Parents and teachers evaluate student progress on an ongoing basis. We may look at the quantity and quality of work that is being completed at home and at school.
This can be done in a variety of ways: writing activities, projects, discussions, daily assignments, demonstrations, tests and quizzes, online program data, formal district and state assessments, etc. These assessments determine a student’s progress toward or mastery of grade-level standards by helping us answer the following questions:
- How do we know they are “getting” it?
- How well are they understanding the concepts?
- What learning is happening at school and at home that supports the learning of the power standards?
Families will curate and share with MOS staff a student portfolio with selected parent-scored work samples that show academic growth. Also, once per month families are invited to camp to share learning from all areas of their educational plan. We want our students and their families to be proud of their achievements and progress!
For students who are not making overall satisfactory progress at any time during the year, we will be required to implement an Intervention Plan. The goal of an intervention plan is for the mentor teachers to help you determine where your child requires support and give you a variety of tools and strategies.
- Students with a level 1 in ANY subject will be required to have an intervention plan.
- Students with a level 2 in two or more of the core subjects (language arts, math, science, or social studies) will also be required to have an intervention plan.
Potential interventions may include:
- A 30 day review written by the parent with details about the schedule, content, and instruction at home
- Increased time in online learning
- Increased sharing of work samples from home
- Tutoring - through Connection time, an extended AM/PM session at camp, or an MLO tutoring session at the PLC on a non-MOS day
- Required regular meetings with the mentor teacher, student, and family
- Focused skill workshops in small groups (parent workshops, student Connections, opportunities to observe instructional strategies, networking about curriculum, give and receive support, encouragement, and problem-solve any intervention needs, etc.)
- Modify the student’s learning goals and performance outcomes
- Modify the number of courses being taken in WSLP and the scope and sequence of the learning goals and objectives
Each level is defined below for the purposes of tracking monthly progress:
Level 4 - Consistently demonstrates concepts and skills of standard taught this month. Meets all attendance and time requirements. Frequency of cooperative behavior is nearly all the time. Requires no teacher support when demonstrating understanding. Demonstrates a thorough understanding of content taught. Makes no major errors or omissions when demonstrating concepts or processes taught. Scores 90% or higher on measured assessments.
Level 3 - Usually demonstrates concepts and skills of standard taught this month. Meets most attendance and time requirements. Frequency of cooperative behavior is most of the time. Requires limited support by the teacher when demonstrating understanding. Demonstrates a general understanding of content taught. Makes few major errors or omissions when demonstrating concepts or processes. Scores 80% or higher on measured assessments.
Level 2 - Sometimes demonstrates concepts and skills of standard taught this month. Meets some of the attendance and time requirements, but may have some absences. Frequency of cooperative behavior is some of the time. Requires moderate support by the teacher in order to demonstrate understanding concepts and skills. Demonstrates a partial understanding of content taught. Makes some errors or omissions when demonstrating concepts or processes.Scores 70% or higher on measured assessments. Interventions implemented at this level.
Level 1 (UNSATISFACTORY) - Seldom demonstrates concepts and skills of standard taught this month. Seldom meets attendance and/or time requirements. Frequency of cooperative behavior is seldom. Requires considerable support by the teacher to demonstrate learning of concepts and skills or is unable to demonstrate learning even with a high level of support. Demonstrates limited understanding of concepts, skills, and processes taught. Makes frequent major errors when demonstrating concepts or processes. Scores <70% on measured assessments. Failure to provide evidence of learning in the home environment. Interventions implemented at this level.