Anonymous wrote: Again, your child scored on the test the same way an 6th grader would, if he were taking the primary version of MAP. I hate when tests give grade level equivalents as this leads to a lot of confusion for parents, and it's not useful information for teachers either. The RIT score itself is much more helpful.

Anonymous wrote:

Anonymous wrote:People, the MAP test is adaptive so her child is getting above-grade level content. It's not the same as a child scoring at a "6th grade level" on a fixed 1st grade test.

Now that that's settled what a MAP P score shows is complicated. There are three versions with the MAP-P, the lowest version, only having content going up to a certain grade. The version is used for K-2nd but the content goes slightly higher but not up to 6th.

Teacher here. You are correct that there is a primary version of MAP. Your child is not taking the late elementary or middle grades version. Again, your child scored on the test the same way an 6th grader would, if he were taking the primary version of MAP. I hate when tests give grade level equivalents as this leads to a lot of confusion for parents, and it's not useful information for teachers either. The RIT score itself is much more helpful.

OP is this your child's first time taking MAP? It is important to look at the trend line over time. Often a child will score very high and then receive a lower score the next time, as the questions will start out very difficult due to the prior high score. In my experience the truly gifted children tackle these tough problems and maintain a score in the 99th percentile. These are the children who are in the total replacement math program in my district, and they account for about 5-10% of the class. There are other kids who tend to fluctuate between the 94th and 99th percentile, and those tend to be the classic high achievers or kids who are just doing well in math...bright, not gifted. There are many children like this in my high performing district. There are also kids whose trends are between the 80th and 99th percentiles, and this is pretty rare (maybe 5-10 percent of kids?). From what I have seen kids like this are more likely to hit those high percentiles in the younger grades.

OP, your child is bright. If you want to pursue outside testing, fine. If I were you I would just wait and see what his trend looks like over time. Enrich him at home. Hopefully his teachers are appropriate, engaging math and reading experiences as well.

Anonymous wrote:

Anonymous wrote:8yo with recent IQ in 98th percentile on wisc v. My advice is to find a good school. DD is sufficiently challenged in math. She has mastered long multiplication and long division (456x34 and 5423/21) and simplifying and adding/subtracting/multiplying/dividing fractions. Area and perimeter and easy algebra. This is all just normal at her school. She doesn't even really like math--so we don't push her. She took the SCAT for CTY and failed to qualify for the math by one question. But we weren't interested in that anyway.

We were interested in reading stuff. She's been reading chapter books since 4. She loves reading. And while she reads everything, and gets pretty decent instruction at school with kids 2 grades above her, it is not really challenging her. She comprehends at a high school level.

We've always seemed to know what to do with her by just following her lead and getting her into a really good school.

Sorry, none of this is impressive in this area (DC area). I'm not trying to be mean but this is pretty typical.

Anonymous wrote:People, the MAP test is adaptive so her child is getting above-grade level content. It's not the same as a child scoring at a "6th grade level" on a fixed 1st grade test.

Now that that's settled what a MAP P score shows is complicated. There are three versions with the MAP-P, the lowest version, only having content going up to a certain grade. The version is used for K-2nd but the content goes slightly higher but not up to 6th.

Anonymous wrote:8yo with recent IQ in 98th percentile on wisc v. My advice is to find a good school. DD is sufficiently challenged in math. She has mastered long multiplication and long division (456x34 and 5423/21) and simplifying and adding/subtracting/multiplying/dividing fractions. Area and perimeter and easy algebra. This is all just normal at her school. She doesn't even really like math--so we don't push her. She took the SCAT for CTY and failed to qualify for the math by one question. But we weren't interested in that anyway.

We were interested in reading stuff. She's been reading chapter books since 4. She loves reading. And while she reads everything, and gets pretty decent instruction at school with kids 2 grades above her, it is not really challenging her. She comprehends at a high school level.

We've always seemed to know what to do with her by just following her lead and getting her into a really good school.

Anonymous wrote:My seven year old, who has consistently been above 99th percentile, recently tested at end of sixth grade level for reading and math. Any advice? There is no gifted program where we live.

Anonymous wrote:Is this really true for MAP which is an adaptive, above-grade level test?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. I'm a pretty laid back parent and haven't given the tests that much thought over the years. Kid is clearly doing well. Occasionally I wonder/worry about what happens in later grades, hence my question.

We are in DC area.

As I said I haven't kept track of test results that closely. I can't tell you what different tests, except percentiles have been consistent since child thought themself to read age three. At some point one of the tests offered an IQ equivalent which I recall was in the mid 140s. Don't know how much stock to put in that. Surprised to hear this is commonplace in DC.

Thanks to the pp who mentioned the Neuro psych eval. I'll think about that, but also at this point am not sure further testing is what I want to do. Want kid to just be a kid and not on a path to college by 13 or some whizz kid math nerd.

OP, you are jumping the gun. Based on the information you provided your kid is extremely smart and I don't mean to minimize that but the scenarios you describe are a whole other category of smart. An IQ of 140 something and MAP scores that are in the 220s for a 7 year old will not put your child on a path to college at 13 or make him a whiz kid math nerd. I can assure that statistically speaking there should be several kids like your child in almost every decent-sized school in America. Your child's level is not that rare. Look up the math.

This. Though I can tell from your postings that you don't want to hear it, I'm quite certain that if you handed your child a 6th or 7th grade random worksheets, walked away with no explanations, your kid is not spitting answers out. Your kid is probably one of the many who is a bright kid. (My then first grader could hear his sixth grader cousin working on her homework in the next room with a tutor and he'd be yelling out the answer while he was distracted working on a Lego set. Does that mean that my kid at the age of 6 could do 6th grade math? Not necessarily. It means that my 6 year old could easily do that topic, without even looking at it, in his head.) You can see from the responses to here, your kid isn't an only - he's one of many. He isn't that rare...and the test doesn't mean he is really working at that level. Don't believe me? Well, not surprised. I mean he'd have to know things like order of operations, exponents, negative numbers, converting fractions to decimals/percentages to fractions, improper fractions to mixed numbers, rhombus' compared to parallelograms, how to figure out the circumference of a circle (with diameters versus radius'), probability topics, median, mode, range, mean, ratios, etc. There's a lot in there for your kid to cover...

Hand your kid this: https://www.cmleague.com/wp-content/uploads/2015/09/CML_sample_E6.pdf

If he completes this without assistance or instruction, I'd be impressed.

Anonymous wrote:

Anonymous wrote:OP here. I'm a pretty laid back parent and haven't given the tests that much thought over the years. Kid is clearly doing well. Occasionally I wonder/worry about what happens in later grades, hence my question.

We are in DC area.

As I said I haven't kept track of test results that closely. I can't tell you what different tests, except percentiles have been consistent since child thought themself to read age three. At some point one of the tests offered an IQ equivalent which I recall was in the mid 140s. Don't know how much stock to put in that. Surprised to hear this is commonplace in DC.

Thanks to the pp who mentioned the Neuro psych eval. I'll think about that, but also at this point am not sure further testing is what I want to do. Want kid to just be a kid and not on a path to college by 13 or some whizz kid math nerd.

OP, you are jumping the gun. Based on the information you provided your kid is extremely smart and I don't mean to minimize that but the scenarios you describe are a whole other category of smart. An IQ of 140 something and MAP scores that are in the 220s for a 7 year old will not put your child on a path to college at 13 or make him a whiz kid math nerd. I can assure that statistically speaking there should be several kids like your child in almost every decent-sized school in America. Your child's level is not that rare. Look up the math.