1. SAS What is a coach to do? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

2. Our focus remains unchanged. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

3. SAS brings it all together. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

5. Essential Questions Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

6. Essential Question for Today What is an Instructional Technology Coach ’ s role in SAS? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

7. Big Ideas Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

8. Big Ideas for SAS The Standards Aligned System is a comprehensive approach to support student achievement across the Commonwealth. Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students progress through school. 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. The Curriculum Framework specifies what is to be taught for each subject in the curriculum. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

9. Big Ideas for SAS Aligned instruction comprises the following activities: –Teaching topics that are aligned with the standards. –Ensuring the right level of challenge. –Focusing teaching based on the learning needs of each student. –Implementing instructional strategies to increase student achievement. Materials and resources include Voluntary Model Curriculum (VMC), incorporating learning progressions, units, lesson plans, and content resources aligned to the Pennsylvania standards in curriculum frameworks for the four major content areas (mathematics, science, social studies, reading-writing-speaking-listening). The purpose of interventions is to ensure students are provided with the standards based supports they need to meet/exceed grade level standards. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

10. Concepts Describe what students should know (key knowledge) as a result of this instruction specific to grade level. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

11. Concept for Today Coaches will understand how their role as Mentor, Curriculum Specialist and Instructional Specialist goes hand-in-hand with SAS. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

17. Competencies Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

18. Competencies for Today Coaches will navigate the SAS. Coaches will be able to demonstrate a complete example of the interconnectedness of the SAS to teachers. (6 th grade example) Coaches will use the SAS Curriculum Framework vocabulary when working with teachers. Coaches will identify the elements of coaching and coaching activities that are part of their role of Curriculum Specialist and Instructional Specialist. Coaches will identify “ SAS ” questions they can ask during co-planning, debriefing and feedback after modeling, co-teaching, and View/Review. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

19. Follow the yellow brick road http://www.pdesas.org/ 1.Help/Training Materials 2.SAS Institute Files/Grade 6 Sample Pathway OR You teach geometry and you want to find an interactive resource on triangle congruence to support your lesson. The assessment anchor you are focusing on for this lesson is G.2.1 or Congruence, Similarity and Proofs. Select the appropriate tab to first find the assessment anchor (G.2.1). Then select the appropriate material and resource tab to find your interactive resource. Select the virtual manipulative to support your lesson. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

20. How you can you weave SAS into your instructional coaching? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

21. How you can you weave SAS into your instructional coaching? Coaching Resources to Re-visit Range of Use Roles of Coaching Levels of Intensity Elements of Coaching Formative Assessment (webinar on Friday) Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

22. Identify SAS questions you can ask during co-planning and during debriefing and feedback. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

23. Questions to Ask How would you seamlessly integrate the technology? How would you manage its use? How would you align it to standards? How does it fit within the Curriculum Framework of SAS? How could it be used as an Intervention for students to enrich, engage, and connect? How does it support research-based Instructional strategies? How does it raise the level of teaching and learning? Where does its use fit into the Range of Use Chart? How could it be used for Formative Assessment? How can you share these materials and resources? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

24. More Questions to Ask Which Big Idea(s) are you addressing? What is the Essential Question(s)? What are the concepts that the students should understand? What are the competencies that students should be able to do? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

25. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

26. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

27. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. (Explore, Experience, Enable, Equip) Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

28. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. (Explore, Experience, Enable, Equip) R – Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

29. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. (Explore, Experience, Enable, Equip) R – Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E – Build in opportunities for students to EVALUATE progress and self-assess. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

30. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. (Explore, Experience, Enable, Equip) R – Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E – Build in opportunities for students to EVALUATE progress and self-assess. T – Be TAILORED to reflect individual talents, interests, styles, and needs. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

31. Another Question What are the WHERETO ’ s? W – Ensure that students understand WHERE the unit is headed, and WHY. H – HOOK students in the beginning and HOLD their attention throughout. E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. (Explore, Experience, Enable, Equip) R – Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E – Build in opportunities for students to EVALUATE progress and self-assess. T – Be TAILORED to reflect individual talents, interests, styles, and needs. O – Be ORGANIZED to optimize deep understanding as opposed to superficial Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

32. The Key Your 21st Century Teaching and Learning team –Principal(s) –Instructional Coaches (math, literacy, technology) –Curriculum Director –Technology Director Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

33. http://pasas.wikispaces.com/ Wiki used at the Institute Many resources for each circle of SAS Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

34. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

35. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. STEP 2: Begin by finding out what this administrator already understands and knows about SAS. If necessary, give a big picture overview of SAS. You may need to clarify misunderstandings. Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

36. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. STEP 2: Begin by finding out what this administrator already understands and knows about SAS. If necessary, give a big picture overview of SAS. You may need to clarify misunderstandings. STEP 3: Review related district/school-wide Professional Development initiatives: Understanding By Design, Authentic Instruction through Inquiry-Based Learning and/or Project-Based Learning, Higher Order Thinking Skills Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

37. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. STEP 2: Begin by finding out what this administrator already understands and knows about SAS. If necessary, give a big picture overview of SAS. You may need to clarify misunderstandings. STEP 3: Review related district/school-wide Professional Development initiatives: Understanding By Design, Authentic Instruction through Inquiry-Based Learning and/or Project-Based Learning, Higher Order Thinking Skills STEP 4: Review parts of the Instruction circle that may need emphasis, given Step 3. Conclude the meeting by setting up a follow- up meeting for one hour. Ask the administrator if there is anyone else to invite to the next meeting. Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

38. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. STEP 2: Begin by finding out what this administrator already understands and knows about SAS. If necessary, give a big picture overview of SAS. You may need to clarify misunderstandings. STEP 3: Review related district/school-wide Professional Development initiatives: Understanding By Design, Authentic Instruction through Inquiry-Based Learning and/or Project-Based Learning, Higher Order Thinking Skills STEP 4: Review parts of the Instruction circle that may need emphasis, given Step 3. Conclude the meeting by setting up a follow- up meeting for one hour. Ask the administrator if there is anyone else to invite to the next meeting. STEP 5: Demonstrate the 6 th Grade Math Example used at the Institute. Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

39. STEP 1: Begin by setting up a meeting with your District Curriculum Director and/or Building Principal. Plan for about an hour-long meeting. STEP 2: Begin by finding out what this administrator already understands and knows about SAS. If necessary, give a big picture overview of SAS. You may need to clarify misunderstandings. STEP 3: Review related district/school-wide Professional Development initiatives: Understanding By Design, Authentic Instruction through Inquiry-Based Learning and/or Project-Based Learning, Higher Order Thinking Skills STEP 4: Review parts of the Instruction circle that may need emphasis, given Step 3. Conclude the meeting by setting up a follow- up meeting for one hour. Ask the administrator if there is anyone else to invite to the next meeting. STEP 5: Demonstrate the 6 th Grade Math Example used at the Institute. STEP 6: Get into more detail about each circle with the following talking points: Nine Steps Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

40. Nine Steps STEP 7: Discuss how you can weave SAS into your instructional coaching. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

41. Nine Steps STEP 7: Discuss how you can weave SAS into your instructional coaching. STEP 8: Introduce the administrator to the SAS Action Plan. http://pasas.wikispaces.com/Files Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

42. Nine Steps STEP 7: Discuss how you can weave SAS into your instructional coaching. STEP 8: Introduce the administrator to the SAS Action Plan. http://pasas.wikispaces.com/Files STEP 9: Ask how you can be of assistance with the Action Plan. Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

43. 21st Century Teaching and Learning Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

44. 21st Century Teaching and Learning Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education