II. Introduction to Pennsylvania’s Standards Aligned System Tracy Ficca PaTTAN Harrisburg

Standards Aligned System (SAS) Overview The Pennsylvania Standards Aligned Systems (SAS) is a collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement. SAS is housed as a community on PDE’s Education Hub website

The Pennsylvania Standards Aligned

Systems (SAS) is a collaborative product

of research and good practice that

identifies six distinct elements which, if

utilized together, will provide schools and

districts a common framework for continuous

school and district enhancement and

improvement.

SAS is housed as a community on PDE’s Education Hub website

SAS Development Educators from across the Commonwealth have created Big Ideas, Concepts, and Competencies in literacy, math, science, and social studies Other standards content areas will also create Big Ideas, Concepts, and Competencies Currently, Essential Questions, Exemplars, and Vocabulary are being created in literacy, math, science, and social studies

Educators from across the Commonwealth have created Big Ideas, Concepts, and Competencies in literacy, math, science, and social studies

Other standards content areas will also create Big Ideas, Concepts, and Competencies

Currently, Essential Questions, Exemplars, and Vocabulary are being created in literacy, math, science, and social studies

Why do we need a Standards -Aligned System in Pennsylvania? To support districts with Curriculum, Assessment, 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

To support districts with Curriculum, Assessment, 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

Curriculum Framework Big Ideas : Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. Concepts : Describe what students should know , key knowledge, as a result of this instruction, specific to grade level. Competencies : Describe what students should be able to do , key skills, as a result of this instruction, specific to grade level.

Big Ideas : Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.

Concepts : Describe what students should know , key knowledge, as a result of this instruction, specific to grade level.

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 and specifically linked to the Big Ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer. Vocabulary: Key terminology linked to the standards, big Ideas, concepts and competencies in a specific content area and grade level. Exemplars: Exemplars are performance tasks and 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. Coming Soon to the Curriculum Framework…

Essential Questions: Questions connected to the SAS framework and specifically linked to the Big Ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer.

Vocabulary: Key terminology linked to the standards, big Ideas, concepts and competencies in a specific content area and grade level.

Exemplars: Exemplars are performance tasks and 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.

Big Ideas A set of declarative statements of enduring understandings for all students at all grade/course levels. Help students to make connections and make sense of ideas, concepts, skills– for permanent learning and success at higher levels. Answer the question: What is truly important to understand in this area?

A set of declarative statements of enduring understandings for all students at all grade/course levels.

Help students to make connections and make sense of ideas, concepts, skills– for permanent learning and success at higher levels.

Answer the question: What is truly important to understand in this area?

Big Ideas in Mathematics 4 th 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

It leads to Integral Calculus!

Area Under a Curve

Big Ideas in Mathematics Pre-Algebra Find the slope of y = 3 x + 2 “ 3 up for each 1 right” height = 3 (length) + 2 1 3 Slope is Relative Rate of Change -1 0 1 2 3 -1 2 5 8 11

Why is this a Big Idea????? Rates of Change provide critical information…

Rates of Change provide critical information…

Big Ideas in Mathematics Algebra 2 Graph y = 32000(.90) x What value of x yields y = 16000? A new car depreciates in value at a rate of 10% per year. Create a model of this depreciation and find out how long it takes for a car originally worth $32,000 to be worth ½ of its original value? Exponential Growth and Decay in Context

Why is this a Big Idea????? Important phenomena follow exponential and other advanced models! World Population Time Model of World Population if the AIDS epidemic is not checked

Important phenomena follow exponential and other advanced models!

Next…Concepts Concepts: Describe what students should know , key knowledge, as a result of this instruction, specific to grade level. Since the purpose is to provide focus for the curriculum, only major concepts should be included. A laundry list of all the topics necessary to achieve the competencies is not helpful .

Concepts: Describe what students should know , key knowledge, as a result of this instruction, specific to grade level.

Since the purpose is to provide focus for the curriculum, only major concepts should be included.

A laundry list of all the topics necessary to achieve the competencies is not helpful .

Competencies Competencies : Describe what students should be able to do , key skills, as a result of this instruction, specific to grade level. Begin with identification of the culminating competencies for each grade/course (working backwards). Should be limited in number and be all encompassing – 5 per grade/course. What is really important – the outcome of the course or grade

Competencies : Describe what students should be able to do , key skills, as a result of this instruction, specific to grade level.

Begin with identification of the culminating competencies for each grade/course (working backwards).

Should be limited in number and be all encompassing – 5 per grade/course.

What is really important – the outcome of

the course or grade

SAS Connections to School District Curriculum Know = Concepts Understand = Big Ideas Do = Competencies

Know = Concepts

Understand = Big Ideas

Do = Competencies

The Relationship… Competencies The Doing of Mathematics Grade Specific Multiple Concept Areas Multiple Big Ideas Concepts The Knowing of Mathematics Big Ideas Essential Understandings Often run vertically across grades/courses to develop mastery

Competencies

The Doing of Mathematics

Grade Specific

Multiple Concept Areas

Multiple Big Ideas

Big Ideas

Essential Understandings

Often run vertically across grades/courses to develop mastery

Let’s Look at SAS on Ed Hub www.pde.state.pa.us Education Hub Standards Aligned System Math Literacy Social Studies Science

www.pde.state.pa.us

Education Hub

Standards Aligned System

Math

Literacy

Social Studies

Science

SAS – Math Process and Content

SAS: Organized by Grade Bands

Mathematical Processes - Grade 9 Through Grade 12 The mathematical processes consist of the mathematical competencies that embody the "doing" of mathematics. These processes should form the core of the activities that students do in the mathematics classroom and should provide focus and purpose for the entire mathematics experience of all students in the Commonwealth.

Then Pick A Course…

Big Ideas: Algebra I

Concepts: Algebra I

Competencies - Algebra I

Big Ideas- Geometry

Concepts- Geometry

Big Idea & Concepts: Literacy, Grade 10

Competencies: Literacy, Grade 10

Big Ideas, Biology

Concepts: Civics in a Global Society -11

Competencies: Science & Technology, grade band 8-12

Looking Ahead: SAS and Curriculum Writing SAS is designed to give focus to school districts as they design curriculum and instruction. Mapping tools provide schools the opportunity to write and manipulate local curriculum. Fall 2008: Concentration on the connection between districts’ written curriculum and SAS. Spring 2009: In-depth math staff development will be provided across PA.

SAS is designed to give focus to school districts as they design curriculum and instruction.

Mapping tools provide schools the opportunity to write and manipulate local curriculum.

Fall 2008: Concentration on the connection between districts’ written curriculum and SAS.

Spring 2009: In-depth math staff development will be provided across PA.

SAS Connections to School District Curriculum Clear Standards – Both SAS and School Districts are using Pennsylvania State Standards to drive curriculum work. Fair Assessments – Summative, Formative, Diagnostic, and Benchmark Assessments will be available to school districts to utilize with curriculum development.

Clear Standards – Both SAS and School Districts are using Pennsylvania State Standards to drive curriculum work.

Fair Assessments – Summative, Formative, Diagnostic, and Benchmark Assessments will be available to school districts to utilize with curriculum development.

SAS Connections to School District Curriculum Curriculum Framework –Big Ideas, Concepts, and Competencies provide overarching focus for schools and teachers. Essential Questions, Exemplars, and Vocabulary are being added. Instruction – Use of research based examples in SAS Instruction tab will aid educators in utilizing research based instructional strategies. Examples: Cooperative learning

Curriculum Framework –Big Ideas, Concepts, and Competencies provide overarching focus for schools and teachers.

Essential Questions, Exemplars, and Vocabulary are being added.

Instruction – Use of research based examples in SAS Instruction tab will aid educators in utilizing research based instructional strategies.

Examples: Cooperative learning

SAS Connections to School District Curriculum Materials and Resources – Currently an RFP has been released so SAS Curriculum Committees and Vendors can develop this tab. Interventions – As this tab becomes populated, the connection will be to use the interventions as a means to differentiate instruction and offer safety nets for students.

Materials and Resources – Currently an RFP has been released so SAS Curriculum Committees and Vendors can develop this tab.

Interventions – As this tab becomes populated, the connection will be to use the interventions as a means to differentiate instruction and offer safety nets for students.

Possible Contents of SAS-Math Resources PA Math Standards PA Math Anchors PSSA Resources PVAAS Resources Benchmark (4Sight Assessment) Formative Diagnostic Alternative Assessments Big Ideas Concepts Competencies Vocabulary Exemplars Essential Questions Reteaching Strategies Alternative Activities Subgroup-targeted Activities Other Interventions Model Curricula Instructional Strategies Model Curricula Web Resources Alignment Guides for commercial programs

Making the Connections: Transition Practices Working backwards from a student’s Post-School Goals…. Identify Course of Study needed to achieve those goals Identify the standards student must meet to be successful in classes Identify skills in need of development Concepts, Competencies, and Big Ideas might be used as bridges to those skills, with good teaching, materials, and interventions as support

Working backwards from a student’s Post-School Goals….

Identify Course of Study needed to achieve those goals

Identify the standards student must meet to be successful in classes

Identify skills in need of development

Concepts, Competencies, and Big Ideas might be used as bridges to those skills, with good teaching, materials, and interventions as support

Making the Connections: School Level: The big picture of your school: Has your faculty been introduced to the SAS? What professional development is needed to promote use of SAS in your school? How might SAS be used to support teachers who work with students with disabilities, in both general education or special education classes?

The big picture of your school:

Has your faculty been introduced to the SAS?

What professional development is needed to promote use of SAS in your school?

How might SAS be used to support teachers who work with students with disabilities, in both general education or special education classes?

Making the Connections: Classroom Level How will students with disabilities benefit from clarification of Big ideas Concepts Competencies in their general education courses? How might these tools assist teachers in differentiating instruction?

How will students with disabilities benefit from clarification of

Big ideas

Concepts

Competencies

in their general education courses?

How might these tools assist teachers in differentiating instruction?

The Planning Pyramid: A Course of Study Big Ideas, Concepts, Competencies What all students must learn What most students will learn What some students will learn (adapted from Schumm, Vaughn, & Harris, 1997)

Making the Connections: Classroom Level When thinking of your own teaching and the learners with whom you work… How can you use SAS when planning content/instruction for students with disabilities? How might you share the information with others in your school?

When thinking of your own teaching and the learners with whom you work…

How can you use SAS when planning content/instruction for students with disabilities?

How might you share the information with others in your school?