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Standards-Aligned Systems in Pennsylvania

Standards-Aligned Systems in Pennsylvania. May 2008 Leslie Trimmer, Ed.D. Tracy Ficca. Goals. Define Standards Aligned Systems, identify its purpose, and understand all segments of the system

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Standards-Aligned Systems in Pennsylvania

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  1. Standards-Aligned Systems in Pennsylvania May 2008 Leslie Trimmer, Ed.D. Tracy Ficca

  2. Goals • Define Standards Aligned Systems, identify its purpose, and understand all segments of the system • Investigate the relationship between the PA standards and assessment anchors to the Big Ideas, Concepts, and Competencies • Explore the Big Ideas in math to search for links within curriculum and instruction • Develop an action plan to provide all information back to school/district staff

  3. Forced Choice Activity

  4. What is SAS? • KWL What SAS is – What SAS is NOT

  5. Standards Aligned Systems

  6. 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.

  7. SAS 6 Circles - Explained • Clear Standards Clear, high standards that establish what all students need to know and be able to accomplish. • Fair Assessments Fair assessments aligned to the standards. • Curriculum FrameworkA framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level. • Instruction Aligned instruction--aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance. • Materials & Resources Materials that address the standards. • Interventions A safety net/intervention system that insures all students meet standards

  8. Clear Standards Establish what all students should know and be able to accomplish.

  9. Fair Assessments Aligned to PA Standards • Summative • Formative • Diagnostic • Benchmark

  10. Curriculum Framework A framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level.

  11. Instruction Aligned with standards in order to identifying strategies that are best suited to help students achieve the expected performance.

  12. Materials & Resources Chosen as a guide for selecting only material from textbooks, reading materials, software, and any other instructional resources that are needed to fit the framework and match the standards.

  13. Interventions A safety net/intervention system ensures all students meet standards

  14. 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

  15. 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.

  16. History of SAS • Standards Aligned System began in the fall of 2006. • Big Ideas were written for mathematics and aligned with the standards. Concepts and competencies were developed based on the Big Ideas.

  17. History of SAS • Essential questions, exemplars, and vocabulary were written to supplement the Big Ideas, concepts, and competencies. • Three math teams – core team, development team, and review team - were created to enhance the math work.

  18. Current SAS Work • Teams in Literacy, Science, and Social Studies were created with volunteers from across the state to write the Big Ideas, Concepts, and Competencies. • The math team is currently revisiting the Big Ideas, Concepts, and Competencies • Items on Ed Hub (PDE website) in Social Studies are being revised

  19. Current SAS Work • Big Ideas, Concepts, and Competencies will be written/revised in the four areas by July 1, 2008 to be utilized at the Governor’s Institute July 13-18, 2008. • If GCA’s come to fruition, the competencies developed by educators in Pennsylvania will be used to create the GCA’s.

  20. Current SAS Work • Education Hub for SAS is being revised to include information in the four content areas. Ed Hub will continue to use the six segments to design the Pennsylvania Standards-Aligned System.

  21. Definitions • Big Ideas – A declarative statement of enduring understandings, for all students at each grade level/course. • Concepts – What students should know. • Competencies – What students should be able to do.

  22. Let’s Look at SAS on Ed Hub • www.pde.state.pa.us • Ed Hub • Social Studies • Math

  23. What are the Big Ideas? • 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.

  24. Big Ideas, Concepts, and Competencies Activity • What are Big Ideas? • Why is it necessary for teachers to understand the Big Ideas in content area? • Defining a Big Idea…

  25. Big Ideas Answer the Question… What is the truly important mathematics at this grade level or in this course?

  26. Big Ideas in Mathematics2nd Grade Measurement Time Time is just one aspect of measurement!

  27. Why is this a Big Idea????? Measurement is a critical ingredient to understanding relationships and in applying mathematics to real-world situations.

  28. Big Ideas in Mathematics1st Grade 7 + 5 12 12 Grouping by 10’s and Place Value

  29. Why is this a Big Idea????? Place value is the key to all numeration and number sense for real numbers!

  30. Big Idea Activity

  31. Big Ideas, Concepts, and Competencies Activity • What are Concepts? • Why are concepts important when developing lessons? • How can concepts help students, teachers, and parents understand what knowledge is important?

  32. Big Ideas, Concepts, and Competencies Activity • What are Competencies? • Using a backward design, why is it important to identify the competencies before developing lessons?

  33. Possible Uses of SAS-Math Resources PA Math Standards PA Math Anchors PSSA Resources PVAAS Resources 4Sight Assessment Formative Assessment Alternative Assessments Reteaching Strategies Alternative Activities Subgroup-targeted Activities Other Interventions Big Ideas Concepts Competencies ? Complete Model Curricula Web Resources Alignment Guides for commercial programs Instructional Strategies

  34. Developing an Action Plan • Identify your audience • Identify goal of introducing SAS • Develop a timeline • Determine how your school/district will use SAS • Complete action plan document for implementation

  35. Revisit your KWL Chart

  36. Questions/Comments Contact us: Leslie Trimmer IU 13/PDE 717-715-9158 leslie_trimmer@iu13.org Tracy Ficca PaTTAN, Harrisburg 717-541-4960 ext. 3415 tficca@pattan.net

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