standards aligned system- integration trainer professional development integrating standards,...

Standards Aligned System-Integration Trainer Professional

DevelopmentIntegrating 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

• 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

Competencies

• Demonstrate a thorough understanding of the overall features, functions and resources of the Standards Aligned System (SAS)

• Gain the capacity to be able to provide SAS implementation workshops to a variety of audiences

Advance Organizer

Day One Training Competencies Overview and

Integration of the Portal Standards Curriculum Framework Assessment Assessment Builder

Day Two Material and Resources Instruction Interventions E portfolio Web page

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

RtII PennLink (9/1/09)• Endorses RtII as the assessment and instructional

framework to organize and implement PA’s Standards Aligned System (SAS)

• Connects RtII with Pennsylvania’s School Improvement Process

• Establishes a state-level RtII Team

• Defines RtII implementation and reporting requirements: RtII School Survey

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From RtI to RtII: We gained an ‘I’• Instruction is the Key!

– Promotes the importance of effective instruction in building a strong core (Tier 1)

– Promotes the provision of standards-aligned instruction for all students

– Focuses Tier 2 and 3 implementation efforts on effective instructional practices

– Discourages teams in building Tiers 2 and 3 structures without a strong, standards aligned instructional core

The Framework Is Unchanged

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

What is Response to Instruction and Intervention (RtII)?

• A comprehensive standards-aligned school reform strategy that enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and “grow” their skills and talents

• An alternate to the aptitude-achievement discrepancy model for the identification of students with learning disabilities

Core Characteristics of RtII

• Standards aligned instruction in a research-based core program

• Universal screening• Shared ownership of all students• Data-based decision making

– Progress monitoring– Benchmark and Outcome Assessment

• Tiered intervention and service delivery – Research-based interventions– Flexible grouping– Fidelity of Implementation

• Parental engagement

Clear & Consistent Boundaries

High Expectations

Meaningful Student

Engagement

Connectiveness & Bonding

Skills for Life

Unconditional Support

Strong Results for

Students

Resiliency Framework

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

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

• http://www.pdesas.org/Main/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 FRAMEWORKBIG 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)

Standards

STANDARDS

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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

History

7

Geography

8

Arts & HumanitiesArts & Humanities

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Health, Safety and Health, Safety and Physical Education Physical Education

10

Family and Consumer Sciences Family and Consumer Sciences

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World Languages World Languages (proposed)(proposed)

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Career Education and WorkCareer Education and Work

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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

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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

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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

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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

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Coming Soon!

Plays reflect time, place and culture in elements of staging and playwriting Big Ideas

ConceptsEssential QuestionsCompetenciesVocabulary Exemplars

Staging -

the process or manner of putting on a play Big Ideas

ConceptsEssential QuestionsCompetenciesVocabulary Exemplars

Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays

Big IdeasConceptsEssential QuestionsCompetenciesVocabulary Exemplars

Humans have expressed experiences and ideas through the arts throughout time and across cultures.

Big IdeasConceptsEssential QuestionsCompetenciesVocabulary Exemplars

How do plays reflect time, place and culture?

Big IdeasConceptsEssential QuestionsCompetenciesVocabulary Exemplars

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

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PORTAL TIME Curriculum Framework

Demonstration and Guided Practice

52

PORTAL TIME Curriculum Framework Independent Practice

Assessment

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PORTAL TIME Defining 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

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Understanding Our Assessments

• Using the sticky notes provided, list the assessments currently used in your building/district

• Remember to use one sticky note per assessment

Summative Assessment

57

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

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Formative Assessment

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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

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Benchmark Assessments

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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

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Examples of Benchmark Assessment4Sight

DIBELS

AIMSweb

Riverside Assess2Know

Diagnostic Assessment

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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

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Examples of Diagnostic Assessments

DRA

Running Records

GRADE

G-MADE

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DIAGNOSTIC ASSESSMENTS

UNDER CONSTRUCTION

66

67

68

Assessment Builder

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• Allows teachers to create customized assessments

• Can be formative, summative, diagnostic, or benchmark

70

PORTAL TIME Assessment Builder

Demonstration

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PORTAL TIME Independent Practice

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Culminating ActivitySummative*Formative*Benchmark*Diagnostic

Reflect on an area of assessment that you would like to strengthen.

How can the Standards Aligned System support you?

Advance Organizer

Day One Training Competencies Overview and

Integration of the Portal Standards Curriculum Framework Assessment Assessment Builder

Day Two Material and Resources Instruction Interventions E portfolio Web page

Instruction

http://www.scoe.org/pub/htdocs/archer-videos.html

7th grade SLANT lesson“Look Fors”:

•Student engagement

•Instructional strategies

•Classroom management

•Assessment strategies

PURPOSE OF INSTRUCTIONAL DESIGN

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

Understanding by Design (UbD)

• The goal of instruction is the development and deepening of student understanding

• Students demonstrate understanding through authentic opportunities

• Instruction is designed based on the goals and assessments

UbD in a SAS System

1. Identify Desired Results

2. Determine form(s) of assessment

3. Design Instruction

• Standards, Concepts, Competencies

• Summative, Formative, Diagnostic, Benchmark

• Materials and Resources, Interventions

Compare Old and NewBloom’s Taxonomy

Original• Evaluate• Synthesis• Analysis• Application• Comprehension• Knowledge

New• Creating• Evaluating• Analyzing• Applying• Understanding• Remembering

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

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COMPONENTS OF A UNIT PLAN

• Alignments• Big Ideas• Concepts• Competencies• Related Resources

• Lesson Plan Code• Subject• Grade level/course• Title• Objectives• Essential Questions

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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

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PORTAL TIME Instruction Demonstration

Resources and Materials

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PORTAL TIME Materials and Resources Model

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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

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Voluntary Model Curriculum

What it is not:

• A complete year-long curriculum

• These are sample unit and lesson plans built upon selected learning progression

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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

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PORTAL TIME Materials and Resources

Unit Plan Review

Interventions

The RtII Framework

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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

4Sight Benchmark

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Mac is in 7th grade.Mac scored below basic on his last two 4Sight assessments. His strengths are in Data Analysis and Geometry. He needs to improve skills in Measurement, Algebra, Numbers & Operations…Mac’s teacher uses cooperative learning groups and provides manipulatives as needed.

Moyer, Mac

Reflection

• What else does Mac’s teacher need to consider?

• What does Mac need to know?

• What should Mac’s teacher do to help him learn this Big Idea (equivalency)?

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PORTAL TIME Intervention Practice

Let’s use SAS…

1.Go to the portal

2.Click the Interventions Tab

3.Select a link that will provide an

appropriate intervention for Mac

4.Be prepared to explain why you chose

the intervention

Teacher Tools• To preview what we are going to do - go to this

websitehttp://websites.pdesas.org/shunt

• Read the announcement on the first page, and follow the instructions in RED on each page in the website.

• If you finish early, take some time to gather some more Materials & Resources.

TEACHER TOOLSSASIT 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 email address, and therefore

username, is bteacher@mydistrict.com

• 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

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

“Every child by naming reaching core academic proficiency in core

academic disciplines regardless of zip code, economic status, race,

ethnicity, or disability.”

- Dr. Gerald L. Zahorchak