more harm than gain, I believe.

Totally normal. In fact, his scores could go down. When you’re at the 98th percentile, you aren’t really going to learn much or any new math in school that ups your score because you’re too far advanced already. It’s still maybe worth a conversation with his teacher about differentiation but I wouldn’t expect much.

Normal for a high scoring kid. They aren’t really getting taught at their level so they won’t make huge gains.

And that’s fine - there is more enrichment/acceleration available every year going forward.

Hi! My oldest kid is in first grade and we just got his MAP Growth report for this year. It shows him in the 98th percentile for math achievement (which is around where he was last year), but his growth score was really low - bottom quintile. I’m trying to understand if that’s “normal” for a kid with a high achievement, or if it’s indicative of a need for me to revisit with his teacher what the options for enrichment and/or acceleration are. Thanks to anyone that’s been here before that can share their experiences!