Using Standards Aligned System to Ensure 21st Century Teaching

and Learning Institute

Pennsylvania Department of Education

Upper Dublin School DistrictTeam members: Robert Schultz, Stephanie

Hultquist and Janet Blenheim

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Standards Aligned Systems

SAS Overview

The Pennsylvania Standards Aligned Systems (SAS) is a collaborative product

of research and good practice thatidentifies six distinct elements which, if

utilized together, will provide schools anddistricts 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 Competenciesin 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 Mathematics2nd 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 Mathematics4th 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 orderto identify strategies that are best suited to helpstudents 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 & ResourcesA 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 http://

www.pdesas.org/Ed Hub

Possible Contents of SAS-Math Resources

PA Math StandardsPA Math Standards

PA Math AnchorsPA Math AnchorsPSSA ResourcesPSSA Resources

PVAAS ResourcesPVAAS Resources

4Sight Assessment4Sight Assessment

Formative AssessmentFormative Assessment

Alternative AssessmentsAlternative Assessments

Big IdeasBig Ideas

ConceptsConcepts

CompetenciesCompetencies

Reteaching StrategiesReteaching Strategies

Alternative ActivitiesAlternative Activities

Subgroup-targeted ActivitiesSubgroup-targeted Activities

Other InterventionsOther Interventions

Instructional StrategiesInstructional Strategies

Complete Model CurriculaComplete Model Curricula

Web ResourcesWeb Resources

Alignment Guides for Alignment Guides for

commercial programscommercial programs

Standards Aligned SystemStandards 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.