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Document Sample
Standards Aligned
Systems in Pennsylvania
and in our School/District
Governor’s Institute on
Data-Driven Decision-Making
July 13-18, 2008
WOODLAND HILLS SCHOOL DISTRICT
T. Banas, H. Bartko, M. Fricko, P. Friend,
C. Gaither, J. Neff, P. Newton, K. Russo,
I. Runco
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, Concepts and Competencies
in mathematics and literacy to identify and/or create
links to our district curriculum and instructional
practices
Develop an action plan to provide all information
back to school/district staff
Standards Aligned Systems
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 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 Framework A 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 or exceed standards
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
Formative
Diagnostic
Benchmark
Curriculum Framework
A framework specifying Big Ideas,
Concepts, and Competencies
in each subject area/at
each grade or
course level.
Instruction
Aligned with standards in order
to identify strategies that
are best suited to help
students achieve the
expected performance.
Materials & Resources
A 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.
History of SAS
Standards Aligned Systems 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.
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.
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 in
those disciplines.
The Math Team has revised the Big Ideas, Concepts,
and Competencies. Current work includes
developing Essential Questions, Vocabulary and
Exemplars.
The SAS sites on Ed Hub (PDE website) have been
uploaded with initial information for mathematics
and literacy.
Current SAS Work
Big Ideas, Concepts, and Competencies in
literacy and mathematics will be utilized at
the Governor’s Institute July 13-18, 2008.
Summer 2008 - Big Ideas, Concepts, and
Competencies in literacy, mathematics, social
studies, and science will be posted on Ed
Hub.
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.
Let’s Look at SAS on Ed Hub
www.pde.state.pa.us
Ed Hub
Check out the system!
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 Activity
What are the five (and only five)
really important things that you
want all students to be able to
do in mathematics at the end of
3rd grade?
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 Mathematics
2nd 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 Mathematics
4th Grade
w
l
Area 16 squares
Area = l x w
+ 6 squares
Tiling, Decomposition of Shapes, Accumulation of Areas
Why is this a Big Idea?????
It leads to Integral Calculus!
Area Under a Curve
Big Ideas, Concepts, and
Competencies
What are Competencies?
Using a backward design, why is it important
to identify the competencies before
developing lessons?
Possible Contents of SAS-Math Resources
PA Math Standards
PA Math Anchors
PSSA Resources
PVAAS Resources
Reteaching Strategies 4Sight Assessment
Alternative Activities Formative Assessment
Subgroup-targeted Activities Alternative Assessments
Other Interventions
Complete Model Curricula Big Ideas
Web Resources Concepts
Alignment Guides for Competencies
commercial programs
Instructional Strategies
AYP STATUS CURRICULAR STATUS STANDARDS/ANCHORS
NO NONE NOT ALIGNED
PA Math Standards
PA Math Anchors
PSSA Resources
Reteaching Strategies PVAAS Resources
Alternative Activities 4Sight Assessment
Subgroup-targeted Activities Formative Assessment
Other Interventions Alternative Assessments
Big Ideas
Complete Model Curricula
Concepts
Web Resources
Competencies
Alignment Guides for
commercial programs
Instructional Strategies
AYP STATUS CURRICULAR STATUS STANDARDS/ANCHORS
NO – IEP MS TEXT DIRECTED SOMEWHAT ALIGNED
PA Math Standards
PA Math Anchors
PSSA Resources
PVAAS Resources
Reteaching Strategies
4Sight Assessment
Alternative Activities
Formative Assessment
Subgroup-targeted Activities
Alternative Assessments
Other Interventions
Big Ideas
Complete Model Curricula Concepts
Web Resources Competencies
Alignment Guides for
commercial programs
Instructional Strategies
AYP STATUS CURRICULAR STATUS STANDARDS/ANCHORS
YES DISTRICT MADE ALIGNED
PA Math Standards
PA Math Anchors
PSSA Resources
Reteaching Strategies PVAAS Resources
Alternative Activities 4Sight Assessment
Subgroup-targeted Activities Formative Assessment
Other Interventions Alternative Assessments
Big Ideas
Web Resources Concepts
Alignment Guides for Competencies
commercial programs
Complete Model Curriculum
Instructional Strategies
School-Based Team Sessions
Wednesday, Thursday and Friday
With
Governor’s Institute Team Facilitator(s)
Standards Aligned Systems
Standards Aligned System
1. Is there strong,
observable evidence
that the standards-
aligned curriculum and
instructional practices
are consistently
implemented across all
classrooms?
Team Assessment of Alignment
Evidence of Alignment:
Reading / English Lesson Planning
Scope & sequence in Math and Reading Textbooks according to publisher
District Policy mandating standards and anchors are part of lesson plans
Adopt-An-Anchor Program implementation
Current development of curriculum in 6,7,8 Science, Math, Reading/English
Areas for Development/Improvement/Fine Tuning:
Verify that new math and reading are aligned to state standards
Verify standards are listed correctly in the lesson plans at all grade levels
District wide distribution of available aligned curriculum
Revise Math course sequence to ensure students take algebra II (Algebra II
material is a requirement of the Grade 11 PSSA)
Need to develop common Academic language in reading and math
Provide time for department/team/grade level planning in all subjects
Monitor Adopt-An-Anchor Program
Standards Aligned System
2. Is there strong,
observable evidence that
school staff regularly
uses standards-aligned
benchmark assessments
to monitor and adjust
instructional practices?
Team Assessment of Alignment
Evidence of Alignment:
K-8 4sight assessments
Implementation of G-made at the high school
Areas for Development/Improvement/Fine Tuning:
Wider distribution of data (I.e. hot-list) among all teachers and how to use data
Improve student attitude toward 4sight assessments
Increase time to discuss data in teams
Accountability for differentiating instruction based on data
Standards Aligned System
3. Is there strong,
observable evidence
that struggling students
are identified early and
are supported by an
intervention
infrastructure with a
system for monitoring
effectiveness?
Team Assessment of Alignment
Evidence of Alignment:
DIBELS, DRA, 4sight, TerraNova, PSSA data used to identify students for
interventions
Title I reading specialist support
Areas for Development/Improvement/Fine Tuning:
Faster turn around time of hot lists
Involve all teachers in collection and review of data
Implement plan for Story Town Reading Series at three levels
Plan Title I Reading Specialist schedule to maximize time to provide interventions
Develop a plan for transfer of student data (student information form)
Standards Aligned System
4. Is there strong,
observable evidence that
all students (e.g. English
Language Learners,
students with disabilities
etc.) have access to
challenging, on-standard
curriculum and rigorous
assignments?
Team Assessment of Alignment
Evidence of Alignment:
Language Arts – Leveled materials for ELL and adapted readers for special education
Wilson Program (HS) is for students with decoding deficiency
Language! Program (HS) for special education students reading at grades 2-6 levels
Grade 8 – Reading Workshop - AMP Program (JH)
Areas for Development/Improvement/Fine Tuning:
Increase Differentiated Instruction to meet needs of students
Adaptations provided by math and reading programs need to be properly implemented
Initiate special education student participation in grade level concept instruction
Improve inclusion at secondary level
Initiate Co-teaching at secondary level
K-12 plan for the identified at-risk student in the regular classroom
Standards Aligned System
5. Is there strong,
observable evidence
that the effectiveness
and experience of the
teacher are matched to
the needs of students
as equitably as
possible?
Team Assessment of Alignment
Evidence of Alignment:
No evidence
Areas for Development/Improvement/Fine Tuning:
Develop district wide plan to assign most highly-qualified teachers to neediest
students.
Standards 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:
Reading / English collaboration (JH)
Writing Process (Primary / Intermediate)
Open-Ended Responses Resource Work
Special Ed. – development/training writing re-evaluations
Danielson model for Leadership team
Areas for Development/Improvement/Fine Tuning:
Investigate procedures for additional Act 80 days
Increase participation by principals and teachers in planning professional
development
Develop a plan for principals to receive Act 45 credits
Expand role of Science / Math collaborative trainers
Develop district wide plan to assist principals to maximize building level meetings
Differentiate professional development based on the needs of the building staff
Leadership****
Standards Aligned System
7. Is there strong, observable
evidence that school staff
and administrators meet
regularly to reflect on their
professional practice and
the progress of student
learning, through an on-
going review and analysis
of a variety of data and a
sharing of best practices?
Team Assessment of Alignment
Evidence of Alignment:
Scheduled weekly meetings with staff and administrator
Areas for Development/Improvement/Fine Tuning:
Reorganize of department meeting to include Data Analysis, Best Practices
Overview, Plan agenda for next time, Basic Structure
Reorganize Faculty Meetings to include Data analysis and best practices
overview, plan agenda for next time, basic structure
Designate rotating leader for each department meeting
Standards Aligned System
8. Is there strong,
observable evidence that
new and/or “struggling”
teachers, staff, and
administrators receive
timely, effective support
and intervention?
Team Assessment of Alignment
Evidence of Alignment:
Monthly meetings of mentor/new teacher
State mandated induction program
Areas for Development/Improvement/Fine Tuning:
Revamp Teacher Observation Process
Schedule Post observation conference in a timely manner
Increase accountability in Mentoring Process
Standards Aligned System
9. Is there strong,
observable evidence
that a significant
proportion of the
school’s resources
(e.g., money, people,
time) is directed toward
strategies that enhance
professional practice
and the core
instructional program?
Team Assessment of Alignment
Evidence of Alignment:
Curriculum review cycle
District seeks most available state and federal grants
Areas for Development/Improvement/Fine Tuning:
Encourage the board of school directors to support recommendations of the Curriculum
Review Committee
Equitable distribution of basic supplies
Review budget process to meet building needs
Investigate zero based budgeting process
Provide funds to modify bus schedule on state mandated testing days
Review current planning, implementation, and fiscal fidelity of all grants
Provide appropriate materials (I.e. calculator) for instruction and testing
Standards Aligned System
10. Is there strong,
observable evidence
that the principal is
proactively involved
in aligning the Principal
components of a
standards-aligned
system?
Team Assessment of Alignment
Evidence of Alignment:
Currently varies by building
Areas for Development/Improvement/Fine Tuning:
Utilize ELI to develop principals as Instructional Leaders
Train Principals to lead implementation of SAS
Realign staff to give principal support with discipline to increase principal
time for instructional leadership
Possible Priority Areas for
Improved Alignment:
1. Establishment of a K-12 Standards Aligned
System.
2. Comprehensive professional development to
help principals/teachers directly in the
classroom with respect to the current
demographics of the students.
3. Specific Instructional Strategies that will
increase the student engagement.
Plan for Communication
How will our team communicate about PA’s Standard-Aligned
System to our colleagues at our district/school? Who? When?
On or about 8/4 – DE will overview of SAS with superintendent and obtain his
support
Presentation on appropriate in-service day
Principals will be trained before 8/18 on SAS
Year long SAS training, implementation, and monitoring
How will our team communicate about our discussion regarding our
local standards-based system alignment? (Evidences of Alignment
and Areas for Improvement) Who? When?
With support of superintendent, the conference team members in conjunction
with the school leadership teams will work with building principals to disseminate
information by the September 30, 2008.
Does our team have any needs
for follow-up support?
Any needs for follow-up support from IU,
PaTTAN, DE, DSL, EAP TA, PDE?:
Additional planning needed before
determining additional support due to new
Superintendent and other Administrators.
