Transcript Smartboard in Paragon and Paragon Humanities

Mosaica Education
Making a World of Difference for Each Student Every Day
Achieving High Expectations:
Support and Accountability
Shouldn’t have one…
…without the other
Students:
Which community building strategies are being used:
_____ are comprehending
_____ knows students (mistaken goals, interests, needs)
_____ are making connections to their lives
_____ communicates clear expectations
_____ are applying their learning
_____ gives specific encouragement and praise
_____ can describe what they are learning/doing
_____ creates and fosters relationships
_____ express joy in learning
_____ focuses on the desired behavior
Ratio of Praise
to Redirection
:
_____ offers positive choice
Teacher:
_____ clearly communicates objective(s)
_____ is constructivist (guides students to find answers)
_____ models effectively
_____ uses effective questioning techniques, wait-time
_____ uses manipulatives, books, and resources
_____ differentiates instruction for level and interest
_____ teaches to the multiple intelligences
_____ uses appropriate informal and/or formal assessment
_____ integrates technology appropriately
_____ creatively enlists student attention
Instructional
leadership
team
members
conduct daily
classroom
walkthroughs
_____ redirects attention to be on task
_____ solves problems with students
_____ gives instructive consequences
Which effective teaching strategies are evident:
_____ Graphic organizers
_____ Cooperative groups
_____ Activating prior knowledge
Engagement (% of
students on task
as you enter )
_____
_____ Socratic discussion
_____ Personal connection journaling
Walk the walls
_____ Role-plays
_____ % of student work versus teacher materials
_____ other _____________________________
_____ Paragon Essential Question is clearly displayed
ILS:
_____ Appropriate standards are in view
_____ number of computers on
_____ % of the room dedicated to Paragon & Paragon Plus
_____ number of computers in use by students
Classrooms have an online
component for parent
communication and access.
These are also monitored using
a checklist adapted from
iNACOL’s Standards for Quality
Online Teaching.
Depending upon the degree to
which a classroom is online,
different parts of the checklist
are utilized.
Ratio of Praise
to Redirection
:
Engagement (% of
students on task
as you enter )
_____
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
• Paragon Online: All teachers have access to the Paragon
Resource Center for their state where Paragon is accessed
online and shown to students for their daily 90 minute
lesson.
• Online Classrooms: All teachers have an online classroom
where they can post news items, parent information,
electronic versions of assignments, and any other
pertinent information to be accessed by parents 24/7.
• Online Office and Meeting Space for Webinars: Teachers
have an online meeting space for parents and students
that cannot physically attend meetings and tutoring.
Planning
 Lesson plans identify learning goals based on small group
instructional levels
 Lesson plans identify differentiated activities for each group
 Workshop procedures and materials are specified
Workshop =
Differentiated
Instruction
Learning
Students can
articulate the
learning goal.
Assessment
 Teacher monitors and tracks student
progress informally and formally
 Teacher practices Socratic discussion through
questioning
 Students are held accountable for quality
completion of each workshop activity
Students can
demonstrate
mastery of the
learning goal.
Implementation
 Classroom is organized, materials
managed
 Workshop stations are facilitated
appropriately, teacher is engaged
E
V
E
R
Y
 Behavior expectations are clear and
consistently met (CHAMPS)
 Time is used wisely
D
A
Y
Differentiating Professional Development:
Teacher Tiers
Tier 4
Making a World of Difference for Each Student Every Day
Tier 3
Tier 2
Heads of School tier teachers on a 4 point scale
Tier 1
based upon:
• Understanding of and ability to implement the 12 key components
of the Mosaica Model
• Annual Teacher Evaluations
• Attainment of IPDP goals
• Paragon Observation Checklist
• Math and Literacy Observation Checklists
• Student Achievement and growth data from Performance Series
and state assessments
Tier 4: Star Mosaica
teachers, future leaders –
2 weeks of targeted, fully
differentiated PD, indep.
study of cutting-edge
research in best practice, PD
presenter roles, MLI
Tier 3: Returning teachers
with defined areas for
improvement – 2 weeks of
targeted, fully differentiated
PD
Please tab to each gray area to complete information – use cursor to click on and fill in mastery boxes
Team Member Name:
Date:
/
Years of Teaching Experience:
Position:
/
Teacher Tier Level:
Tier 4
Place a score of 1-4 in each box to indicate the level of mastery.
Curriculum Implementation
Elementary Teachers
Middle School Teachers
Open Court or Imagine It!
Prentice Hall: Timeless Voices
Paragon World Literature
Real Math
Impact Math
Harcourt Science
Holt Science
Paragon
Instructional Practices
Paragon Humanities
Mastery
Level
Mastery
Level
Tier 3
Effective Teaching Strategies
Socratic Discussion, Graphic Organ., Personal Connection Journaling, Act. Prior Knowledge, Coop. Learning, Role Plays
Standards-driven Instruction
Effective Lesson Planning
Tier 2: Returning teachers in
need of significant support –
2 weeks of differentiated,
comprehensive PD
Integrating Technology
Differentiating Instruction
PSAPs
Data Collection, Analysis, Instructional Modification
Tier 2
Tier 1: New Mosaica
teachers – 3 weeks of preservice comprehensive
professional development
Classroom Management
Mastery
Level
Procedures and Routines
PBS: 4:1 Ratio of Praise to Redirection
12 elements of Positive and Proactive Classroom Management
Total
Peer Observation Partner:
Tier 1
Tier 2:
Tier 3:
Tier 4:
1-36
37-51
52-56
/56
Workshop
Content
Effective Teaching
Strategies
This workshop is a
prerequisite and
must be completed
prior to all other
core content
workshops.
In this workshop, teachers explore the
6 Effective Teaching Strategies that
are key to implementing curriculum
in the Mosaica model. In small
groups, teachers read and discuss
information on the six effective
teaching strategies. Then, groups
create billboards illustrating how the
6 ETS can be used to teach an
assigned topic. Groups present their
billboards and deepen their
understanding with 60 Second Brain
Blasts. The billboards remain on
display throughout training to remind
teachers of the strategies. (2 hours)
Must-do
The First Days of
School and Beyond
Teachers review and reflect on what
they need to prepare for the beginning
of the school year. Guided by an
extensive “Beginning of the Year
Checklist,” they begin to compile and
organize what they need to do to
ensure a smooth start—including
reflecting on and preparing initial
procedures, routines, and parent
communication systems. Teachers
will refer to this checklist throughout
preservice to ensure that they are well
prepared for the first day of school. (2
hours)
Teachers explore simple and strategic
ways of how and when to
communicate with parents to establish
a positive and appropriate partnership
that supports and increases student
success. (2 hours)
Must-do
Parents as Part of
the School
Community
Tier 1
Tier 2
Tier 3
Tier4
Individualized
Professional
Development
Plans (IPDPs)
include the
assignment of
Workshops
based on
individual need.
Must-do
All workshop participation is tracked through the IPDP. Teachers
earn CEUs toward certification renewal.
Individualized Professional Development Plan
Goals
Based on the information in
Sections 2 and 3 above, list
goals for this year.
Sample:
Goal
1
Action Plan
What activities will the team
member engage in to reach
his/her goals?
 Action Plan: I will use the
supplemental components of
OCR as well as seek advice
from my colleagues to
differentiate activities,
increasing student knowledge
and skills in vocabulary
retention and reading
comprehension.
 I will complete a reading
fluency and comprehension
check for all students every 4
weeks.
Support
What support will be provided?
 Support: Grade group will
plan lessons together weekly,
analyze student test data for
flexible grouping, communicate
student needs via PSAP goals
with all constituents.
 Intervention staff will provide
vocabulary and comprehension
strategies for struggling
readers.
 CIS will team teach and
support in the development of
effective workshop activities.
Progress check 1: Classroom
observation and common
assessment data review –
November 2, 2009
 Action Plan:
 Support:
Progress check 1:
I willa
provide
differentiated
Making
World
of learning
Difference for Each Student Every Day
opportunities for all students in
reading comprehension and
vocabulary daily and will achieve
class average NCE growth in
reading of 5.5 or higher.
Goal
2
Assessment
Note dates for progress checks and
completion.
Progress check 2: Classroom
Observation and common
assessment (or Edperformance)
data review – February 21, 2010
Completion date: ITBS growth
data review June, 2010
Progress check 2:
Completion date:
 Action Plan:
 Support:
Goal
3
Progress check 1:
Progress check 2:
Completion date:
OPTION:
3-year Goal
State a long
term goal and
action plan.
 Action Plan:
 Support:
Progress check 1:
Progress check 2:
Completion date:

Data-driven
Planning and
Assessment
Grade Level Team Achievement Tracker
Roll Call:
Date:
1
Target Standard(s)
ELA
Math
Science /Paragon
(Recommended):
2
3
Achievement Series Common Assessment Checklist(Begin with the end in mind…)
Making
a World
of
Difference
Student Every Day
What will
students
need to know or befor
able toEach
do?
Selected no more than 3 standards per content area
Included at least 3 items for each standard
Using standards-aligned
Shared the assessment with grade level team members
Activated Test
curriculum and pacing guides,
Instructional Strategies/Tools
ELA
teachers plan together weekly
under the guidance of the CIS.
Math
Science
(Recommended):
4
AS Results
% Mastery
IND or WG
% Mastery
IND or WG
ELA
RC.1.7
34%
NSO.2.13
65%
Whole Gr
V.4.15
68%
IND
Math
% Mastery
IND or WG
Individual
Other
5
Standard
Standard:
NSO.2.13
Standard:
Standard:
Instructional Activities
Use Cuisenaire Rods in small groups - p 28 of student of challenge workbook-teacher led.
Students who’ve mastered will work Problem-solver #8 with partners.
Student mastery is monitored
weekly using Achievement Series.
Teachers plan intervention and
deliver small group instruction
during workshop.
We will leave no student behind!
Personalized Student
Achievement Plan (PSAP)
Personalized Student Achievement Plan (PSAP)
Please tab to each gray area to complete information – use cursor to click on and fill in check boxes
Student Name:
Date:
/
/
Each quarter, individual
Is there an active IEP: Yes:
No:
student progress is examined Speech and Language:
OT/PT:
Teacher Consultant:
Resource Room: Reading:
Math:
Other:
and goals are updated to
reflect a
new
information.
Making
World
of DifferenceSECTION
for I:Each
Student Every Day
Individual Student Data (Qualitative and Quantitative)
Interventions are specified as
are the roles of every partner
in the process - teachers,
students and parents.

ILS (Integrated Learning Assessment)
Scores: Reading:
Math:
ILS assessments indicate where students need extra assistance and will prescribe individual lessons to increase performance
in those areas. This data will be compared with the data at the end of the year to measure individual student growth. It also
allows the teacher to add lessons to reinforce the skills recently taught in the classroom.

OCR/Imagine It! (Open Court Reading)
Scores:
OCR Assessments are used at the completion of each story/unit in OCR. These assessments are a measurement of the
student’s mastery of the content and skills taught.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
Scores:
DIBELS assessment shows student strengths and weaknesses in relation to their total literacy regardless of the reading
program being used.

Performance Series
Scores: Reading:
Math:
DRA is an assessment that is used to determine a student’s accuracy and comprehension rate. This assessment will also
identify specific areas that students need for additional literacy instruction .

ITBS (Iowa Test of Basic Skills)
Scores: Reading:
Math:
ITBS gives an overall picture of areas of strength and weakness for the student but does not provide detailed information to be
able to place students instructionally or to determine discreet skills in which the student needs intervention.

Paragon Performance Assessment Rubrics
Unit:
Scores:
The Paragon Performance Assessment Rubric shows how a student performed on the cumulative assessment for a particular
unit. This qualitative data is used to show particular student strengths or areas of student need that can be reinforced or
addressed during Paragon time and throughout the day.

Teacher Observation
Teacher observation of the individual student is essential in addressing student strengths and needs. Teacher observation will
help to determine a student’s best learning styles to ensure that each student succeeds throughout the day. Your child’s
teacher observed the following:

Social / Emotional (i.e.: What is the student’s level of participation throughout the day? When is the student most
engaged? Has the student exhibited any mistaken goals? If so, explain. Which of the Multiple Intelligences are
considered strengths of this student?)

Paragon (i.e.: Is the student excited about Paragon time? Which activities engage the student the most? What are this
student’s particular strengths in Paragon? What seems to challenge the student most? Does the student participate well
in collaborative groups? Why or why not?)
Data-Driven Learning
Reading
Word Recognition and Word Study
Use word structure, sentence structure, and
prediction to aid in decoding and understanding the
meaning of words encountered in context.
Use structural, syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g. idioms,,
analogies, metaphors, and similes to infer history
of the English language, common word origins,
syllabication.
Recognize frequently encountered words
automatically.
Know the meaning of frequently encountered words
in written and oral contexts.
Apply strategies to construct meaning and identify
unknown words.
Read fluently eighth grade level texts.
Use strategies (e.g. prior knowledge, text features,
structures) and authentic content related resources
to determine the meaning of words and phrases in
context.
Narrative Text
investigate through classic and contemporary
literature recognized for quality and literary merit
various examples of distortion and stereotypes
such as those associated with gender, race,
culture, age, class, religion, and other individual
difference.
Analyze elements and style of narrative genres.
Analyze the role of rising and falling actions, minor
characters in relation to conflict, and credibility of
the narrator.
Analyze how authors use symbolism, imagery, and
consistency to develop credible narrators, rising
and falling actions, and minor characters.
Informational Text
Introduced Mastered
Students are empowered to take
ownership of their learning.
Making a World of Difference for Each Student Every Day
Analyze elements and style of informational genre.
Analyze organizational patterns.
Explain how author's use text features to enhance
the understanding of central, key, and supporting
ideas.
By sharing the standards checklists at
the beginning of the school year,
students understand the expectations
for graduation from that grade layer.
They are motivated by their own growth
and success.
That success builds confidence as well
as skill so that all students can reach
their full potential.
Making a World of Difference for Each Student Every Day
Let’s take a look at three
important tools being used in
our schools now!
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
The Mosaica Online Assessment Model
Performance Series
• Quarterly: Standards-based, adaptives to predict proficiency
on state assessments and to determine growth
Achievement
• Mid-quarter: Customized assessments
basedSeries
on instruction to
monitor progress and guide instruction
• Weekly: Teacher-created quizzes
reflecting student
Achievement
Series mastery
levels to address the following week
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Performance Series Benefits…
Data
Disaggregated by:
• Domain
• Grade level
• Teacher
Resources to meet:
• Individual student
needs
• State or CCS
Standards
10 week monitoring
of progress toward
growth and
proficiency targets
Information to create
instructional groups
by:
• Standards
• Indicators
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Achievement Series Benefits…
Weekly:
• Mastery
checkpoints
aligned to
standards and
instruction
• Timely
information to
fill gaps on the
go through
workshop
5 Week Quarterly:
• Progress
Monitoring
toward
proficiency
• Indications of
how well
curriculum has
been
implemented and
learned
Differentiation Data
for:
• Intervention and
RtI planning
• Opportunities to
challenge
students
performing
above the bar.
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
• Focus indicators are selected based on
weak performance areas in both Reading
and Math using Performance Series Data.
Data
Analysis
leads to the
creation of a
5-Week
Focus Plan
• Provides an opportunity for “double
dosing” weak areas in ELA and Math.
• Data are reviewed in weekly grade group
meetings.
• Lesson plans are developed including both
curriculum and focus area expectations.
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Performance Series
• Proficiency results in both Reading and Math
• Questions are norm-referenced and linked to individual State
Standards
• Results evaluated by Quartile Ranges.
 Quartile 1 (Red) – 0-25%, At-Risk
 Quartile 2 (Yellow) – 26-50%, Approaching Proficiency
 Quartile 3 (Green) – 51-75%, Proficient
 Quartile 4 (Blue) – 76-100%, Above Expected
Performance
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Achievement Series
• Teacher created curriculum-based assessments
• Weekly results for Literacy and Math; data utilized for adjusting
lesson plans for differentiated instruction
• Results evaluated by Performance Bands
 Performance Band 1 (Red) – 0-60%, At-Risk
 Performance Band 2 (Yellow) – 71-80%, Approaching
Proficiency
 Performance Band 3 (Green) – 80 - 100%, Proficient
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Compass Learning
• Personalized learning paths based on standards based
preassessments
• Engaging, interactive curriculum
• Real time reporting of student data using customized
reports.
• Teachers can modify lessons based on individual
students’ specific needs.
Making a World of Difference for Each Student Every Day
How are these tools being
integrated with other
technologies to bring online
solutions to schools?
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Providing Online Solutions for Schools
•
•
•
•
Challenge: A middle school has a group of accelerated students that need
challenging in one or more subject areas but does not have the staffing or
room in the schedule to meet the needs of these learners.
Challenge: A high school has a small group of students interested in a
specific subject but the demand is not large enough to allocate a teacher.
Challenge: A high school has a staffing shortage in a specific subject area.
Solution: All of these situations can be addressed by offering an online
solution for students in a lab setting during the school day or by offering a
modified schedule so students can take the class at home but have it count
as a part of their regular school schedule.
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Providing Online Solutions for Specific Student
Needs
• Challenge: A student has transferred into a school following a different
•
•
•
schedule, pace or curriculum sequence. There is no natural fit for this
student without the risk of him losing credit for work done thus far.
Challenge: A student lacks the foundational skills needed to progress in a
subject the second part of the year.
Challenge: A student wants to “get ahead” and take an extra course load or
“catch up” by doubling up on something in which she was previously
unsuccessful.
Solution: All of these students can be assisted by offering them an online
class to fit their needs and help them make a smooth transition into their
traditional school schedules. Courses can be taken as a part of or in
addition to the regular school day.
MOSAICA LEADERSHIP INSTITUTE
Mosaica Education
Making a World of Difference for Each Student Every Day
Current Examples in Our Schools
• A 5th grader with emotional/behavior issues takes his Paragon
class online so he can have controlled social interaction with
his peers at the time of his choosing.
• A gifted 3rd grader goes to the media center for Paragon daily.
• A group of accelerated middle schoolers is taking High School
level Geometry online daily in a lab setting.
• A group of 9th graders does not have the skills to successfully
complete Algebra I at the midpoint of the year. They are taking
Algebra I from the beginning online with the goal of gaining the
full credit for the class by the end of the year.
MOSAICA EDUCATION, INC.
Making a World of Difference for Each Student Every Day
…Opening portals of opportunity