1. Standards Aligned System- Integration Trainer Professional Development 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 Explore the relationship between SAS, Response to Instruction and Intervention, and the Resiliency framework Apply the six elements of the Standards Aligned System in schools to increase student achievement

3. Competencies Demonstrate a thorough understanding of the overall features, functions and resources of the Standards Aligned System (SAS) Gain the capacity to be able to provide SAS implementation workshops to a variety of audiences

4. Advance Organizer Day One  Training Competencies  Overview and Integration of the Portal  Standards  Curriculum Framework  Assessment  Assessment Builder Day Two  Material and Resources  Instruction  Interventions  E portfolio  Web page

5. Pennsylvania’s SAS Web Portal

6. 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

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

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

9. RtII PennLink (9/1/09) Endorses RtII as the assessment and instructional framework to organize and implement PA’s Standards Aligned System (SAS) Connects RtII with Pennsylvania’s School Improvement Process Establishes a state-level RtII Team Defines RtII implementation and reporting requirements: RtII School Survey 9

10. From RtI to Rt I I: We gained an ‘ I ’ Instruction is the Key! – Promotes the importance of effective instruction in building a strong core (Tier 1) – Promotes the provision of standards-aligned instruction for all students – Focuses Tier 2 and 3 implementation efforts on effective instructional practices – Discourages teams in building Tiers 2 and 3 structures without a strong, standards aligned instructional core

11. The Framework Is Unchanged

12. 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

13. What is Response to Instruction and Intervention (RtII)? A comprehensive standards-aligned school reform strategy that enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and “grow” their skills and talents An alternate to the aptitude-achievement discrepancy model for the identification of students with learning disabilities

14. Core Characteristics of RtII Standards aligned instruction in a research-based core program Universal screening Shared ownership of all students Data-based decision making – Progress monitoring – Benchmark and Outcome Assessment Tiered intervention and service delivery – Research-based interventions – Flexible grouping – Fidelity of Implementation Parental engagement

15. Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students Resiliency Framework

16. Components of the Resiliency Framework HIGH EXPECTATIONS MEANINGFUL STUDENT ENGAGEMENT CONNECTIVENESS & BONDING SKILLS FOR LIFE CLEAR & CONSISTENT BOUNDARIES UNCONDITIONAL SUPPORT Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

17. Resiliency in the Standards Aligned System Fair Assessments School Climate Metrics Locally Relevant Data Outcome data including increased graduation and attendance and decreased detentions, suspensions and expulsions Improved overall school climate data via school climate surveys Instruction Embedded into materials and resources to maximize effectiveness http://www.pdesas.org/Main/Ins truction http://www.pdesas.org/Main/Ins truction

18. Resiliency in the Standards Aligned System Materials and Resources Grade appropriate resources for both student and school level Professional development geared toward the understanding, implementation, and evaluation of individual and school level ‘wellness’ Framework for implementing a wide range of programs designed especially for the school setting Interventions Identified interventions to promote protective factors with the most at-risk students and school communities differentiated for multiple needs

19. RICULUM FRAMEWORK BIG IDEA: Recognizing thoughts, feelings, and perspectives of self and others enables one to cooperate, communicate, and constructively interact with others. CONCEPT:COMPETENCY: A Effective Communication includes verbal and nonverbal language used to convey meaning from the sender to the receiver. B.Respecting the attitudes, opinions and beliefs of others even when they differ from personal attitudes, opinions, and beliefs is essential for social growth. C.Cooperating with others within and outside of one’s current social network maximizes opportunities to expand understanding of self and others. D. Self-awareness is the foundation to awareness and acceptance of others. Analyze ways their behavior may affect the feelings of others and adjust accordingly (B, D) Provide support and encouragement to others in need (C) Show respect for other people’s perspectives (B) Employ positive communication and social skills to interact effectively with others (A) Develop constructive relationships (C) Demonstrate the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways (A, C)

20. Standards

21. STANDARDS 13

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

23. Mathematics (Alternate Standards) 2

24. Science and Technology 3

25. Environment and Ecology 4

26. Civics and Government 5

27. Economics 6

28. History 7

29. Geography 8

30. Arts & Humanities 9

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

32. Family and Consumer Sciences Family and Consumer Sciences 11

33. World Languages (proposed) 12

34. Career Education and Work Career Education and Work 13

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

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

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

38. 38 PORTAL TIME Standards Demonstration

40. 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 40

41. 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 41

42. 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 42 Coming Soon!

43. Plays reflect time, place and culture in elements of staging and playwriting Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

44. Staging - the process or manner of putting on a play Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

45. Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

46. Humans have expressed experiences and ideas through the arts throughout time and across cultures. Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

47. Plays reflect time, place and culture in elements of staging and playwriting Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

48. How do plays reflect time, place and culture? Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

49. 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

50. 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

51. 51 PORTAL TIME Curriculum Framework Demonstration and Guided Practice

52. 52 PORTAL TIME Curriculum Framework Independent Practice

53. Assessment

54. 54 PORTAL TIME Defining Assessment

55. 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 55

56. Understanding Our Assessments Using the sticky notes provided, list the assessments currently used in your building/district Remember to use one sticky note per assessment

57. Summative Assessment 57 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

58. 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 58

59. Formative Assessment 59 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

60. 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 60

61. Benchmark Assessments 61 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

62. 62 Examples of Benchmark Assessment 4Sight DIBELS AIMSweb Riverside Assess2Know

63. Diagnostic Assessment 63 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

64. 64 Examples of Diagnostic Assessments DRA Running Records GRADE G-MADE

65. 65 DIAGNOSTIC ASSESSMENTS UNDER CONSTRUCTION

66. 66

67. 67

68. 68

69. Assessment Builder 69 Allows teachers to create customized assessments Can be formative, summative, diagnostic, or benchmark

70. 70 PORTAL TIME Assessment Builder Demonstration

71. 71 PORTAL TIME Independent Practice

72. 72 Culminating Activity Summative*Formative*Benchmark*Diagnostic Reflect on an area of assessment that you would like to strengthen. How can the Standards Aligned System support you?

73. Advance Organizer Day One  Training Competencies  Overview and Integration of the Portal  Standards  Curriculum Framework  Assessment  Assessment Builder Day Two  Material and Resources  Instruction  Interventions  E portfolio  Web page

74. Instruction

75. http://www.scoe.org/pub/htdocs/archer-videos.html 7 th grade SLANT lesson “Look Fors”: Student engagement Instructional strategies Classroom management Assessment strategies

76. PURPOSE OF INSTRUCTIONAL DESIGN

77. 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

78. Understanding by Design (UbD) The goal of instruction is the development and deepening of student understanding Students demonstrate understanding through authentic opportunities Instruction is designed based on the goals and assessments

79. UbD in a SAS System 1.Identify Desired Results 2.Determine form(s) of assessment 3. Design Instruction Standards, Concepts, Competencies Summative, Formative, Diagnostic, Benchmark Materials and Resources, Interventions

80. Compare Old and New Bloom’s Taxonomy Original Evaluate Synthesis Analysis Application Comprehension Knowledge New Creating Evaluating Analyzing Applying Understanding Remembering

81. Technology Construction Tools Range of Use Higher Order Basic Skills Complexity Authenticity Real World Artificial Didactic Instructional Approach to Learning Constructivis t 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

82. 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

83. 83 COMPONENTS OF A UNIT PLAN Alignments Big Ideas Concepts Competencies Related Resources Lesson Plan Code Subject Grade level/course Title Objectives Essential Questions

84. 84 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

85. 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

86. 86 PORTAL TIME Instruction Demonstration

87. Resources and Materials

88. 88 PORTAL TIME Materials and Resources Model

89. 89 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

90. 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 90

91. Voluntary Model Curriculum What it is not: A complete year-long curriculum These are sample unit and lesson plans built upon selected learning progression 91

92. 92 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

93. 93 PORTAL TIME Materials and Resources Unit Plan Review

94. Interventions

95. The RtII Framework

96. 96 Differentiating Instruction for all students

97. 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

98. 4Sight Benchmark 98 Mac is in 7 th grade. Mac scored below basic on his last two 4Sight assessments. His strengths are in Data Analysis and Geometry. He needs to improve skills in Measurement, Algebra, Numbers & Operations…Mac’s teacher uses cooperative learning groups and provides manipulatives as needed. Moyer, Mac

99. Reflection What else does Mac’s teacher need to consider? What does Mac need to know? What should Mac’s teacher do to help him learn this Big Idea (equivalency)?

100. 100 PORTAL TIME Intervention Practice

101. Let’s use SAS… 1.Go to the portal 2.Click the Interventions Tab 3.Select a link that will provide an appropriate intervention for Mac 4.Be prepared to explain why you chose the intervention

102. Teacher Tools To preview what we are going to do - go to this website http://websites.pdesas.org/shunt Read the announcement on the first page, and follow the instructions in RED on each page in the website. If you finish early, take some time to gather some more Materials & Resources.

103. TEACHER TOOLS SASIT 1 Training

104. Admin Tools A collection of administrative tools for those users who will have administrative access to SAS – User Management – Content Submission – Peer Review

105. 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

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

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

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

109. 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

110. Default Website

111. 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

112. Disabled Websites All websites are disabled by default Educational Use Only – Does not violate the rights of others – Does not contain abusive, vulgar, or objectionable language – Does not encourage conduct that would be considered a criminal offense – Does not contain any solicitation for products or services

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

114. Custom Page Header and Copyright

115. SAS Rich-Text Editor

116. 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!

117. 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

118. “Every child by naming reaching core academic proficiency in core academic disciplines regardless of zip code, economic status, race, ethnicity, or disability.” - Dr. Gerald L. Zahorchak