PA Core Instructional Frameworks How and Why the Frameworks were Developed

Overarching goal …to create a PA Core Standards Instructional Framework for grades PK-12 in both ELA and Mathematics to be used by Pennsylvania districts in the manner in which they choose to utilize it.

Who created the Frameworks?  Pennsylvania Teachers and Administrators  Intermediate Unit Curriculum Coordinators  PA LEAD, PDE, and OCDEL representatives

Grade-Band Teams Formed  Big Picture: Teams explored other states curriculum work  Reflective Reading: PK-12 standards and the Curriculum Framework (Long term transfer goals, big ideas, and essential questions)  Reflective Reading: Instructional Shifts and mathematical practices  Important words and phrases

Focus of Instruction  Grade bands within the Pre-K – 12 continuum, each created a multi- paragraph statement as an overview of the focus of instruction.  Grade band leaders led their colleagues through the process.

Focus and Important Standards  Grade Band groups determined that key concepts at each grade level would be listed as Focus Standards.  Important Standards were identified as those that served as connections and supports to the Focus Standards.  Discussion centered on ensuring that standards be addressed in a progressive, and logical manner.  Teams highlighted Focus standards in green and Important standards yellow.

Grade Band Summaries  Grade band teams revised the drafted summaries to ensure that the areas of concentration based upon the Focus standards were explicit within the grade band.  Summaries across PreK-12 illustrate the articulated instructional focus continuum

Grade Level Summaries  Grade bands were delineated further into their specific levels  The grade band summaries were then broken down by level, and enabled specific grade level summaries to be developed.

Development of Meaningful, Teachable Modules  Using the Focus Standards as a guide, decisions were made relative to:  The number of modules (units)  Connectivity across focus standards  Alignment of Standards to Long Term Transfer Goals, Big Ideas, Concepts, Competencies, key vocabulary, and elements taught

Module Assessments Module assessments were included that  are directly related to the Focus Standards  incorporate Depth of Knowledge (Webb) levels that align to the rigor of the standards  provide formative assessments to guide ongoing instructional practice

Supporting documents and resources  The Tri-State Rubrics were used as reference documents in guiding the work.  Mathematical content standards AND practice standards are to be included in instruction.  SAS Portal transition documents

Module Templates Populated  Do the instructional framework templates provide enough detail for a teacher to construct quality lesson plans?  What are the supports that may be employed for differentiation?