Pennsylvania’s Standards Aligned System Half-day Workshop Jo Beth McKee Pennsylvania Department of Education English Language Education Advisor 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

SAS Background

Supports for Pennsylvania Educators Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills 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

SAS

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

Clear Standards I do, we do, you do

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

Vocabulary Coming 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 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 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 DESCRIPTOR ELIGIBLE CONTENT

Curriculum Framework Portal Time

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

33 PSSA, PSSA-M (modified) PASA (adapted) Final Exams-Keystones ACCESS for ELLs(WIDA) End of Unit Exams TerraNova Stanford 10 Examples of Summative 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 AreaField Test Available for all schools … MathematicsSprings 2010Fall 2010 Literacy: Literature Fall 2010Winter 2010/2011 ScienceFall 2010Winter 2010/2011 Literacy: Composition Spring 2011Fall 2011 Social StudiesSpring 2011Fall 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.

Formative Assessment Activity Think about how you use formative assessment with your students. Pair with your neighbor and exchange ideas. Share with the group.

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

43 PORTAL TIME Assessment Builder Demonstration

44 Break Time

Instruction (Language Arts 1 video)

Instruction Differentiated Standard aligned At instructional level (not frustration level) Scaffold support

Instruction

Materials & Resources Learning progressions Units Lesson plans

Materials & Resources

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?

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. 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. ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum 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

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 CONNECTIVENES S & 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

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 Instruction Instruction

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

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)

Teacher Tools My Profile My e-portfolio My website My communities Curriculum Mapping

SAS Training

SASIT 1 Training

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

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

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

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 address, and therefore username, is SAS website addresses are all similar Betty’s website address would be

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

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

Custom Page Header and Copyright

SAS Rich-Text Editor

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!

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