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.

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 student’s 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)

11. Reorientation to MAP

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 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE

35. Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE

36. Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE

37. Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE

38. Where We’ve Been
● TEAMING TO DEVELOP ASSESSMENT SCHEDULES
● PROFESSIONAL DEVELOPMENT ON PROCTORING
● FALL TESTING COMPLETE

39. Why We’re Here Today & Where We’re Going
● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS

40. Why We’re Here Today & Where We’re Going
● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS

41. Why We’re Here Today & Where We’re Going
● PLANNING FOR DATA ANALYSIS AND INTEGRATION
● DISCUSSING HOW TO USE THE PARENT-FACING REPORTS

42. Why We’re Here Today & Where We’re 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 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.

46. 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.

47. 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.

48. 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.

49. 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.

50. Accountability vs. “Answerability”

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

60. Go to: www.nwea.org

71. 7 Recommended Report Groupings

91. Analyzing & Integrating the Data

99. Go to: www.lexile.com

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