standards aligned system- integration trainer professional development integrating standards,...
TRANSCRIPT
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Standards Aligned System-Integration Trainer Professional
DevelopmentIntegrating Standards, Assessment, Curriculum Framework, Instruction,
Resources and Materials and Interventions
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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
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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
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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
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Pennsylvania’s SAS Web Portal
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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
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Fair use copyright:
International Olympic Committee (IOC): http://www.olympic.orgTarget Corporation: http://www.target.com
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Supports for Pennsylvania Educators
Clear & Consistent Boundaries
High Expectations
Meaningful StudentEngageme
nt
Connectivenes
s &
BondingSkills for Life
Unconditional Support
Strong Results
for Students
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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
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The Framework Is Unchanged
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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
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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
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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
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Clear & Consistent Boundaries
High Expectations
Meaningful Student
Engagement
Connectiveness & Bonding
Skills for Life
Unconditional Support
Strong Results for
Students
Resiliency Framework
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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
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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
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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
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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)
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Standards
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STANDARDS
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Reading, Writing, Speaking, and Listening (Alternate Standards)
1
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Mathematics Mathematics (Alternate Standards)(Alternate Standards)
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Science and Technology
3
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Environment and Ecology
4
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Civics and Government
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Economics
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History
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Geography
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Arts & HumanitiesArts & Humanities
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Health, Safety and Health, Safety and Physical Education Physical Education
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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
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Standard Coding
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1.4.3.A
Reading
Standard Area
Grade Level
Ordinal Descriptor
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Assessment Anchor Coding
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R3.A.1.1
ReadingGrade Level Reporting
Category
Assessment Anchor
Descriptor
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PORTAL TIME Standards Demonstration
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Curriculum Framework
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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!
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Plays reflect time, place and culture in elements of staging and playwriting Big Ideas
ConceptsEssential QuestionsCompetenciesVocabulary Exemplars
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Staging -
the process or manner of putting on a play Big Ideas
ConceptsEssential QuestionsCompetenciesVocabulary Exemplars
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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
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Humans have expressed experiences and ideas through the arts throughout time and across cultures.
Big IdeasConceptsEssential QuestionsCompetenciesVocabulary Exemplars
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How do plays reflect time, place and culture?
Big IdeasConceptsEssential QuestionsCompetenciesVocabulary Exemplars
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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
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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
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PORTAL TIME Curriculum Framework Independent Practice
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Assessment
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PORTAL TIME Defining Assessment
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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
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Summative Assessment
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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
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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
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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
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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
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Assessment Builder
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• Allows teachers to create customized assessments
• Can be formative, summative, diagnostic, or benchmark
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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?
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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
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Instruction
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http://www.scoe.org/pub/htdocs/archer-videos.html
7th grade SLANT lesson“Look Fors”:
•Student engagement
•Instructional strategies
•Classroom management
•Assessment strategies
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PURPOSE OF INSTRUCTIONAL DESIGN
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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
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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
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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
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Compare Old and NewBloom’s Taxonomy
Original• Evaluate• Synthesis• Analysis• Application• Comprehension• Knowledge
New• Creating• Evaluating• Analyzing• Applying• Understanding• Remembering
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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
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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
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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
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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
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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
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Interventions
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The RtII Framework
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Differentiating Instruction for all students
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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
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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
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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
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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
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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.
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TEACHER TOOLSSASIT 1 Training
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Admin Tools• A collection of administrative
tools for those users who will have administrative access to SAS – User Management– Content Submission– Peer Review
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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
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Portal Time – My Profile
• Click on Teacher Tools• Select My Profile
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My ePortfolio
• A web-based, portable filing cabinet
• Create organizational folders
• Add resources– Add to My ePortfolio– Upload File– Add Bookmark
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Portal Time – My ePortfolio
• Click on Teacher Tools• Select My ePortfolio
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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
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Default Website
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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
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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
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Portal Time – My Website
• Click on Teacher Tools• Select My Website
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Custom Page Header and Copyright
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SAS Rich-Text Editor
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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!
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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
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“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