Standards Aligned Systems Portal Training
Bensalem Township SD
May 18, 2010
Two two-hour sessions (identical):
9:15 – 11:15
11:30 – 1:30
1. (Lindsey - 10 minutes) Introductions and Access Prior Knowledge
a. Introduce ourselves
b. Who’s in the room – elementary, secondary, specialists?
c. What is your prior knowledge of SAS and the portal?
2. (Mike - 5 minutes) Purpose of SAS and purpose of the workshop
a. time to explore, guided exploration
b. not just about getting the answer to the scenario – getting lost
3. (Lindsey - 10 minutes) Overview – walk through the tabs, navigation
of the site
4. Scenarios for Exploration of the Site (4 rounds of scenarios- 15
minutes for each scenario, followed by whole group sharing and
a. As time allows – might have time for 4, might have time for all
b. We will choose, based on who is in the room, which scenarios
to utilize with the group.
1. As a [content _______, grade level _____] teacher, you are curious
how the standards develop for your students prior to your grade
level and then following your grade level or course. What
information is available in the SAS website to help you learn more
about the vertical nature of standards in your content area?
a. Intent: get teachers exploring the ‘Vertical Viewer’
2. You are a brand new teacher in Pennsylvania. Your are curious to
see a sample ‘model’ curriculum to help you get a sense of what a
standards-aligned year of instruction might look like for your content
area and grade level. What information is available in the SAS website
to help you with this?
a. Intent: get teachers exploring the Curriculum Framework.
3. You are teaching a course that will soon include a Keystone Exam as
the end-of-course final exam. You are curious how much of your
current instructional plan you will need to change in order to align to
the new Keystone Exam. What information is available in the SAS
website to help you with this?
a. Intent: 1) Get teachers to select a specific course and view the
Curriculum, 2) Get teachers to locate the Keystone Exam
blueprint for their selected course.
4. You are a [content ___, grade level ___] teacher with an increasing
number of English Language Learners in your class. Where might
you look for help to support your English Language Learners in terms
of instruction and assessment in your content area?
a. Intent: for teachers to locate and explore the ELL Overlays for
Math and Language Arts.
5. You are a middle school social studies teacher and your students will
be learning about the great depression. Where might you find ideas
on assessment and possible questions for a test?
a. Intent: for teachers to explore the fair assessments section and
use the assessment creator.
6. You are a teacher of French, Italian, German or Spanish.
Pennsylvania has not approved standards for world languages, but
you would like to know what web-based resources are
recommended for use in learning a world language.
a. Intent: for teachers to browse standards and locate a web-
7. You are a Family and Consumer Sciences teacher and your
curriculum framework and materials need revision. As part of your
preparation, you would like to have an overview of state standards.
Which of these features of the SAS website would be most helpful to
you: Browsing the standards, accessing the Vertical Viewer, or
Viewing the Standards?
a. Intent: for teachers to compare/ contrast the different
8. Your middle school has not made AYP for two years, due to the
number of students scoring at basic and below basic levels in
mathematics. How do you know what will and will not be tested in
the 6th/ 7th/ 8th grade PSSA?
a. Intent: for teachers to explore assessment anchors and eligible