Using Standards Aligned System to Ensure 21 st Century Teaching and Learning Institute Pennsylvania Department of Education Upper Dublin School District Team members: Robert Schultz, Stephanie Hultquist and Janet Blenheim >

Standards Aligned Systems

SAS Overview The Pennsylvania Standards Aligned Systems (SAS) is a collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement.

Clear Standards Standards summarize what we value in our educational program. Standards establish what all students should know and be able to accomplish.

Fair Assessments Aligned to PA Standards Summative Diagnostic Benchmark Formative

Curriculum Framework A framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade or course level.

Pennsylvania’ s Definitions Big Ideas – Declarative statements of enduring understanding, for all students at each grade level/course. Concepts – What students should know. Competencies – What students should be able to do.

What are Big Ideas? Let’s look at Mathematics… A set of declarative statements of enduring understandings for all students at all grade/course levels. These statements have motivated sets of related ideas, concepts, skills and procedures that form the foundation of understanding, permanent learning and success at higher mathematics.

Big Ideas, Concepts and Competencies Answer the Question… What is the truly important mathematics at this grade level or in this course?

Big Ideas in Mathematics 2 nd Grade Time Measurement Time is just one aspect of measurement!

Why is this a Big Idea? Measurement is a critical ingredient to understanding relationships and in applying mathematics to real- world situations.

Big Ideas in Mathematics 4 th Grade l w Area = l x w Area  16 squares + 6 squares Tiling, Decomposition of Shapes, Accumulation of Areas

Why is this a Big Idea? It leads to Integral Calculus! Area Under a Curve

Instruction Aligned with standards in order to identify strategies that are best suited to help students achieve the expected performance.

Data Driven Instruction Possessing knowledge of how students are progressing Adjusting instructional strategies based upon that knowledge *** It’s not the quantity of assessment that helps, rather it is how we use it.****

Engaged Learning Time on task is not engaged learning Involve every student – accountability Examples of engagement Think-pair-share, use of white boards, partnering, cooperative groups, table talks SLANT (Dr Feldman) **Student engagement = student learning

Elements of Effective Instruction Dr. Bob Slavin – QUAT Quality Adaptations Time

Materials & Resources A repository of material from textbooks, reading materials, software, sample model curricula, and any other instructional resources that are needed to fit the framework and match the standards.

Interventions A safety net/intervention system to ensure that all students meet standards

Why do we need a Standards - Aligned System in Pennsylvania? To support districts with Curriculum, Assessment, and Instruction To provide Professional Development To promote an ongoing learning community To help all students to meet and when possible, exceed the PA Academic Standards

Does this mean a curriculum? NO intention of producing a mandated state-wide curriculum. Some districts may benefit from a “complete” voluntary model curriculum. Others will need curricular and instructional focused inquiries.

Let’s Look at SAS on Ed Hub Ed Hub

Possible Contents of SAS-Math Resources PA Math Standards PA Math Anchors PSSA Resources PVAAS Resources 4Sight Assessment Formative Assessment Alternative Assessments Big Ideas ConceptsCompetencies Reteaching Strategies Alternative Activities Subgroup-targeted Activities Other Interventions Instructional Strategies Complete Model Curricula Web Resources Alignment Guides for commercial programs

Standards Aligned System 6. Is there strong, observable evidence that professional development is linked directly to the school’s instructional priorities; is standards- based; and is differentiated to meet the continuous learning needs of school staff?

Team Assessment of Alignment Evidence of Alignment: Professional Learning Teams Participation in the district DET (Differentiated Evaluation) Summer curriculum work – aligning assessment to standards Professional Team’s attendance at 2008 Governor’s Institute Attendance at MCIU workshops throughout the year Math Coaches on site at all elementary schools In-service for all new curriculum and assessment New Teacher Induction Plan Connection with University of Pennsylvania Consortium on Diversity Areas for Development/Improvement/Fine Tuning: One staff development day dedicated to off-site school visitations Literacy Coaches to support professional development Presentation to administration and staff on outcomes of Governor’s Institute Increase practices of peer observations and collaborative learning teams with support Present and support an understanding and implementation of SAS to current instruction Core group of teachers/administrators at middle and high school levels address SAS question Encourage and support team attendance at future governor’s institutes

Does our team have any needs for follow-up support? Any needs for follow-up support from IU, PaTTAN, DE, DSL, EAP TA, PDE?: Implement RTI model and the 4Sight Benchmark assessment program. Pursue training in creating valid formative assessments and the practices of Power Teaching.