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PARAGON Walking with Giants“A World of People who Make a World of Difference”

Morning Start

© All Rights Reserved

5-10

How can the core character values featured

in Paragon help me become my best self?

Renaissance & the New World

Copyright © 1997-2014 • Mosaica Education, Inc. • Paragon Division


Morning Start


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For this session, you will need:

Your Walking with Giants Journal


Morning Start


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Good morning, Giants! Are you ready for this week’s Paragon Proverb?


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This is a quotation from

last week’s Paragon Profile: Michelangelo!

“Ancora imparo.”

(“Still I am learning.”)

-Michelangelo


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Are there some character virtues or leadership qualities

that you can think of that relate to this

proverb?



-Michelangelo


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-Michelangelo

This quotation make me think of humility

because when you are humble, you are

acknowledging that you don’t know everything.


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That’s a great point, Teresa.

Thanks, Marie-Claire.

So what do you think this proverb means?


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Well, I think about perseverance and patience our entire

lifetime is an opportunity to keep

growing if we are open to seeing what we can

learn from every experience.

That’s very true. Persevering and

patience help us to keep a big picture

perspective – even in the face of challenges.


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Now, Paragon Friends, take out your Walking with Giants journal and turn to the next

clean page.



-Michelangelo


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Proverb Rewrite

Title the left-hand side “Proverb Rewrite” then copy this week’s proverb into your journal neatly.



-Michelangelo


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Proverb Rewrite Under the original proverb, write what the proverb means to you, and describe a situation where one might need

the wisdom the proverb provides.

“ “Ancoraimparo.”


-Michelangelo


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Proverb RewriteThen rewrite the

proverb using language that applies to your

life.

How can you say this differently?

““Ancora imparo.”


-Michelangelo


Morning Start


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-Michelangelo

Great work! Remember to be your

Giant self today!

See you next time!

Paragon and Paragon STEM K-5

Paragon & Paragon STEM Topic Map ∙ K-5

S T E M

Topic Map

Unit 1 40,000 BCE – 500 BCE

The Ancient World

Unit 2 500 BCE – 500 CE The Classical World

Unit 3 500 – 1460

The Middle Ages

Unit 4 1460 - 1600


Grade K Myself; my world;

family; basic needs; globalism; geography.

Who am I? Self, identity, name, likes and dislikes, place; children of Ancient Egypt. Egypt

What is a family? Family members, relationship with others, household; families of Ancient Rome. Rome

What is a home? Houses and homes, activities in homes; homes in Africa, climate, plants and animals. Africa

What do clothes teach us about people? Personal clothing, clothing & culture, basic needs, markets, exchange of goods, Renaissance. Europe

• Common Egyptian home

• Model of columns • Egyptian Paintings

• Amphitheater • Bread Stamp • Roman dice

• Adinkra Cloth • Mud Hut • African drum

• Majestic Door • Heraldic Banner • Shield

Grade 1 Community; jobs;

making dreams come true; heroes; basic needs; geography.

What do people need? Basic needs - food, shelter, warmth, prehistoric life, hunters and gatherers, the Upper Paleolithic. Ancient World-Stone Age

What is a community? Community, connections between families in a place, working together, sharing responsibility. Ancient Greece

How do people help their communities? Medieval life, castle society, lords, ladies, knights, peasants, Robin Hood. Middle Ages

What do clothes teach us about people? Renaissance explorers and artists; da Vinci, Michelangelo, Columbus, Magellan. Renaissance

• Stone age shelter • Stone age tools • Musical instrument-

flute

• Bow and arrow • Chariot • Greek stage

• Construct a windmill • Hourglass • Folding ruler

• Renaissance lute • Pocket watch • Spectacles

S T E M

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S T E M

Topic Map

Unit 1 40,000 BCE – 500 BCE

The Ancient World


Unit 3 500 – 1460

The Middle Ages

Unit 4 1460 - 1600


Grade 2

Environment; natural resources; community;

multi-culturalism; geography.

Why did people start to farm? Early farmers, natural resources of the Fertile Crescent, water, environment, beliefs, temples, stories. Mesopotamia

How do people live in a rainforest? The Maya - environment, natural resources, myth, temples, art, literature. Meso-America

How do people live in a desert environment? Pueblo tribes, the Anazasi, cliff dwellers, farming in a desert, pottery, art, and stories. North America

How do communities connect with each other? Inca, Andes Mountains, building an Empire, communication, runners, art, beliefs, Machu Picchu. South America

• Wheel/Axle Wagon • Raft • Counting board

• Calendar Round • String Compass • Plumb-Bob

• Pueblo House • Travois • Canoe

• Sapa Inca Litter • Chakitaqlla (foot plough) • Quipus

Grade 3 Culture; art; myth and

stories; travel and trade, exploration;

geography.

How does culture flow from a river? The Indus River and Indus Valley. Rivers; farming, irrigation, the elements of culture, and the interaction between geography and culture. India

How does a culture expand? The Silk Road, Shi Huangdi's tomb, rulers, artifacts and what they tell us about the past, folktales. China

How do cultures share goods and ideas? The Silk Road into the Middle East. Arabian Nights, spread of Islam, trade, interaction with North Africa, salt trade. Silk Road

How do explorers connect cultures? Exploration, Cortes, Pizarro, Magellan, Columbus, etc. Old World and “New World”

• Kite • Transportation Cart • Dice

• Wheelbarrow • Pagoda • Peasant House

• Mosque • Bedouin Tent • Pinhole Camera

• Navigational Nocturnal Tool

• Cannon • Quadrant

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S T E M

Topic Map

Unit 1 40,000 BCE – 500 BCE

The Ancient World


Unit 3 500 – 1460

The Middle Ages

Unit 4 1460 - 1600


Grade 4 Civilization; spread of

people and ideas; belief, technology;

geography.

How do we recognize a civilization? Farming, stratification, job specialization, religion, art, government, architecture, writing. Egypt

Can a civilization die out and still live on? Democracy, city-states, humanism, literature, art, theater, Olympics, philosophy, Socrates, Plato, Aristotle, and Pythagoras. Ancient Greece

How can we tell what a civilization values? Artifacts & architecture of the Middle Ages. Castles, towns, cathedrals, stained glass, illuminations, and guilds. Europe

What can we learn about a civilization from its great thinkers? Italian Renaissance, art, science, inventions, Leonardo, Copernicus, and Galileo. Italy

• Ramp • Papyrus Boat • Water Clock

• Ancient Greek Crane • Archimedes Screw • Trireme

• Siege Machine • Gothic Geometric Trefoil • Flying Buttress

• Leonardo da Vinci’s parachute

• Polyhedron • Scaffolding

Grade 5 Western civilization;

government; philosophy; religion; ideas; technology;

geography.

How do we unlock the mysteries of a civilization? Archaeology, inference, King Tut's tomb, artifacts, burial rites, beliefs. Egypt

What do we learn from the ruins of an Empire? Archaeology, origins of Rome, philosophy, art, architecture, Empire, government, military Pompeii. Rome

How do we piece together a vanished culture? The Vikings, archaeology, seafaring culture, conquest, government, runes, myth, and daily life. Europe

What happens when people change their religion? Reformation, Martin Luther, Bach, Tudor England, Henry VIII, Elizabeth I, and Shakespeare; methods of historians. Europe

• Obelisk • Shadow clock • Shaduf

• Catapult • Roman waterwheel • Roman numerals

• Viking trading balance • Sledge • Viking axe (wedge)

• Elizabethan theater model • Gutenberg/print blocks • Telescope

S T E M

S T E M



S T E M

Topic Map

Unit 5 Kingdoms & Colonies

1600 - 1750

Unit 6 Revolution & Independence 1750 - 1825

Unit 7 Unification &

Industrialization 1825 – 1900

Unit 8 The 20th Century

1900 – 2000

Grade K Myself; my world;

family; basic needs; globalism; geography.

How do people celebrate? Types of celebrations here & around the world; celebrations in India, daily life, community, song, music, & dance. India

Why do people create art? Types of art; Balinese daily life, community, folklore, stories, music, dance, art, fabric. South East Asia

How do people “live off the land?” Geography, environment, daily life of aborigines, song, dance, storytelling, art, plants, and animals. Australia

How do people live today? Modern American life; changes in daily life in the 20th Century; technology, innovations, transportation. USA

• Celebratory Stamp • Flag Design with

Shapes • Coin with Numbers

• Pura • Ankle Bracelet • Rock Carving

• Fish trap model • Barrier Reef model • Boomerang

• 3D models of two planets

Grade 1 Community; jobs;

making dreams come true; heroes; basic needs; geography.

How do people create communities? Woodland Indians, Pilgrims, Plymouth, creating a new community. Early America

How do dreamers lead the way? Plains Indians, going west, Lewis and Clark, wagon trains, pioneers. America

Why are people drawn to cities? Bustling cities, new inventions, and entertainment. USA

How do people communicate? Communication, pony express, post office, stamps, letter writing. USA

• Baby Cradle • Dominoes

• Teepee • Wagon Wheel • Rawhide Indian Bag

• elevator using a pulley system

• Cup and string telephone

S T E M

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S T E M

Topic Map


1600 - 1750





1900 – 2000

Grade 2 Environment; natural

resources; community; multicultural; geography.

How do people live on an island? Islands, geography, animals, samurai warriors, ritual, art, kabuki, martial arts. Shogun Japan

How do people live on the coast? Coastal living, daily life, houses, canoes, totem poles, folklore, masks, dances. Northwest Coast Indians

How do people live in an icy land? Arctic environments, working with the environment, celebrations, innovation. The Arctic

How do people live in the USA? 20th century, environment, diversity, technology, celebration. USA

• Torii (entrance gate) • Garden Bridge • Stone Lantern

• Fishing Weir • Fishing Spear • Totem Pole

• working bow drill • prisms • kayak

• 4th July Float • Bird Feeder • Bar Graph

Grade 3 Culture; art; myth and

stories; travel and trade, exploration;

geography.

How do different cultures inhabit the same land? Exchange of goods and ideas, food, farming techniques, daily life, colonists & Indians. America

How do individuals shape culture? Icons of the Revolutionary War and beyond, symbols, founders of our country. USA

How do new discoveries change culture? Westward expansion, Gold Rush, pioneers, transcontinental railroads, the Indian wars, the Trail of Tears. USA

How do cultures interact and stay unique? Harlem Renaissance, movies, TV, music, popular culture, sub-culture, art. USA

• Trading Post Shelter • Snowshoes • Fox and Geese Game

• Independence Hall Model

• Silver Rattle • Soldier’s Canteen

• Sod House

• Statue of liberty crown

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S T E M

Topic Map


1600 - 1750





1900 – 2000

Grade 4 Civilization; spread of

people and ideas; belief, technology;

geography.

How do people plant the seeds of a new civilization? The process of settling in a new land, Jamestown, puritans, pilgrims, Salem Witch Trials, organizing a group of people, colonial homes and plantations. America

How do ideas found a new civilization? Revolutionary War and early United States, government, writing, George Washington, Constitution, Declaration of Independence, Thomas Jefferson. USA

How do people use ideas to justify action? Slavery, the Civil War, and Reconstruction, Abraham Lincoln, social stratification. USA

What ideas will people struggle for? Civil Rights and Women’s Rights, social stratification, Eleanor Roosevelt, Amelia Earhart, Martin Luther King, Jr. USA

• Colonial fireplace • Nine Men Morris

board game

• Turtle submarine • Franklin stove • Lightening rod

• Truss Bridge • Train rail and wheelset • Mapping of cotton field

• Paper airplanes • P-51 mustang model • Supreme court model

Grade 5 Civilization; government;

philosophy; religion; ideas; technology;

geography.

How do the arts enlighten us about the past? The Enlightenment, the arts, Louis XVI, Versailles, the way people think, spread of ideas. Europe

How have ideas ignited revolutions? French Revolution, connection to the American Revolution; people and arts of the time; Napoleon, Toussaint L’Overture, Simón Bolívar. France

How can technology change life? Industrial Revolution, technology; factory towns; child labor; scientific discoveries; inventions; change over time. USA

Who are we? Decade by decade exploration of the 20th century; American cultural identity; cultural change over time. USA

• Pascal’s 5 penny

coach • Halley’s diving bell • Microscope

• Guillotine • Hot air balloon • Drais’ bicycle

• Canal with locks • Revolving door • Electro-magnet

• Balloon powered race car • Traffic signal • Ellis Island

S T E M

S T E M

Paragon Humanities

Paragon Humanities and Paragon World Literature Topic Map

Paragon Humanities and Paragon World Literature Topic Map Topic Map Quarter 1

Quarter 2

Quarter 3

Quarter 4

Grade 6: Paragon Humanities United States history; characteristics of colonial societies; reasons for colonization; cultural and ecological interactions; political, religious, and social institutions; slavery; cause and impact of revolutions; Constitution; Bill of Rights; territorial expansion; Civil War; social reform; Reconstruction.

How do colonies become a nation? AD 1580s – 1780s British colonization of American, colonial life, 13 original colonies, slavery, Thomas Jefferson, Benjamin Franklin, Declaration of Independence, George Washington, Revolutionary War. United States

How did the Constitution come to be the law of the land? AD 1783 – 1803 Articles of Confederation, Shay’s Rebellion, U.S. Constitution, Federalist System, Checks and Balances, branches of government, Bill of Rights, political parties, Washington’s presidency, Whiskey Rebellion, Marbury vs. Madison. United States

How did Manifest Destiny shape the United States and its people? AD 1800 – 1860 Western expansion, Manifest Destiny, Louisiana Purchase, Lewis and Clark, California gold rush, displacement of American Indians, Mexicanos, Texas annexation, Mexican-American War United States

How did the Civil War divide and reshape the United States? AD 1860 – 1877 Slavery, geographic differences between North and South, Missouri Compromise, Dred Scott decision, secession, Civil War, changes in society, Reconstruction United States

Grade 6: Paragon STEM

Shallop Sextant for navigation Electricity using fruit or

vegetables

Washington's 16-sided barn

Jefferson's moldboard plow

Independence Hall

Covered Wagon Earth Lodge Bull Boat

Fort Sumter Periscope Hot-air balloon

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Paragon Humanities


Grade 6: Paragon World Literature

Text: Calico Bush Author: Rachel Field Language Arts Focus/Writing Domain: Autobiographical Incident United States

Text: Jump Ship to Freedom Authors: James Lincoln Collier & Christopher Collier Language Arts Focus/Writing Domain: Expository Writing United States

Text: Bound for Oregon Author: Jean Van Leeuwen Language Arts Focus/Writing Domain: Narrative Writing United States

Text: Escape from Slavery by Frederick Douglass Editor: Michael McCurdy OR Narrative of the Life of Frederick Douglass Author: Frederick Douglass Language Arts Focus/Writing Domain: Speech Writing/Delivery United States

Grade 7: Paragon Humanities Africa and Latin America. Cultural and ecological interactions; early agrarian civilizations; development of agricultural societies; rise and expansion of civilization; transoceanic exploration and interaction; post war recon-struction; growth of international power; search for community, stability, and peace; global trends.

What were the cultures and kingdoms that made medieval Africa great? AD 500 - 700 Geography of Africa, environmental diversity, gold and salt trade, West African medieval kingdoms of Ghana, Mali and Songhay, influence of Islam, indigenous cultural traditions. Africa

How has modern Africa retained its diversity and independence? AD 1700 - present Geography of Africa, African Diaspora, European colonization, independence, Apartheid, African National Congress, connections to the US. Africa

What was culture like in Pre-Columbian America? AD 300 – 1700 Olmec, Teotihuacános Nazca, Moche, Maya, Inca, Pizarro, Aztecs, Cortes, early civilization, archaeology, interpreting the past through material remains. South America, Central America, Mexico

How is modern Latin America diverse? AD 1500- 2000 Geography of Latin America, independence movements, culture, nations, music, modern art, modern Mexico and Brazil, immigration patterns, historical and cultural connections to the US. Latin America

Paragon Humanities



Irrigation System African drum Akan gold weight

Design a building or city using the concept of fractals

Caves in the Cradle of Humankind

SALT-South African Large Telescope

Temple of Kukulcan El Carocal

Observatory Inca rope bridge

Panama Canal Clean water project Build a bridge


Text: The Lion’s Whiskers Authors: Brent Ashabranner & Russell Davis OR Text: West African Folktales Author: Jack Berry Language Arts Focus/Writing Domain: Folktales Africa

Text: The Cinnamon Tree Author: Aubrey Briggs OR Text: Out of Bounds Author: Beverley Naidoo Language Arts Focus/Writing Domain: Advocacy Writing Africa

Text: The Well of Sacrifice Author: Chris Eboch Language Arts Focus/Writing Domain: Genre Study and Adaptation South America, Central America, Mexico

Text: Lupita Manana Author: Patricia Beatty Language Arts Focus/Writing Domain: Personal Response to Literature Latin America

S T E M

Paragon Humanities


Grade 8: Paragon Humanities India, China, Middle East, Australia and Polynesia. Development of civilization; consequences of population movements; rise of empires; Imperialism; growth and influence of Islamic civilization; transformation in Asian societies; patterns of global change; growth of international power; search for community, stability, and peace; global trends.

What is India’s history? 2500 BCE – AD 2000 Indus Valley, Harappa civilization, Hinduism, Buddhism, Mauryan Empire, Gupta Empire, Moguls, British colonization, freedom movements, Gandhi, and independence. India

How do cultures influence one another? AD 500 – 1700 Confucianism, Buddhism, Daoism, Chinese dynasties, painting, writing, scientific innovation, Marco Polo, feudalism, Shogun, and Shinto. China, Japan

How did the rise of Islam affect the world? AD 500 – present Geography of the Middle East, Muhammad, Qur’an, Islamic art, astronomy, medicine, music, math, literature, Islamic Empire, Mosques, Islamic Spain, Crusades, Mamluk Empire, Ottoman Empire. Middle East

What is culture? 40,000 BCE – present Geography of Australia and Polynesian Islands, prehistoric settlement, cultural anthropology, aborigines, myth, cultural contact and influences, Captain Cook, British colonization, traditions and festivals. Australia and Polynesia


Taj Mahal Bramagupta's formula Typical Indian Home

Build a model of a structure found on the palace grounds from Imperial Chinese period

Tangram Seismoscope

Vertical Axis Windmill Astrolabe Basins of Aghlabid

Water Flow system to avoid soil erosion

Desalinate water Sydney Opera House

S T E M

Paragon Humanities



Text: The Broken Tusk Author: Uma Krishnaswami Language Arts Focus/Writing Domain: World Mythology India

Text: The Master Puppeteer Author: Katherine Paterson Language Arts Focus/Writing Domain: Response to Literature, Character Analysis Japan

Text: Seven Daughters and Seven Sons Author: Barbara Cohen & Bahija Lovejoy Language Arts Focus/Writing Domain: Compare/Contrast Essay Middle East

Text: The Shark Callers Author: Eric Campbell Language Arts Focus/Writing Domain: Creative Writing, Narrative Composition OR Text: Whale Rider Author: Witi Ihimaera Film by: Niki Caro Language Arts Focus/Writing Domain: Media Comparison, Compare/Contrast Essay Australia and Polynesia

Paragon Curriculum

Paragon Humanities Topic Map Grades 9 – 12 Pennsylvania Edition

Paragon Humanities Sample Topic Map

Pennsylvania Edition

Topic Map Quarter 1

Quarter 2

Quarter 3

Quarter 4

American History, 1870 to

present (full year; 1 credit)

Foundational issues in U.S. history

and geography; post-Civil War era,

industrialization and

progressivism; development of an

industrial, urban and global United

States; World War I; prosperity;

and the New Deal; isolationism;

World War II; postwar United

States; societal changes; Cold War

era; Civil Rights.

How did the United States grow and change after the Civil War? AD 1870 - 1914

Industrial Revolution in the

U.S. and Europe, effects of the

Industrial Revolution on the

western world; immigration and

industrialization; rise of

Imperialism; U.S. global

interests.

United States and the World

What are the political and social forces that shape human destiny? AD 1914 - 1929

World movements leading to

World War I; events and

outcomes of World War I;

rise of totalitarian ism in

Europe after World War I;

Great Depression.

United States and the

World

What were the causes, events, and effects of World War II? AD 1929 – 1945

Recap of Great Depression,

causes of World War II,

America’s entry into the

War, major events of the

War, the Holocaust,

outcomes of the War,

beginning of the atomic age.


World

What were the hot spots of the Cold War era? AD 1945 - 1975

Spread of Communism after

WWII, impact of the Cold

War, global competition,

events of Korean War,

impact of Viet Nam, Civil

Rights era.


World

Fort Sumter

Periscope

Hot-air balloon

Submarine

Tame the Mississippi -

levee

Dust Bowl - preventing

soil erosion

Working Parachute

Quonset Hut

Grocery cart/trolley

Model of a helicopter

Postwar Ranch House

Postwar Modern

Architecture

Paragon World Literature (to be

taken in tandem with American

History, 1870 to present)

Text: N/A (Research project:

Significant Americans, 1870

- 1914)

Language Arts Focus/ Writing

Domain: Biographical Research

and Writing

United States

Text: The Grapes of Wrath Author: John Steinbeck


Domain: Film Study &

Journalism

United States

Text: The Diary of Anne Frank Authors: Frances Goodrich &

Albert Hackett

Language Arts Focus/

Writing Domain: Drama

Europe

Text: Letters From Wolfie Author: Patti Sherlock


Writing Domain: Context &

Historical Fiction


World

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Paragon Curriculum

Paragon Humanities Topic Map Grades 9 – 12 Pennsylvania Edition

Modern World History and

Geography (full year; 1 credit)

Development of major world

religions; economic development

and trade patterns; artistic,

scientific, and technological

advancements; independence

movements; immigration patterns;

political systems; independence

and interdependence;

contemporary global issues—

population, resources, patterns of

global interactions, conflict,

cooperation, and security; human

right issues; United States in a

new global age, 1969 to the

present

How do world religions reflect diverse beliefs?

3000 B.C. to present

Development and comparison of

five major world religions:

Buddhism. Christianity,

Judaism, Hinduism, Islam;

geographic origins, founding

leaders, and teachings

The World

How did the Renaissance usher in new ideas, innovation and exploration? AD 1580 – 1780

Development of a merchant

class economy, trade,

economics, and politics,

Venice, Florence; Renaissance

art and science, da Vinci,

Brunelleschi, Galileo; Islamic

Spain, Baghdad, contributions

in math, science, and medicine;

Reformation; Age of

Exploration, Dias, Columbus,

Magellan, and Balboa, the

“New World.”

Eastern & Western Europe,

the Americas

How are nations independent and interdependent in an era of globalization? AD 1900- present

Geography, political systems,

economic systems, and

cultures of Canada and

Europe (including Russia);

independence and

interdependence; global

trends; political, economic

and cultural connections to

the U.S.

Canada, Europe, Russia

How do we uphold the principles of democracy in the United States today? AD 1969 to present

Contemporary U.S.

presidents: Nixon to G.W.

Bush; international and

national policies and events;

fall of Communism, Middle

East events, global

independence movements,

human rights issues.


World

Great Stupa of Sanchi

The Parthenon

The Temple at Angkor Wat

Build a model of the first

navigable submarine,

similar to what Cornelius

van Drebbel built

Pendulum

Islamic Art

Satellite model Apollo 11 Rocket or Lunar

Module

Fort McHenry Tunnel

Water Purification - UV

Waterworks

Paragon World Literature (to be

taken in tandem with Modern

World History and Geography)

Text: The Alchemist Author: Paulo Coelho


Domain: Personal Narrative

Text: The Tempest Author: William Shakespeare


Domain: Shakespearean

Drama

Eastern & Western Europe,

the Americas

Text: Animal Farm

Author: George Orwell


Writing Domain:

Allegory/Fable

Russia/USSR

Text: N/A (Speech project:

Speeches of Significant

Americans, 1969 to

present)


Writing Domain: Speech

Writing and Delivery

United States

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English Language Learners

The W-APT is an identification and placement tool for program placement and a tier assignment tool that Mosaica Education will administered to newly enrolled English Language Learners for ordering and administration of the appropriate ACCESS assessment.

Mosaica Education will adhere to the following guidelines set forth by the Pennsylvania Department of Education for tier selection and placement:

ACCESS tier placement (grades 1-12)

W-APT Composite proficiency score Tier

1.0 – 2.4 A

2.5 – 4.0 B

>4.0 C

Grades 1-12

“When using the W-APT for identification and/or placement, a composite proficiency score of 4.6 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 4.5 and below are an indicator that a student is in need of an English language instructional program. In either case, additional criteria must inform the identification/placement decision. The additional criteria must include current or previous grades and performance on state assessments and LEA assessments (formative and/or summative).”

Kindergarten

“When using the W-APT for identification and/or placement of kindergarten students, a raw score for listening and speaking of 15 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 14 and below are an indicator that a student is in need of English language instruction. In either case, additional criteria must inform the identification/placement decision (see above).”

ACCESS for ELLs will be administered annually to all English language learners. ACCESS for ELLs will be used to determine the English language proficiency levels and progress of ELLs in the domains of speaking, listening, reading, and writing. Students will be exited from services following the procedures set forth by the Pennsylvania Department of Education and described below:

Mosaica Education will use both of the required exit criteria listed below along with ensuring that students meet one of the two additional exit criteria provided below to exit from an English language instructional program:

Required Exit Criteria:

1. Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).

SPECIAL CIRCUMSTANCES:

For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the state assessment.

For students that are in a grade that is not assessed with the state assessment, Mosaica Education will use each of the remaining criteria listed below to exit students.

2. Scores of 5.0 in each domain on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)

A. Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit keeping in mind that this assessment may only be administered one time per year.

Grade Level ACCESS Score Required W-APT Scores*

1-5 4.6-4.9 5.0 in each domain

6-8 4.7-4.9 5.0 in each domain

9-12 4.8-4.9 5.0 in each domain

B. A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

Additional Exit Criteria:

1. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies).

2. Scores on district-wide assessments that are comparable to the BASIC performance level on the state assessment

Students exited from the ELL program will continue to be monitored. Analysis of classroom performance through classwork and standards-based assessments will be conducted by the classroom teacher to ensure students are maintaining proficiency levels and demonstrating the ability to learn commensurate with other grade level students. Students that are struggling will be identified for additional intervention instruction and/or tutoring to address identified skills.

1

Grade Level Placement, Promotion and Retention Policy Purpose: Insert School Name has established and maintains high standards for all students by establishing clear academic expectations, monitoring student achievement and communicating student progress to parents/guardians in a continuous and systematic manner. Insert School Name does not practice social promotion but rather places and promotes students according to each student’s instructional level. Recognizing the unique developmental needs of each student, the most appropriate educational setting will be determined to meet those needs and a Personalized Student Achievement Plan will be designed to support academic growth. Placement Policy Statement: All newly enrolled students applying to enter grades 3-8 are required to take a standards-based placement assessment to determine the student’s most appropriate grade level assignment. This assessment must take place prior to the student’s first day of school. Students placing at a grade below chronological age may have the opportunity to participate in summer school for the purpose of gaining skills and knowledge necessary to advance. In order to take advantage of this educational opportunity, students must complete placement testing prior to May 30th. At the conclusion of summer school, a final placement test will be administered to determine placement. Performance Series Scaled Score Grade Level

Targets:

To be placed at grades three through eight, a student’s scaled score must fall above the 25th percentile for mathematics and reading. See scaled score targets below. Fall, winter or spring norms will be used depending on enrollment date.

Mathematics Fall Winter Spring 2 1893 1967 2078 3 2081 2153 2247 4 2231 2263 2349 5 2323 2368 2443 6 2429 2416 2528 7 2495 2507 2571 8 2559 2535 2633 9 2574 2542 2620 10 2579 2559 2635 Fall 05 Winter Spring 06 Reading Fall Winter Spring 2 1774 1884 2032 3 2050 2159 2257 4 2286 2306 2441

2

5 2457 2496 2585 6 2591 2564 2677 7 2659 2663 2727 8 2747 2711 2793 9 2795 2770 2829 10 2831 2831 2846 Promotion and Retention Policy Statement: No student shall be promoted to the next successive grade level based on age or other social reason unrelated to academic performance. To be promoted, students must meet or exceed the following targets:

1. Mastery in all major content areas as evidenced by grade level report cards 2. To be promoted to grades three through eight, a student’s scaled score on the

academy’s standards-based assessment must fall above the 25th percentile in mathematics and reading.

3. All students must demonstrate a 95% or better attendance rate. Students who are placed or retained below chronological grade level may be required to participate in some or all of the following interventions:

After School Tutorial Summer School Saturday School Supplemental Course Work Individualized Assistance through the Intervention Assistance Team/Student

Assistance Team Responsibility: Decisions regarding a student’s placement, promotion or retention will be determined on an individual basis based on academic results. The Head of School shall have the final responsibility of determining grade level placement and promotion or retention of each student. Parents/guardians will be notified in writing at the end of the second quarter of children in danger of retention. A conference will be scheduled at a time convenient for all parties to discuss the student’s achievement, attendance, effort, work habits, behavior and other factors related to learning. Individuals with Disabilities Education Act (IDEA) of the Rehabilitation Act Students who are identified disabled under the IDEA of the Rehabilitation Act or a Section 504 will be promoted or retained in accordance with the IEP Team recommendations, as documented in the IEP.

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