Transcript SAS Entry through Curriculum Framework

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September 2009
Pennsylvania Department of Education
Much research has been conducted as to what makes a great school. There
are many intangible components. However, research supports the notion
that great schools and school systems tend to have six common elements:
Clear Standards
Fair Assessments
Curriculum Framework
Instruction
Materials and Resources
Interventions
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Assessment in Pennsylvania Defined:
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•
•
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Summative
Formative
Benchmark
DIAGNOSTIC- RFP……
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Curriculum Framework:
• Big Ideas:
– Declarative statements that describe concepts that
transcend grade levels.
– 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.
SAS
Mathematics
Mathematics
Grade 8- Pre-Algebra Strand
• Big Idea– Numbers, measures, expressions, equations and
inequalities can represent mathematical situations and
structures in many equivalent forms.
– The set of real numbers has infinite subsets including the
sets of whole numbers, integers, rational and irrational
numbers.
– Patterns exhibit relationships that can be extended,
described and generalized.
Mathematics
Grade 8- Pre-Algebra Strand
• Concepts
Rate of change
Polygons and Polyhedra
Distance, Pythagorean Theorem
Representations
Linear functions
Linear equations and inequalities
Mathematics
Grade 8- Pre-Algebra Strand
Essential Questions
• How does understanding of equivalent forms of numbers
help us to differentiate between rational and irrational
numbers?
• How and when can the Pythagorean Theorem help us to
calculate the length of a segment without directly measuring
it?
• Within polygons and polyhedra, how can we use angle
relationships to solve mathematical problems?
• How can you use a scale for your graph so that I best
represents a situation? How can we choose a sale so that
the chosen scale distorts the data or misleads the reader?
Vocabulary
• Absolute Value: A number’s distance from zero on a number
line. The absolute value of 2 is equal to the absolute value of
-2. Box-and-Whisker Plot: A graphic method for showing a
summary of data using median, quartiles and extremes of
data.
• Combination: A subset of the elements in a given set,
without regard to the order in which those elements are
arranged.
• Compound Event: An event that consists of two or more
simple events; for example: A or B; A and. B and C.
• Composite Number: Any positive integer exactly divisible by
one or more positive integers other than itself and 1.
Exemplar
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Materials and Resources
• Materials and Resources including units
and lesson plans aligned to the
standards with embedded content
resources.
• Learning Progressions to identify the
steps in learning within a content area
at each grade level.
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December 2009: Where we will be!
• Limited Release of new SAS for key IU personnel to provide
feedback---October
• Focus Groups---two days commitment---one day each in October
and November
• Overview presented in each IU across the Commonwealth to
adminstrators.
• 21st Century Teaching and Learning Institute---New SAS Roll Out
– December 7-10, 2009, Hershey Lodge
– December 6th Pre-session for first wave of SAS training for
IU Curriculum Coordinators
– IU train-the-trainer session during the Institute
• Statewide professional development plan released with full
implementation beginning January, 2010
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December, 2010: Where we will be!
•Thousands of individual pieces of high-quality educational
content (video, unit and lesson plans, virtual manipulatives,
documents, vignettes, etc. aligned to PA standards)
•All six components completed with vital content in all areas
•Direct link from classroom-based Diagnostic Data Analysis to
SAS to inform instruction
•Interactive tools for teachers that will enhance their use of
digital content in the classroom and for home-school
communications
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SAS Component Frameworks
Learning
Progressions
Standards
Standards
Unit Plans
A segment of the
learning progression
focused on a critical topic
or theme necessary for
success within a
course/grade level. Each
unit includes samples of
sequenced lesson plans.
Describe what students should
know and be able to do at the
end of a specific grade.
A written guide that
specifically outlines the
intended learning
outcomes. It provides
clear learning
objectives, instructional
procedures, strategies,
resources and
materials, and tools to
assess student
progress.
Assess. Anchors
Describe what students should know and
be able to do at the end of a specific grade.
Ties standards to assessment reporting.
e.g. M11.A.1: Demonstrate an
understanding of numbers, ways of rep.
numbers, relationships among numbers, and
number systems.
Subject:
Math = 2.
Content Strand:
Numbers, Number Systems,
and Number Relationships
=2.1.
Grade Level:
11 = 2.1.11.
Lesson Plans
Assessment Anchors
Standard:
Model and compare values of
irrational and complex numbers
= 2.1.11.A
Anchor Descriptors
More specific descriptors that can be used
for instructional purposes. Both they and
the descriptors (which appear one per
page) are part of the Anchor.
e.g. M11.A.1.1: Represent and/or use
Curriculum
Framework
Big Ideas
Essential Qs
A set of declarative
statements of
enduring
understandings for all
students at all
grade/course levels.
They frame student
inquiry and promote
critical thinking. They
should assist in
learning transfer.
Concepts
Describe what
students should know,
key knowledge, as a
result of this
instruction, specific to
grade level.
numbers in equivalent forms….
Competencies
Eligible Content
Helps teachers identify how deeply they
need to cover an Anchor and/or the
range of the content they should teach to
best prepare their students for the PSSA.
e.g. M11.A.1.1.1: Find the square root of
an integer to the nearest tenth using either
a calculator or estimation.
M11.A.1.1.2: Express numbers and/or
expressions using scientific notation.
M11.A.1.1.3: Simplify square roots.
Describe what
students should be
able to do, key skills,
as a result of this
instruction, specific
to grade level.
Vocabulary
TIER 3 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, or professional
development. They provide educators
with concrete examples of assessing
students' understanding.
Materials & Resources
Resources for teaching- including: simulations, manipulatives, etc. Aligned, tagged, and quality controlled to optimize classroom utility
Standards
and
Eligible
Content
Diagnostic
Assessment
Standards
and
Eligible
Content
Does the student
require specialized
instruction
Diagnostic
Assessment/
Progress
Monitoring
Report detailing
eligible content for
remediation
Teacher
prepares
standard
lesson
plans
Lesson plans and
additional vetted
instruction content
Link from DRC report to SAS Portal
Resiliency
INTERVENT
INSTRUCTION
Yes
Progress
Report
No
MAT & RES
CUR.
ASSESSMENT STANDARDS
FRAMEWORK
SAS Entry through Diagnostic Assessments
Intervention
tagged content
Appropriate
Interventions
Given to
Teacher
Resiliency
Instructional
Strategies offered
Teacher
prepares
intervention
plans
Teaching
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Tools for Teachers:
•ePortfolios for all registered teachers
•Website Builder
•Formative Assessment Builder
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Next steps…
• Finalize development of initial SAS site
(November)
• Design Professional Development workshops &
strategies
• “Rollout” across Pennsylvania
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