Navigating Our Work... with a Compass and a MAP (v.li)
Download as PPTX, PDF
0 likes148 views
This document summarizes a staff development day at Compass Montessori School focused on navigating their work using their mission, vision, and values as a compass and the MAP assessment as a map. It discusses the benefits of the MAP assessment for informing instruction, supporting personalized learning, and aiding communication. Teachers will analyze MAP assessment data to fully address students' academic needs and potential. The assessment aligns with the school's student-centered pedagogy by being untimed and adaptive. Next steps include integrating MAP data, preparing to meet all students' potential, and conferencing with students using goals.
Navigating Our Work... with a Compass and a MAP (v.li)
- 1. Navigating Our Work... with a Compass and a MAP Compass Montessori School - Golden Staff Development Day September 25, 2015
- 2. 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.
- 3. Vision Our goal is to foster competent, responsible, and independent citizens who love learning and respect themselves, other people, and their environment.
- 4. 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 students inner vocation.
- 9. Concept by Mihaly Csikszentmihalyi in Flow: The Psychology of Optimal Experience (2009)
- 10. Concept by Mihaly Csikszentmihalyi in Flow: The Psychology of Optimal Experience (2009)
- 12. 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
- 13. 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
- 14. 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
- 15. 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
- 16. 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
- 17. 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
- 18. 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
- 19. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 20. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 21. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 22. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 23. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 24. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 25. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 26. Collective Benefits of the MAP Assessment EMPOWERS TEACHERS TO MORE FULLY ADDRESS EACH STUDENTS 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
- 27. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 28. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 29. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 30. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 31. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 32. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 33. Alignment of Pedagogy & the MAP Assessment UNTIMED ADAPTS TO EACH INDIVIDUAL STUDENTS RESPONSES PROVIDES INSIGHT INTO PRESENT LEARNING SENSITIVITIES CORRELATED TO SPECIFIC SKILL DEVELOPMENT EASILY COUPLED WITH MATERIAL-BASED PRESENTATIONS FUELED BY A GROWTH MINDSET
- 34. Where Weve Been TEAMING TO DEVELOP ASSESSMENT SCHEDULES PROFESSIONAL DEVELOPMENT ON PROCTORING FALL TESTING COMPLETE
- 35. Where Weve Been TEAMING TO DEVELOP ASSESSMENT SCHEDULES PROFESSIONAL DEVELOPMENT ON PROCTORING FALL TESTING COMPLETE
- 36. Where Weve Been TEAMING TO DEVELOP ASSESSMENT SCHEDULES PROFESSIONAL DEVELOPMENT ON PROCTORING FALL TESTING COMPLETE
- 37. Where Weve Been TEAMING TO DEVELOP ASSESSMENT SCHEDULES PROFESSIONAL DEVELOPMENT ON PROCTORING FALL TESTING COMPLETE
- 38. Where Weve Been TEAMING TO DEVELOP ASSESSMENT SCHEDULES PROFESSIONAL DEVELOPMENT ON PROCTORING FALL TESTING COMPLETE
- 39. Why Were Here Today & Where Were Going PLANNING FOR DATA ANALYSIS AND INTEGRATION DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
- 40. Why Were Here Today & Where Were Going PLANNING FOR DATA ANALYSIS AND INTEGRATION DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
- 41. Why Were Here Today & Where Were Going PLANNING FOR DATA ANALYSIS AND INTEGRATION DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
- 42. Why Were Here Today & Where Were Going PLANNING FOR DATA ANALYSIS AND INTEGRATION DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
- 43. MAP Introduction
- 44. Benefits of MAP Reports for Teachers
- 45. Some Critical Take-Aways & Add-Ons The results from each assessment describe a students 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). Ones 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.
- 46. Some Critical Take-Aways & Add-Ons The results from each assessment describe a students 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). Ones 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.
- 47. Some Critical Take-Aways & Add-Ons The results from each assessment describe a students 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). Ones 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.
- 48. Some Critical Take-Aways & Add-Ons The results from each assessment describe a students 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). Ones 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.
- 49. Some Critical Take-Aways & Add-Ons The results from each assessment describe a students 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). Ones 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.
- 51. Accountability vs. Answerability - externally mandated
- 52. Accountability vs. Answerability - externally mandated - does not foster a sense of ownership (must do)
- 53. Accountability vs. Answerability - externally mandated - does not foster a sense of ownership (must do) - punitive connotation
- 54. Accountability vs. Answerability - externally mandated - does not foster a sense of ownership (must do) - punitive connotation - invites collaboration
- 55. Accountability vs. Answerability - externally mandated - does not foster a sense of ownership (must do) - punitive connotation - invites collaboration - engenders true ownership
- 56. 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
- 57. 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
- 58. With the MAP assessment we are following our students with a mindful fidelity to the full complement of their unique academic needs.
- 59. Getting Familiar with the MAP Reports
- 71. 7 Recommended Report Groupings
- 91. Analyzing & Integrating the Data
- 100. Serving Our Students
- 101. Concept by Mihaly Csikszentmihalyi in Flow: The Psychology of Optimal Experience (2009)
- 102. 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
- 103. Inspire, Ignite, and Engage