navigating our work... with a compass and a map (v.li)
TRANSCRIPT
Navigating Our Work... with a Compass and a MAP
Compass Montessori School - GoldenStaff Development Day
September 25, 2015
Mission
Utilizing authentic Montessori methods, the Compass community aims to nurture the whole child
and enrich the life of each student from preschool to twelfth grade.
Vision
Our goal is to foster competent, responsible, and independent citizens who love learning and respect themselves, other people, and their environment.
Values / Belief Statement
Compass will provide appropriate challenges and support to enable each student to prepare for the intellectual, spiritual, emotional, social, physical
and societal transitions appropriate to each student’s inner vocation.
Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
Reorientation to MAP
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE TRULY ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Value Added Contributions of the MAP Assessment
● TO INFORM OUR PRACTICE
● TO HELP US BE MORE ANSWERABLE TO THE ACADEMIC NEEDS OF THE CHILDREN
● TO SUPPORT STUDENTS SETTING DISTINCT LEARNING OBJECTIVES
● TO AID OUR COMMUNICATION TO PARENTS & GUARDIANS
● TO TELL “OUR STORY”
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Collective Benefits of the MAP Assessment
EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENT’S ACADEMIC POTENTIAL
SUPPORTS PERSONALIZED LEARNING PATHS
INFORMS INSTRUCTIONAL TIME AND FLEXIBLE GROUPING
AIDS CURRICULUM PLANNING
OFFERS INSIGHTS RELEVANT TO SCHOOL IMPROVEMENT PLANNING
PROVIDES DISCUSSION POINTS FOR PARENT-TEACHER CONFERENCES
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Alignment of Pedagogy & the MAP Assessment
UNTIMED
ADAPTS TO EACH INDIVIDUAL STUDENT’S RESPONSES
PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES
CORRELATED TO SPECIFIC SKILL DEVELOPMENT
EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS
FUELED BY A GROWTH MINDSET
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
Some Critical Take-Aways & Add-Ons
The results from each assessment describe a student’s instructional level, not their mastery of a concept or content area.
When students complete an assessment, they have answered the questions correctly 50% of the time. The data that we receive show us what they know half of, and represents where they are Ready for Instruction Today (RIT).
One’s RIT score is independent of grade level. A RIT of 191 for a 3rd grader is equal to 191 for a 6th grader; that is, we can say that both students are at the same instructional level.
Some Critical Take-Aways & Add-Ons
The results from each assessment describe a student’s instructional level, not her of his mastery of a concept or content area.
When students complete an assessment, they have answered the questions correctly 50% of the time. The data that we receive show us what they know half of, and represents where they are Ready for Instruction Today (RIT).
One’s RIT score is independent of grade level. A RIT of 191 for a 3rd grader is equal to 191 for a 6th grader; that is, we can say that both students are at the same instructional level.
Some Critical Take-Aways & Add-Ons
The results from each assessment describe a student’s instructional level, not her or his mastery of a concept or content area.
When students complete an assessment, they have answered the questions correctly 50% of the time. The data that we receive show us what they know half of, and represents where they are Ready for Instruction Today (RIT).
One’s RIT score is independent of grade level. A RIT of 191 for a 3rd grader is equal to 191 for a 6th grader; that is, we can say that both students are at the same instructional level.
Some Critical Take-Aways & Add-Ons
The results from each assessment describe a student’s instructional level, not her or his mastery of a concept or content area.
When students complete an assessment, they have answered the questions correctly 50% of the time. The data that we receive show us what they know half of, and represents where they are Ready for Instruction Today (RIT).
One’s RIT score is independent of grade level. A RIT of 191 for a 3rd grader is equal to 191 for a 6th grader; that is, we can say that both students are at the same instructional level.
Some Critical Take-Aways & Add-Ons
The results from each assessment describe a student’s instructional level, not her or his mastery of a concept or content area.
When students complete an assessment, they have answered the questions correctly 50% of the time. The data that we receive show us what they know half of, and represents where they are Ready for Instruction Today (RIT).
One’s RIT score is independent of grade level. A RIT of 191 for a 3rd grader is equal to 191 for a 6th grader; that is, we can say that both students are at the same instructional level.
Accountability vs. “Answerability”
Accountability vs. Answerability
- externally mandated
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
- engenders true ownership
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
- engenders true ownership
- establishes clear expectation for all partners
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
- engenders true ownership
- establishes clear expectation for all partners
With the MAP assessment we are following our students
with a mindful fidelity to the full
complement of their unique academic needs.
Getting Familiar with the MAP Reports
Go to: www.nwea.org
7 Recommended Report Groupings
Analyzing & Integrating the Data
Go to: www.lexile.com
Serving Our Students
Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
Next Steps & Challenges
● Integrate the MAP Data into Your Thinking About Your Students’ Needs
● Build a Plan to Fully Meet the Academic Potential of all of Your Students
● Prepare Your Work Environments to Support This New Learning
● Conference with Your Students Using the Goal Setting Worksheet
● Invite Your Students to New Lessons & Lessons Done Differently
● Practice Your Language Around the Sharing of Student Progress Reports
● Communicate Your Collaborative Plans to Best Serve the Children
Inspire, Ignite, and Engage
