Navigating Our Work... with a Compass and a MAP (v.li)
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Transcript of Navigating Our Work... with a Compass and a MAP (v.li)
![Page 1: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/1.jpg)
Navigating Our Work... with a Compass and a MAP
Compass Montessori School - GoldenStaff Development Day
September 25, 2015
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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.
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Vision
Our goal is to foster competent, responsible, and independent citizens who love learning and respect themselves, other people, and their environment.
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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.
![Page 5: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/5.jpg)
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Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
![Page 10: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/10.jpg)
Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
![Page 11: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/11.jpg)
Reorientation to MAP
![Page 12: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/12.jpg)
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”
![Page 13: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/13.jpg)
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”
![Page 14: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/14.jpg)
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”
![Page 15: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/15.jpg)
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”
![Page 16: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/16.jpg)
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”
![Page 17: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/17.jpg)
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”
![Page 18: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/18.jpg)
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”
![Page 19: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/19.jpg)
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
![Page 20: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/20.jpg)
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
![Page 21: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/21.jpg)
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
![Page 22: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/22.jpg)
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
![Page 23: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/23.jpg)
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
![Page 24: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/24.jpg)
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
![Page 25: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/25.jpg)
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
![Page 26: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/26.jpg)
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
![Page 27: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/27.jpg)
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
![Page 28: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/28.jpg)
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
![Page 29: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/29.jpg)
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
![Page 30: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/30.jpg)
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
![Page 31: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/31.jpg)
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
![Page 32: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/32.jpg)
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
![Page 33: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/33.jpg)
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
![Page 34: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/34.jpg)
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
![Page 35: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/35.jpg)
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
![Page 36: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/36.jpg)
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
![Page 37: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/37.jpg)
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
![Page 38: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/38.jpg)
Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE
![Page 39: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/39.jpg)
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
![Page 40: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/40.jpg)
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
![Page 41: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/41.jpg)
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
![Page 42: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/42.jpg)
Why We’re Here Today & Where We’re Going● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS
![Page 45: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/45.jpg)
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.
![Page 46: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/46.jpg)
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.
![Page 47: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/47.jpg)
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.
![Page 48: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/48.jpg)
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.
![Page 49: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/49.jpg)
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.
![Page 50: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/50.jpg)
Accountability vs. “Answerability”
![Page 51: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/51.jpg)
Accountability vs. Answerability
- externally mandated
![Page 52: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/52.jpg)
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
![Page 53: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/53.jpg)
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
![Page 54: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/54.jpg)
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
![Page 55: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/55.jpg)
Accountability vs. “Answerability”
- externally mandated
- does not foster a sense of ownership (must do)
- punitive connotation
- invites collaboration
- engenders true ownership
![Page 56: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/56.jpg)
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
![Page 57: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/57.jpg)
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
![Page 58: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/58.jpg)
With the MAP assessment we are following our students
with a mindful fidelity to the full
complement of their unique academic needs.
![Page 59: Navigating Our Work... with a Compass and a MAP (v.li)](https://reader035.fdocuments.in/reader035/viewer/2022081605/58f275c81a28ab58568b4613/html5/thumbnails/59.jpg)
Getting Familiar with the MAP Reports
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Go to: www.nwea.org
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7 Recommended Report Groupings
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Analyzing & Integrating the Data
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Go to: www.lexile.com
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Serving Our Students
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Concept by Mihaly Csikszentmihalyi in “Flow: The Psychology of Optimal Experience” (2009)
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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
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Inspire, Ignite, and Engage
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