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Pennsylvania’s
Standards Aligned System
Half-day Workshop
Jo Beth McKeePennsylvania Department of Education
English Language Education Advisor
717-525-5981
Edward G. Rendell, Governor
Mr. Thomas Gluck, Acting Secretary of Education
Standards Aligned System
• Introductions
• What do you do? Where are you from? What do you know? (Casablanca)
• What do you know about SAS?
Going Green
• This PowerPoint and documents related to it can be found online on http://rwslpd.wikispaces.com/
SAS
• Background
Supports for Pennsylvania Educators
Clear & Consistent Boundaries
High Expectations
Meaningful
StudentEngagem
ent
Connectivenes
s &
BondingSkills for Life
Unconditional Support
Strong Results
for Students
SAS 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
• Demonstrate a thorough understanding of the overall features, functions and resources of the Standards Aligned System (SAS)
Activity
• Take turns rolling the cube at your table and discuss how you approach implementing what you have rolled to help increase student achievement.
• Share out
SASwww.pdesas.org
Standards•Pennsylvania’s approved standards are the
foundation of the Standards Aligned System
Standards
Common Core
• On July 1, 2010, the Pennsylvania State Board of Education adopted the Common Core State Standards in English language arts (ELA) and mathematics, with a transition plan that targets July 1, 2013, as the full implementation date.
Standards
• Reading, Writing, Speaking & Listening
• Mathematics
• RWSL and Math standards have alternate standards for students who take the Pennsylvania Alternate System of Assessment (PASA)
Language Arts Standards
• Revised RWSL (SAS)
• Common Core Standards (transition)
• New Composition and Literature Standards (Keystone)
• Anchors and Essential Content have not changed.
Standards
• Science and Technology
• Economics
• Civics and Government
• Arts and Humanities
• Family and Consumer Sciences
• World Languages
• Environment and Ecology
• History
• Geography
• Health, Safety and Physical Education
• Career Education and Work
Curriculum Framework
• Identify standards, anchors, EC
• Big Ideas
• Concepts
• Competencies
• Essential Questions
• Vocabulary
Big Idea
• Declarative statement that describes concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
Concept
• Describe what students should know and understand (key knowledge) as a result of this instruction specific to grade level
Competency
• Describe what students should be able to do (key skills) as a result of this instruction
Essential Question
• Questions connected to the SAS framework that are specifically linked to the Big Ideas. Essential questions frame student inquiry, promote critical thinking, and assist in learning transfer
VocabularyComing soon to SAS
• Brick and Mortar words: Tiers 2 & 3
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Plays reflect time, place and culture in elements of staging and playwriting
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Staging -the process or manner of putting on a play
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Humans have expressed experiences and ideas through the arts throughout time and across cultures.
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• How do plays reflect time, place and culture?.
Think, Pair, Share
Curriculum Framework: Example for 6th grade theatre
BIG IDEA (enduring understanding)Humans have expressed experiences and
ideas through the arts throughout time and across cultures.
ESSENTIAL QUESTIONHow 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.
STANDARD9.2.8.C – Relate works in the arts to varying styles and genre and to the periods in which
they were created.
EXEMPLARCOMING SOON!
VOCABULARYStaging
Playwriting
ANCHOR
ANCHOR DESCRIPTOR ELIGIBLE CONTENT
Activity
• Think of a lesson that you teach and create an essential question that fits that lesson.
• Essential Questions:
• Are not “yes” or “no” questions.
• Do not necessarily have a “right” answer.
• Focus teacher instruction
• Promote student inquiry
Assessment
• Fair assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement. In Pennsylvania the four types of assessment are summative, formative, benchmark, and diagnostic
Summative:
Assessment in Pennsylvania
Benchmark/ Interim:
Formative:
Diagnostic:
Summative
• Often used for grading, accountability and or research/evaluation
• Seeks to make an overall judgment of progress made at the end of a defined period of instruction
• PSSA
• Keystone
Standard Aligned Systems
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PSSA, PSSA-M (modified)PSSA, PSSA-M (modified)PASA (adapted)PASA (adapted)
Final Exams-Keystones Final Exams-Keystones
ACCESS for ELLs(WIDA) ACCESS for ELLs(WIDA)
End of Unit Exams End of Unit Exams
TerraNovaTerraNovaStanford 10Stanford 10
Examples of Examples of Summative AssessmentsSummative Assessments
Benchmark Assessment
• Benchmark
• Provide feedback to both the teacher and the student.
• Findings are reported by referencing the standards, not other students’ performance
• Measure performance regularly
Examples:
•4Site
•AIMSweb
•District Designed Benchmark
Diagnostic Assessment
• Diagnostic
• Students’ strengths, weaknesses, knowledge, and skills before and during instruction
• Allows for remediation or intervention
• PA will use a Computer-Adaptive testing approach
Examples:
Running Records
DRA
G-Made
Computer-Adaptive Testing
CLASSROOM DIAGNOSTIC TOOLS DEVELOPMENT SCHEDULE
Content Area Field Test Available for all schools…
Mathematics Springs 2010 Fall 2010
Literacy:Literature
Fall 2010 Winter 2010/2011
Science Fall 2010 Winter 2010/2011
Literacy:Composition
Spring 2011 Fall 2011
Social Studies Spring 2011 Fall 2011
Formative Assessment
• In Pennsylvania we are defining formative assessment as classroom based assessment that allows teachers to monitor and adjust their instructional practice in order to meet the individual needs of their students.
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•Assessment Builder
•Allows teachers to create customized assessments
•Can be formative, summative, diagnostic, or benchmark
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Break Time
Instruction
• Differentiated
• Standard aligned
• At instructional level (not frustration level)
• Scaffold support
Materials & Resources
• Learning progressions
• Units
• Lesson plans
Intervention
• Response to Instruction and Intervention
What is NOT RTII?
• Interventions are not Remediation
• RTII is not a product
What is RTII?
• Intensive
• Quick
• At or above grade level
• Based on data
Where does RtII Happen?
From Risk to Resiliency
Clear & Consistent Boundaries
High Expectations
Meaningful Student
Engagement
Connectiveness & Bonding
Skills for Life
Unconditional Support
Strong Results for
Students
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
StudentEngagem
ent
Connectivenes
s & Bonding
Skills for Life
Unconditional Support
Strong Results
for Students
Teacher ToolsMy Profile
My e-portfolio
My website
My communities
Curriculum Mapping
SASIT 1 Training
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
My ePortfolio• A web-based, portable
filing cabinet
• Create organizational folders
• Add resources
•Add to My ePortfolio
•Upload File
•Add Bookmark
Portal Time – My ePortfolio
•Click on Teacher Tools
•Select My ePortfolio
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
Default Website
Your Website Address•Betty Teacher’s email address, and
therefore username, is [email protected]
•SAS website addresses are all similar
•http://websites.pdesas.org/username
•Betty’s website address would be
•http://websites.pdesas.org/bteacher
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
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
Questions?
The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.
Bureau of Teaching and Learning Support
Dr. Edward Vollbrecht, Director
Dr. Michele Sellitto
Division of Standards and Curriculum
Becky McHugh, Division Chief
