Materials and Resources

This Portion of the SAS website includes sample materials, and units which align with state standards. Materials are created by education professionals (teachers like you) as part of a collaborative professional community. Educators can search for resources based on grade level and content area.

Part of the Materials and Resources is the Voluntary Model Curriculum This suggested curriculum includes 1. Progressions (Content Maps) 2. Unit plans 3. Individual Lesson Plans 4. Resources related to content Part of the Materials and Resources is the Voluntary Model Curriculum This suggested curriculum includes 1. Progressions (Content Maps) 2. Unit plans 3. Individual Lesson Plans 4. Resources related to content

Learning Progressions… …are the sequence of skills students must master on their way to achieving a goal. Achievement is measured through completion of benchmarks, or what the site refers to as “mile-posts.” Students must master “mile posts” before moving forward. Advanced students can accelerate through mile posts as quickly as they are able.

Learning Progressions chart a students expected level of achievement within a standard from grades k-8. Progressions are available in the PSSA testing areas: Reading, Writing, Math, and Science. Additional Materials are available across Keystone content areas.

Interventions

Interventions… Are research based approaches Should be designed to assist students in accessing the general curriculum. Provide necessary scaffolds to ensure grade-level instruction. Address both academic and behavior issues.

RTII Interventions should follow the RTII (Response to Instruction and Intervention) Framework. Tier One: interventions that take place within the classroom, including differentiated instruction. Tier Two: Small group interventions, including student level planning meetings conducted by staff. Tier Three: Intensive one-on-one interventions, such as tutoring or specialist meetings.

Student Level Planning Meetings (a Tier II approach) Instructors should meet regularly to monitor the progress of students to plan interventions. Meetings should include counselors, teachers, and administrative staff. Interventions should be reviewed regularly for effectiveness. Practices should be adjusted based on student response. Formative and Summative assessments should be used in monitoring student performance.

The SAS Website offers additional resources on interventions