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Standards Aligned Systemhttp://www.pdesas.org Integrating Standards, Assessment, Curriculum Framework, Instruction,
Resources and Materials and Interventions
Competencies• Observe and practice navigation of the PA
Standards Aligned System (SAS) web portal to enhance effective instructional practices
• 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)
Pennsylvania’s SAS Web Portal
Changing the Way We Do BusinessTASK 1990 2009
Charting Your Course from One Location to Another (getting directions)
Communicating with Your Family and Friends
Assessing Students
Communicating with Parents about Their Student
Fair use copyright:
International Olympic Committee (IOC): http://www.olympic.orgTarget Corporation: http://www.target.com
Supports for Pennsylvania Educators
Clear & Consistent Boundaries
High Expectations
Meaningful StudentEngageme
nt
Connectivenes
s &
BondingSkills for Life
Unconditional Support
Strong Results
for Students
Standards
STANDARDS
13
Reading, Writing, Speaking, and Listening (Alternate Standards)
1
Mathematics Mathematics (Alternate Standards)(Alternate Standards)
2
Science and Technology
3
Environment and Ecology
4
Civics and Government
5
Economics
6
Geography
7
History
8
Arts & HumanitiesArts & Humanities
9
Health, Safety and Health, Safety and Physical Education Physical Education
10
Family and Consumer Sciences Family and Consumer Sciences
11
World Languages World Languages (proposed)(proposed)
12
Career Education and WorkCareer Education and Work
13
Additional Supporting Standards
English Language Proficiency
K-2 standards
Standard Coding
4
1.4.3.A
Reading
Standard Area
Grade Level
Ordinal Descriptor
Assessment Anchor Coding
5
R3.A.1.1
ReadingGrade Level Reporting
Category
Assessment Anchor
Descriptor
25
PORTAL TIME Standards Demonstration
Curriculum Framework
Curriculum Framework
• Big Idea - Declarative statements that describe concepts that transcend grade levels
• Concepts - Describe what students should know (key knowledge) as a result of this instruction specific to grade level
27
Curriculum Framework
• Competencies - Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level
• Essential Questions - Questions connected to the SAS framework – specifically linked to the Big Ideas – should frame student inquiry, promote critical thinking,
and assist in learning transfer
28
Curriculum Framework
• Vocabulary - Key terminology linked to the standards, big ideas, concepts and competencies in a specific content area and grade level
• Exemplars- Performance tasks that can be used for assessment, instruction as well as professional development. – Exemplars provide educators with a concrete example of
assessing students' understanding of the big ideas, concepts and competencies
29
Coming Soon!
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!
VOCABULARYStagingPlaywriting
ANCHOR
ANCHOR DESCRIPTOR ELIGIBLE CONTENT
Using the Curriculum Framework to Guide Instruction
Start with standard/anchor/big idea
Keep the essential question in mind throughout instruction
Focus instruction by targeting concepts
Identify what students need to do to demonstrate competency
Design classroom instruction that will result in student proficiency in the academic standard/eligible content
32
PORTAL TIME Curriculum Framework
Demonstration and Guided Practice
Assessment
SAS: Fair Assessments• Assess progress at the end of a defined period of
instruction
• Classroom-based formal and informal assessment tools to shape teaching and learning
• Assessments administered prior to instruction, to determine each student's strengths, weaknesses, knowledge, and skills
• Designed to assess and provide feedback about how the student is progressing towards demonstrating proficiency on grade level standards
34
Summative Assessment
35
Measures overall achievement typically at the end of the year, a course, or a meaningful unit of study
Often used for grading, accountability, and/or research/evaluation
Examples of Summative Assessments
PSSA, PSSA-M, PASA
W-APT, WIDA Access Placement Test
TerraNova
ACCESS for ELLs
Stanford 10
End of Unit
Final Exams-Keystones
36
Formative Assessment
37
A planned process
Used during instruction to provide feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes
Classroom-based
Formal and Informal Measures
Examples of Formative AssessmentQuestioning techniques
Active engagement check-ins response cards traffic lights thumbs-up
Think-pair-share
Random reporter
Observation
Exit tickets
Progress Monitoring
38
Benchmark Assessments
39
Measures achievement of important grade level content periodically during the year
May predict how a group of students would perform if the PSSA were given on that same day
Can be used to measure achievement of content taught in the past 6-8 weeks
40
Examples of Benchmark Assessment4Sight
DIBELS
AIMSweb
Riverside Assess2Know
Diagnostic Assessment
41
Measures and identifies specific student strengths, weaknesses, skills and knowledge before and during instruction
Used to plan instruction or intervention so that individual student needs are addressed
PA will use a Computer-Adaptive testing approach
42
Examples of Diagnostic Assessments
DRA
Running Records
GRADE
G-MADE
43
DIAGNOSTIC ASSESSMENTS
UNDER CONSTRUCTION
44
45
46
Assessment Builder
47
• Allows teachers to create customized assessments
• Can be formative, summative, diagnostic, or benchmark
48
PORTAL TIME Assessment Builder
Demonstration
Instruction
Purposes of Instructional Design
• To identify the outcomes of the instruction
• To guide the development of the instructional content (scope and sequence)
• To establish how instructional effectiveness will be evaluated
Compare Old and NewBloom’s Taxonomy
Original• Evaluate• Synthesis• Analysis• Application• Comprehension• Knowledge
New• Create• Evaluation• Analyze• Apply• Understand• Remember
Technology Construction
Tools
Range of UseH
igh
er
Ord
er
Basi
c Ski
llsC
om
ple
xit
y
Auth
entic
ity
Real
Wor
ld
Artifi
cial
Didactic Instructional Approach to Learning
Constructivist
Data Collection and Probeware
Simulations and
Modeling
Online Research
Problem Solving andData Analysis
eCommunications and Virtual
Collaboration
Expressionand
Visualization
Document Creation/PublicationIntegratedLearningSystems
Drilland
Practice
Coaching
Remember
Understand
Apply
Analyze
Evaluate
Create
20%
80%
TechnologyConstruction
Tools
Online Research
Data Collection and Probeware
Simulations & Modeling
eCommunications and Virtual
Collaboration
Expressionand
Visualization
Document Creation/PublicationIntegratedLearningSystems
Drilland
Practice
54
COMPONENTS OF A UNIT PLAN
• Alignments• Big Ideas• Concepts• Competencies• Related Resources
• Lesson Plan Code• Subject• Grade level/course• Title• Objectives• Essential Questions
55
COMPONENTS OF A LESSON PLAN
• Essential Questions• Duration• Instructional Procedures• Suggested Instructional Procedures• Formative Assessment• Related Resources
• Lesson Plan Code• Subject• Grade level/course• Title• Alignments• Vocabulary• Objectives
WHERETO (Wiggins and McTighe, 2005)
W Ensure students understand WHERE the unit is headed and WHY
H HOOK student in the beginning and HOLD their attention throughout
E EQUIP students with necessary experiences, tools, knowledge and know-how to meet the performance targets
R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress and REVISE their work
E Build in opportunities to EVALUATE progress and self-assess
T Be TAILORED to reflect individual talents, interests, styles, and needs
O Be ORGANIZED to optimize deep understanding to superficial converge
57
PORTAL TIME Instruction Demonstration
Resources and Materials
59
5 Elements ofMaterials & Resources
• Learning Progressions• Units• Lessons• Materials and Resources Aligned to the Units
and Lesson Plans• Materials and Resources Aligned to the Other
Circles
Voluntary Model Curriculum What it is:• Aligned to PA standards, concepts and competencies,
assessment anchors, and eligible content
The VMC will include:– Learning Progressions – carefully sequenced set of building blocks that
all students must master en route to mastering a more distant curricular aim
– Unit Plan – a segment of the learning progression focused on critical topic/theme
– Lesson Plan – a written guide that specifically outlines the intended learning outcomes
60
Voluntary Model Curriculum
What it is not:
• A complete year-long curriculum
• These are sample unit and lesson plans built upon selected learning progression
61
62
Learning Progressions Grades K - 12
• A carefully sequenced set of building blocks that all students must master en route to mastering a more distant curriculum aim
• Simply stated, they are building blocks spanning K-12 that show the sub-skills and prerequisites
63
PORTAL TIME Materials and Resources Model
Interventions
The RtII Framework
66
Differentiating Instruction for all students
DifferentiatedInstruction
Respectful and meaningful tasks
Flexible grouping
Teacher/students collaborate
Teachers value student difference
Content critical
Modifications
Changes the “what”
Changes what a student is expected to learn
Students may be taught grade level academic standards or the alternate standards
Students may be assessed with PSSA-M or PASA
Accommodations
Changes the “how”
Does not change what a student is expected to learn. Curriculum remains the same
Students are taught to the grade level academic standards
Students are assessed by the PSSA with accommodations
Key Principles
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, PVAASBenchmark: 4 Sight
Diagnostic: GRADE, GMADEFormative: Formal and Informal
(progress monitoring, ticket out the door)
RtII organizes curriculum and instruction to ensure
all students receive the standards aligned core
curriculum. ALL staff (Gen, Sp Ed, Title, ESL) assume
responsibility and an active role in instruction in the
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.
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
69
PORTAL TIME Intervention Practice
TEACHER TOOLSSASIT 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
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 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
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