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Mosaica Education

Mosaica Education. Achieving High Expectations: Support and Accountability. …without the other. Shouldn’t have one…. Students: _____ are comprehending _____ are making connections to their lives _____ are applying their learning _____ can describe what they are learning/doing

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Mosaica Education

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  1. Mosaica Education Achieving High Expectations: Support and Accountability …without the other Shouldn’t have one…

  2. Students: _____ are comprehending _____ are making connections to their lives _____ are applying their learning _____ can describe what they are learning/doing _____ express joy in learning 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 Walk the walls _____ % of student work versus teacher materials _____ Paragon Essential Question is clearly displayed _____ Appropriate standards are in view _____ % of the room dedicated to Paragon & Paragon Plus Instructional leadership team members conduct daily classroom walkthroughs Which community building strategies are being used: _____ knows students (mistaken goals, interests, needs) _____ communicates clear expectations _____ gives specific encouragement and praise _____ creates and fosters relationships _____ focuses on the desired behavior _____ offers positive choice _____ creatively enlists student attention _____ 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 _____ Socratic discussion _____ Personal connection journaling _____ Role-plays _____ other _____________________________ ILS: _____ number of computers on _____ number of computers in use by students Ratio of Praise to Redirection : Engagement (% of students on task as you enter ) _____

  3. 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 ) _____

  4. Mosaica Education MOSAICA LEADERSHIP INSTITUTE • 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.

  5. Workshop = Differentiated Instruction Learning Students can articulate the learning goal. Students can demonstrate mastery of the learning goal. EVERY DAY

  6. Heads of School tier teachers on a 4 point scale 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 Differentiating Professional Development: Teacher Tiers

  7. 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 Tier 2: Returning teachers in need of significant support – 2 weeks of differentiated, comprehensive PD Tier 1: New Mosaica teachers – 3 weeks of pre-service comprehensive professional development • Tier 4 • Tier 3 • Tier 2 • Tier 1

  8. Individualized Professional Development Plans (IPDPs) include the assignment of Workshops based on individual need. All workshop participation is tracked through the IPDP. Teachers earn CEUs toward certification renewal.

  9. Individualized Professional Development Plan Progress Reviewed Quarterly

  10. Data-driven Planning and Assessment Using standards-aligned curriculum and pacing guides, teachers plan together weekly under the guidance of the CIS. Student mastery is monitored weekly using Achievement Series. Teachers plan intervention and deliver small group instruction during workshop. We will leave no student behind!

  11. Personalized Student Achievement Plan (PSAP) Each quarter, individual student progress is examined and goals are updated to reflect new information. Interventions are specified as are the roles of every partner in the process - teachers, students and parents.

  12. Data-Driven Learning Students are empowered to take ownership of their learning. 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.

  13. Let’s take a look at three important tools being used in our schools now!

  14. Mosaica Education MOSAICA LEADERSHIP INSTITUTE The Mosaica Online Assessment Model Quarterly: Standards-based, adaptives to predict proficiency on state assessments and to determine growth Mid-quarter: Customized assessments based on instruction to monitor progress and guide instruction Weekly: Teacher-created quizzes reflecting student mastery levels to address the following week Achievement Series Achievement Series Performance Series

  15. Mosaica Education Performance Series Benefits… MOSAICA LEADERSHIP INSTITUTE • Data Disaggregated by: • Domain • Grade level • Teacher • Resources to meet: • Individual student needs • State or CCS Standards • Information to create instructional groups by: • Standards • Indicators 10 week monitoring of progress toward growth and proficiency targets

  16. Mosaica Education Achievement Series Benefits… MOSAICA LEADERSHIP INSTITUTE • 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.

  17. Mosaica Education MOSAICA LEADERSHIP INSTITUTE Data Analysis leads to the creation of a 5-Week Focus Plan • Focus indicators are selected based on weak performance areas in both Reading and Math using Performance Series Data. • 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.

  18. Mosaica Education MOSAICA LEADERSHIP INSTITUTE PerformanceSeries • 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

  19. Mosaica Education MOSAICA LEADERSHIP INSTITUTE AchievementSeries • 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

  20. Mosaica Education MOSAICA LEADERSHIP INSTITUTE 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.

  21. How are these tools being integrated with other technologies to bring online solutions to schools?

  22. Mosaica Education Providing Online Solutions for Schools MOSAICA LEADERSHIP INSTITUTE • 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.

  23. Mosaica Education Providing Online Solutions for Specific Student Needs MOSAICA LEADERSHIP INSTITUTE • 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.

  24. Mosaica Education Current Examples in Our Schools MOSAICA LEADERSHIP INSTITUTE • 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.

  25. MOSAICA EDUCATION, INC. …Opening portals of opportunity

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