CASD Librarians:

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CASD Librarians:. Do You Speak SAS? What We Need to Know October 25, 2011. Objectives:. Observe and practice navigation of the PA Standards Aligned System (SAS) web portal to enhance effective instructional practices - PowerPoint PPT Presentation

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<ul><li><p>CASD Librarians:Do You Speak SAS?</p><p>What We Need to Know</p><p>October 25, 2011</p></li><li><p>Objectives:</p><p>Observe and practice navigation of the PA Standards Aligned System (SAS) web portal to enhance effective instructional practicesApply the six elements of the SAS in schools to increase student achievementDemonstrate a thorough understanding of the overall features, functions and resources of the SAS</p></li><li><p>What is SAS?http://pdesas.org Definition a collaborative product of research and good practice that identifies six distinct elementsHistory Portal unveiled in Dec. 2009 during 21st Century Teaching and Learning InstituteAlways under constructionSix elements</p></li><li><p>Six SAS ElementsClear StandardsFair AssessmentsCurriculum FrameworkInstructionMaterials &amp; ResourcesInterventions</p></li><li><p>Clear StandardsPA 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.</p></li><li><p>Clear Standards http://www.pdesas.org/Standard/Views Five ways to view the standards using the Portal:View StandardsVertical ViewerKeyword SearchBrowse StandardsDownloads</p></li><li><p>Clear Standards http://www.pdesas.org/Standard/Views </p></li><li><p>Curriculum FrameworkBig 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)</p></li><li><p>Curriculum Framework </p></li><li><p>Curriculum Framework Quiz Plays reflect time, place and culture in elements of staging and playwriting.1. Big Ideas</p><p>2. Concepts</p><p>3. Essential Questions</p><p>4. Competencies</p><p>5. Vocabulary</p></li><li><p>Curriculum Framework Quiz Staging - the process or manner of putting on a play1. Big Ideas</p><p>2. Concepts</p><p>3. Essential Questions</p><p>4. Competencies</p><p>5. Vocabulary</p></li><li><p>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</p><p>1. Big Ideas</p><p>2. Concepts</p><p>3. Essential Questions</p><p>4. Competencies</p><p>5. Vocabulary</p></li><li><p>Curriculum Framework Quiz Humans have expressed experiences and ideas through the arts through-out time and across cultures.1. Big Ideas</p><p>2. Concepts</p><p>3. Essential Questions</p><p>4. Competencies</p><p>5. Vocabulary</p></li><li><p>Curriculum Framework Quiz</p><p> How do plays reflect time, place and culture?1. Big Ideas</p><p>2. Concepts</p><p>3. Essential Questions</p><p>4. Competencies</p><p>5. Vocabulary</p></li><li><p>Curriculum FrameworkFrom the 11th Grade History Curriculum Framework</p></li><li><p>Fair AssessmentsFour Types:Summative measures overall achievement typically at the end of a course (PSSA, Keystones)Formative not a test but an ongoing processBenchmark measures achievement of important grade level content periodically during the year (4Sight, DIBELS) Diagnostic measures and identifies specific student strengths, weaknesses, skills and knowledge before and during instruction </p></li><li><p>5 Elements - Materials &amp; ResourcesLearning ProgressionsLesson PlansUnit PlansMaterials and Resources Aligned to the Unit and Lesson PlansMaterials and Resources Aligned to the Other SAS Circles</p></li><li><p>Voluntary Model CurriculumWhat it is not:</p><p>A complete year-long curriculumA complete set of unit and lesson plans built upon selected learning progression</p><p>What it is and includes:</p><p>Learning progressions carefully sequenced set of building blocks that all students must master en route to mastering a more distant curricular aim</p><p>Unit Plan a segment of the learning progression focused on critical topic/theme</p><p>Lesson Plan a written guide that specifically outlines the intended learning outcomes</p></li><li><p>InstructionAligned InstructionTeaching topics aligned with the StandardsEnsuring the right level of challengeFocusing teaching based on the learning needs of each studentImplementing instructional strategies to increase student achievement</p></li><li><p>COMPONENTS OF A LESSON PLAN Lesson Plan Code Subject Grade level/course Title Alignments Vocabulary Objectives</p><p> Essential Questions Duration Instructional Procedures Suggested Instructional Procedures Formative Assessment Related Resources</p><p>*</p></li><li><p>COMPONENTS OF A UNIT PLAN AssessmentsAlignments Big Ideas Concepts Competencies Related Resources</p><p>Lesson Plan Code Subject Grade level/course Title Objectives Essential Questions</p></li><li><p>WHERETO</p><p>WEnsure students understand WHERE the unit is headed and WHYHHOOK student in the beginning and HOLD their attention throughoutEEQUIP students with necessary experiences, tools, knowledge and know-how to meet the performance targetsRProvide students with numerous opportunities to RETHINK big ideas, REFLECT on progress and REVISE their workEBuild in opportunities to EVALUATE progress and self-assessTBe TAILORED to reflect individual talents, interests, styles, and needsOBe ORGANIZED to optimize deep understanding to superficial converge</p></li><li><p>Teacher Tools</p></li><li><p>Activity #2Building a Lesson Planner CardSkill(s): _______________________________Prior Knowledge: _______________________Grade/Age Group: ______________________Length: _______________________________Instructional strategies: __________________________________________________________Assessment: ____________________________Resources: _____________________________</p></li><li><p>School Librarians and SAS Why is understanding the SAS Portal and its components important?</p><p> What will you use on/from the SAS Portal?</p><p> Do you prepare lesson plans? What type of assessments do you include in your instruction?</p></li><li><p>Next StepsDecide what tools will help you and practice using them.Listen and learn from other faculty membersEnroll 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.</p><p>**************This slide shows an example of a Curriculum Framework for 11th Grade History.STANDARDS ALIGNED SYSTEMPORTAL TRAINING POWERPOINT SCRIPTJune 21, 2010Pennsylvania Department of EducationPenn Hills School DistrictSlide ********Review the content of this slide with participants. Emphasize how UbD is used when developing a lesson.June 21, 2010Pennsylvania Department of EducationPenn Hills School DistrictSTANDARDS ALIGNED SYSTEMPORTAL TRAINING POWERPOINT SCRIPTUnit and Lesson Plans in the Standards Aligned System are constructed using the Understanding By Design Method developed by Wiggins and McTighe in 1998. "The framework outlined in Understanding by Design offers a three-stage, backward design process to assist teachers in centering their curriculum and assessments on big ideas, essential questions, and authentic performances. This framework works for both curriculum design and school and district improvement efforts. </p><p>Review the content of this slide with participants. </p><p>June 21, 2010Pennsylvania Department of EducationPenn Hills School DistrictSTANDARDS ALIGNED SYSTEMPORTAL TRAINING POWERPOINT SCRIPTThis strategy can be used to assist educators in planning units and lessons. The acronym does not imply a specific order to be followed, rather it serves as a comprehensive set of checkpoints to use when designing instruction. You will notice that the whereto elements are identified in the unit and lesson plans on the portal.</p><p>*June 21, 2010Pennsylvania Department of EducationPenn Hills School DistrictSTANDARDS ALIGNED SYSTEMPORTAL TRAINING POWERPOINT SCRIPT****</p></li></ul>