1. Standards Aligned System http://www.pdesas.org http://www.pdesas.org Integrating Standards, Assessment, Curriculum Framework, Instruction, Resources and Materials and Interventions

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

3. Pennsylvania’s SAS Web Portal

4. Changing the Way We Do Business TASK19902009 Charting Your Course from One Location to Another (getting directions) Communicating with Your Family and Friends Assessing Students Communicating with Parents about Their Student

5. Fair use copyright: International Olympic Committee (IOC): http://www.olympic.org Target Corporation: http://www.target.com

6. Supports for Pennsylvania Educators Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

7. Standards

8. STANDARDS 13

9. Reading, Writing, Speaking, and Listening (Alternate Standards) 1

10. Mathematics (Alternate Standards) 2

11. Science and Technology 3

12. Environment and Ecology 4

13. Civics and Government 5

14. Economics 6

15. Geography 7

16. History 8

17. Arts & Humanities 9

18. Health, Safety and Physical Education Health, Safety and Physical Education 10

19. Family and Consumer Sciences Family and Consumer Sciences 11

20. World Languages (proposed) 12

21. Career Education and Work Career Education and Work 13

22. Additional Supporting Standards English Language Proficiency K-2 standards

23. Standard Coding 4 1.4.3.A Reading Standard Area Grade Level Ordinal Descriptor

24. Assessment Anchor Coding 5 R3.A.1.1 Reading Grade Level Reporting Category Assessment Anchor Descriptor

25. 25 PORTAL TIME Standards Demonstration

27. Curriculum Framework Big Idea - Declarative statements that describe concepts that transcend grade levels Concepts - Describe what students should know (key knowledge) as a result of this instruction specific to grade level 27

28. Curriculum Framework Competencies - Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level Essential Questions - Questions connected to the SAS framework – specifically linked to the Big Ideas – should frame student inquiry, promote critical thinking, and assist in learning transfer 28

29. Curriculum Framework Vocabulary - Key terminology linked to the standards, big ideas, concepts and competencies in a specific content area and grade level Exemplars- Performance tasks that can be used for assessment, instruction as well as professional development. – Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies 29 Coming Soon!

30. Curriculum Framework: Example for 6 th grade theatre BIG IDEA (enduring understanding) Humans have expressed experiences and ideas through the arts throughout time and across cultures. ESSENTIAL QUESTION How do plays reflect time, place and culture? CONCEPT (what students will know) Plays reflect time, place and culture in elements of staging and playwriting. COMPETENCY (what students will be able to do) Read plays from varied time and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays. STANDARD 9.2.8.C – Relate works in the arts to varying styles and genre and to the periods in which they were created. EXEMPLAR COMING SOON! VOCABULARY Staging Playwriting ANCHOR ANCHOR DESCRIPTORELIGIBLE CONTENT

31. Using the Curriculum Framework to Guide Instruction  Start with standard/anchor/big idea  Keep the essential question in mind throughout instruction  Focus instruction by targeting concepts  Identify what students need to do to demonstrate competency  Design classroom instruction that will result in student proficiency in the academic standard/eligible content

32. 32 PORTAL TIME Curriculum Framework Demonstration and Guided Practice

33. Assessment

34. SAS: Fair Assessments Assess progress at the end of a defined period of instruction Classroom-based formal and informal assessment tools to shape teaching and learning Assessments administered prior to instruction, to determine each student's strengths, weaknesses, knowledge, and skills Designed to assess and provide feedback about how the student is progressing towards demonstrating proficiency on grade level standards 34

35. Summative Assessment 35 Measures overall achievement typically at the end of the year, a course, or a meaningful unit of study Often used for grading, accountability, and/or research/evaluation

36. Examples of Summative Assessments PSSA, PSSA-M, PASA W-APT, WIDA Access Placement Test TerraNova ACCESS for ELLs Stanford 10 End of Unit Final Exams-Keystones 36

37. Formative Assessment 37 A planned process Used during instruction to provide feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes Classroom-based Formal and Informal Measures

38. Examples of Formative Assessment Questioning techniques Active engagement check-ins response cards traffic lights thumbs-up Think-pair-share Random reporter Observation Exit tickets Progress Monitoring 38

39. Benchmark Assessments 39 Measures achievement of important grade level content periodically during the year May predict how a group of students would perform if the PSSA were given on that same day Can be used to measure achievement of content taught in the past 6-8 weeks

40. 40 Examples of Benchmark Assessment 4Sight DIBELS AIMSweb Riverside Assess2Know

41. Diagnostic Assessment 41 Measures and identifies specific student strengths, weaknesses, skills and knowledge before and during instruction Used to plan instruction or intervention so that individual student needs are addressed PA will use a Computer-Adaptive testing approach

42. 42 Examples of Diagnostic Assessments DRA Running Records GRADE G-MADE

43. 43 DIAGNOSTIC ASSESSMENTS UNDER CONSTRUCTION

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47. Assessment Builder 47 Allows teachers to create customized assessments Can be formative, summative, diagnostic, or benchmark

48. 48 PORTAL TIME Assessment Builder Demonstration

49. Instruction

50. Purposes of Instructional Design To identify the outcomes of the instruction To guide the development of the instructional content (scope and sequence) To establish how instructional effectiveness will be evaluated

51. Compare Old and New Bloom’s Taxonomy Original Evaluate Synthesis Analysis Application Comprehension Knowledge New Create Evaluation Analyze Apply Understand Remember

52. Technology Construction Tools Range of Use Higher Order Basic Skills Complexity Authenticity Real World Artificial Didactic Instructional Approach to Learning Constructivist Data Collection and Probeware Simulations and Modeling Online Research Problem Solving and Data Analysis eCommunications and Virtual Collaboration Expression and Visualization Document Creation/Publication Integrated Learning Systems Drill and Practice Coaching

53. Remember Understand Apply Analyze Evaluate Create 20% 80% Technology Construction Tools Online Research Data Collection and Probeware Simulations & Modeling eCommunications and Virtual Collaboration Expression and Visualization Document Creation/Publication Integrated Learning Systems Drill and Practice

54. 54 COMPONENTS OF A UNIT PLAN Alignments Big Ideas Concepts Competencies Related Resources Lesson Plan Code Subject Grade level/course Title Objectives Essential Questions

55. 55 COMPONENTS OF A LESSON PLAN Essential Questions Duration Instructional Procedures Suggested Instructional Procedures Formative Assessment Related Resources Lesson Plan Code Subject Grade level/course Title Alignments Vocabulary Objectives

56. WHERETO (Wiggins and McTighe, 2005) 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

57. 57 PORTAL TIME Instruction Demonstration

58. Resources and Materials

59. 59 5 Elements of Materials & Resources Learning Progressions Units Lessons Materials and Resources Aligned to the Units and Lesson Plans Materials and Resources Aligned to the Other Circles

60. Voluntary Model Curriculum What it is: Aligned to PA standards, concepts and competencies, assessment anchors, and eligible content The VMC will include: – 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 60

61. Voluntary Model Curriculum What it is not: A complete year-long curriculum These are sample unit and lesson plans built upon selected learning progression 61

62. 62 Learning Progressions Grades K - 12 A carefully sequenced set of building blocks that all students must master en route to mastering a more distant curriculum aim Simply stated, they are building blocks spanning K-12 that show the sub-skills and prerequisites

63. 63 PORTAL TIME Materials and Resources Model

64. Interventions

65. The RtII Framework

66. 66 Differentiating Instruction for all students

67. Differentiated Instruction  Respectful and meaningful tasks  Flexible grouping  Teacher/students collaborate  Teachers value student difference  Content critical Modifications  Changes the “what”  Changes what a student is expected to learn  Students may be taught grade level academic standards or the alternate standards  Students may be assessed with PSSA-M or PASA Accommodations  Changes the “how”  Does not change what a student is expected to learn. Curriculum remains the same  Students are taught to the grade level academic standards  Students are assessed by the PSSA with accommodations Key Principles

68. Tier I of the RtII framework provides access to high quality standards based curriculum and instruction for all students. RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, PVAAS Benchmark: 4 Sight Diagnostic: GRADE, GMADE Formative: Formal and Informal (progress monitoring, ticket out the door) RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum. ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum High quality instruction is at the heart of RtII. The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity. RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition. Research-validated interventions are implemented based on the type, level and intensity of student need. SAS and RtII: The Connection

69. 69 PORTAL TIME Intervention Practice

70. TEACHER TOOLS SASIT 1 Training

71. My Profile The information provided in this section will be used to manage your SAS account: – Manage personal information – Identify professional interests – Change a password

72. Portal Time – My Profile Click on Teacher Tools Select My Profile

73. My ePortfolio A web-based, portable filing cabinet Create organizational folders Add resources – Add to My ePortfolio – Upload File – Add Bookmark

74. Portal Time – My ePortfolio Click on Teacher Tools Select My ePortfolio

75. My Website Develop a classroom website to enhance communication between students, parents, and colleagues Modify the site to reflect: – Specific classes you teach – Events relevant to your class or school – Resources you want available for yourself, colleagues, students, and/or parents

76. Default Website

77. Your Website Address Betty Teacher’s email address, and therefore username, is bteacher@mydistrict.combteacher@mydistrict.com SAS website addresses are all similar – http://websites.pdesas.org/username http://websites.pdesas.org/username Betty’s website address would be – http://websites.pdesas.org/bteacher http://websites.pdesas.org/bteacher

78. Portal Time – My Website Click on Teacher Tools Select My Website

79. Custom Page Header and Copyright

80. SAS Rich-Text Editor

81. Teacher Tools: Check For Understanding Create a website Include (at minimum): – 1 page – 1 sub-page – 2 images – 2 hyperlinks (1 to SAS content, 1 to a site on the Internet) – 1 uploaded file – 1 announcement Be prepared to share with the group!

82. For Help… Click on Help in the upper right hand corner of any page in the portal The SAS Portal Help Desk will open – System Requirements – FAQS – About SAS