1. CASD Librarians: Do You Speak SAS? What We Need to Know October 25, 2011

2. Objectives: 1.Observe and practice navigation of the PA Standards Aligned System (SAS) web portal to enhance effective instructional practices 2.Apply the six elements of the SAS in schools to increase student achievement 3.Demonstrate a thorough understanding of the overall features, functions and resources of the SAS

3. What is SAS? http://pdesas.org http://pdesas.org Definition – a collaborative product of research and good practice that identifies six distinct elements History – Portal unveiled in Dec. 2009 during 21 st Century Teaching and Learning Institute Always under construction Six elements

4. Six SAS Elements Clear Standards Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions

5. Clear Standards PA Standards describe what students should know and be able to do. They increase in complexity and sophistication as students progress through school. Assessment Anchors clarify the Standards assessed on the PA System of School Assessment (PSSA). Eligible Content identifies how deeply an Anchor should be covered and specifies the range of the content to best prepare students for the PSSA.

6. Clear Standards http://www.pdesas.org/Standard/Views http://www.pdesas.org/Standard/Views Five ways to view the standards using the Portal: 1.View Standards 2.Vertical Viewer 3.Keyword Search 4.Browse Standards 5.Downloads

7. Clear Standards http://www.pdesas.org/Standard/Views http://www.pdesas.org/Standard/Views

8. Curriculum Framework Big Ideas (declarative statements that describe concepts that transcend grade levels) Essential Questions (questions connected to the SAS framework and specifically to the Big Ideas) Concepts (what students should know as a result of this instruction specific to grade level) Competencies (what students should be able to do, key skills, as a result of instruction, specific to grade level) Vocabulary (key terminology linked to the Standards, Big Ideas, Concept and Competencies in a specific content area and grade level) Exemplars (provide educators with a concrete example of assessing students’ understanding of the big ideas, concepts and competencies)

9. Curriculum Framework

10. Curriculum Framework Quiz Plays reflect time, place and culture in elements of staging and playwriting. 1. Big Ideas 2. Concepts 3. Essential Questions 4. Competencies 5. Vocabulary

11. Curriculum Framework Quiz Staging - the process or manner of putting on a play 1. Big Ideas 2. Concepts 3. Essential Questions 4. Competencies 5. Vocabulary

12. Curriculum Framework Quiz Read plays from varied times and culture, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays 1. Big Ideas 2. Concepts 3. Essential Questions 4. Competencies 5. Vocabulary

13. Curriculum Framework Quiz Humans have expressed experiences and ideas through the arts through-out time and across cultures. 1. Big Ideas 2. Concepts 3. Essential Questions 4. Competencies 5. Vocabulary

14. Curriculum Framework Quiz How do plays reflect time, place and culture? 1. Big Ideas 2. Concepts 3. Essential Questions 4. Competencies 5. Vocabulary

15. Curriculum Framework Historical context is needed to comprehend time and space. Big Ideas Why is time and space important to the study of history? Essential Questions Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions. Concepts Articulate the context of a historical event or action Competencies 8.1.5.A, 8.1.7.A, 8.1.9.A, 8.1.12.B, 8.1.U.B, 8.1.W.B Standards/Eligible Content From the 11 th Grade History Curriculum Framework

16. Fair Assessments Four Types: 1.Summative – measures overall achievement typically at the end of a course (PSSA, Keystones) 2.Formative – not a test but an ongoing process 3.Benchmark – measures achievement of important grade level content periodically during the year (4Sight, DIBELS) 4.Diagnostic – measures and identifies specific student strengths, weaknesses, skills and knowledge before and during instruction

17. 5 Elements - Materials & Resources 1.Learning Progressions 2.Lesson Plans 3.Unit Plans 4.Materials and Resources Aligned to the Unit and Lesson Plans 5.Materials and Resources Aligned to the Other SAS Circles

19. Voluntary Model Curriculum What it is not: A complete year-long curriculum A complete set of unit and lesson plans built upon selected learning progression What it is and includes: Learning progressions – carefully sequenced set of building blocks that all students must master en route to mastering a more distant curricular aim Unit Plan – a segment of the learning progression focused on critical topic/theme Lesson Plan – a written guide that specifically outlines the intended learning outcomes

21. Instruction Aligned Instruction Teaching topics aligned with the Standards Ensuring the right level of challenge Focusing teaching based on the learning needs of each student Implementing instructional strategies to increase student achievement

23. COMPONENTS OF A LESSON PLAN Lesson Plan Code Subject Grade level/course Title Alignments Vocabulary Objectives Essential Questions Duration Instructional Procedures Suggested Instructional Procedures Formative Assessment Related Resources 23

24. COMPONENTS OF A UNIT PLAN Assessments Alignments Big Ideas Concepts Competencies Related Resources Lesson Plan Code Subject Grade level/course Title Objectives Essential Questions

25. WHERETO W Ensure students understand WHERE the unit is headed and WHY H HOOK student in the beginning and HOLD their attention throughout E EQUIP students with necessary experiences, tools, knowledge and know- how to meet the performance targets R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress and REVISE their work E Build in opportunities to EVALUATE progress and self-assess T Be TAILORED to reflect individual talents, interests, styles, and needs O Be ORGANIZED to optimize deep understanding to superficial converge

26. Teacher Tools

27. Activity #2 Building a Lesson Planner Card Skill(s): _______________________________ Prior Knowledge: _______________________ Grade/Age Group: ______________________ Length: _______________________________ Instructional strategies: ___________________ _______________________________________ Assessment: ____________________________ Resources: _____________________________

28. School Librarians and SAS Why is understanding the SAS Portal and its components important? What will you use on/from the SAS Portal? Do you prepare lesson plans? What type of assessments do you include in your instruction?

29. Next Steps Decide what tools will help you and practice using them Listen and learn from other faculty members Enroll in SAS and get access to the teacher tools, build a web page, start a portfolio, etc. Offer to assist in the use of the portal in small professional development activities for your peers and building staff