SAS Game Plan

Transformations to a Standards Aligned SystemMany Lenses, One VisionDr. John Cornishjcornish@riu6.org(814) 297-5101Executive DirectorRiverview IU6270 Mayfield RoadClarion, PA 16214Karen Henrichskhenrichs@riu6.org(814) 297-5101Staff Development Specialist for Data AnalysisRiverview IU6270 Mayfield RoadClarion, PA 16214Cheryl McCauleycmccauley@redbankvalley.net(814) 275-2426Director of Educational Programs K-12/Federal ProgramsRedbank Valley School District920 Broad StreetNew Bethlehem, PA 16242Paul Hetrickphetrick@punxsy.k12.pa.us(814) 938-5151

Teacher LeaderPunxsutawney Area School District Punxsutawney Area Middle School465 Beyer AvenuePunxsutawney , PA 15767Vicky Waltersvwalters@keyknox.com(814) 797-1261Junior/Senior High School PrincipalKeystone School DistrictKeystone Junior-Senior High School700 Beatty AvenueKnox, PA 16232Mary Beth Yahnermyahner@brockway.k12.pa.us(814) 265-8414Teacher LeaderBrockway Elementary SchoolBrockway Area School District40 North StreetBrockway, PA 15824Contact Information

SAS Transformational LeadershipRIU#6IU Staff Special Education

Introduction to SAS Understanding alignmentSystems thinking (6 components)SAS Website Walk ThroughStandards, Anchors & Eligible ContentData-driven Decision MakingDistrictsRegular & Special Education

SAS Leadership Series1 yearPrincipals, Curriculum CoordinatorsFocus on alignment & frameworkNetworked trainingsIntroduction to SAS SAS & the WIIFMSAS & Curriculum AlignmentSAS & RtIISAS & the Portal ResourcesSAS & PLCs Introducing the SAS Portal

to the Redbank Valley Staff

At Redbank Valley, we decided to introduce our teachers to the SAS Portal as a whole group, rather than training portions of the staff at one time. 4SAS 101: Taking a Walk Through the SAS PortalKaren Henrichs from Riverview IU6Act 80 Day at beginning of 2010-11 school year

On the first Act 80 Day of this school year, I asked Karen Henrichs from Riverview IU6 to work with our teachers for the SAS introduction. During the previous school year, she had introduced the concept of the website to the teachers, however it was not up and running at that point.

During her walk-thru of the SAS site, she explained how to register and demonstrated the various teacher tools and each segment of the SAS wheel. Karen provided the teachers with a graphic organizer and utilized an instructional tool called a pinchcard to complete a formative assessment of the teachers knowledge of the website.

Our teachers were impressed with the content of the site and the instructional techniques that she used, and each walked away eager to explore it on their own in the afternoon sessions. It was important for us to have them actually interact hands-on with the website in the afternoon so that, while it was fresh in their minds, they could find information and resources that are specific to their assignment.5SAS Scavenger Hunt

StandardsInterventionsFair Assessments Materials and ResourcesInstructionCurriculum Framework

One of our groupswhich I call the eclectic group, was scheduled with Karen in the afternoon session. This group included elementary itinerants, high school phys ed., music, art, foreign language, industrial technology and business tech teachersa truly difficult group for whom to provide meaningful professional development activities on Act 80 Days.

The activity that truly helped these teachers explore the 6 sections of the SAS website was a SAS Portal scavenger hunt that Karen shared with them. This helped them become familiar with the information that is located in each of the sections in the portal and to search for their subject/grade level specific information whether standards, assessments, curriculum, etc. These teachers, who would have viewed the site as something for the regular classroom and learning support teachers, were very excited to find that the site actually had something to offer for them and their position. I have, since then, used the Scavenger Hunt with other teams of teachers to help them dig deeper into the portal. (HANDOUT)6Team ExplorationGoal: To have teachers continue to explore and share their discoveries in the SAS Portal with other colleagues. Desired Outcome: Use of the SAS Portal resources in classroom preparation and lessons

After the whole group introduction:Grade Level Meetings (Elem.)Department Meetings (HS)After School Meetings (HS)

After the Act 80 Day, we have continued to use the portal with our teachers in different small group meetings, such as grade level, department level, and after school meetings.

It is our goal for the teachers to continue to dig deeper into the SAS website and share what they have found with the grade level or department colleagues with the outcome being the use of the SAS portal resources and materials becoming an integral part of their lesson planning and presentation.7Curriculum Alignment and PSSA PrepCurrent standards, anchors, and eligible content, including Big Ideas, Essential Questions, etc. for individual grade levels

Sample questions for PSSA prep

Keystone assessment prep using specific standards, anchors, eligible content making sure courses are meeting the necessary requirements

We have further used the SAS site as we have begun to update and realign our course content with the standards. Teachers were very pleased to find the portal to be a one stop shop for accessing the standards, anchors, eligible content and, beyond that, the big ideas, essential questions, and so on.

They also now have the sample questions at their fingertips for use with their students throughout the year. As the Keystone assessments have made their move into our testing world, our Algebra I, Biology I, and 10th grade Literature teachers are using the information (standards, anchors, eligible content, etc.) to make sure that their courses are aligned and preparing their students for these assessments in May. 8 Our Next Plan.Independent Professional Development opportunities Exploring content of Interventions, Materials and Resources, and Instruction sections independently

Teachers add a review of their explorations on the districts SAS Wiki

Awarding of Act 48 Professional Development hours for independent study

We are just now conceiving our next move with the SAS website. We are currently developing Independent Professional Development opportunities which will have teachers exploring the Interventions, Materials and Resources, and Instruction sections on their own and then summarizing their findings and how they plan to use what they have found on a district SAS wiki which other teachers can access with the idea that they can add their contributions or read about items that they may also want to explore. Our Professional Development committee is planning to award Act 48 hours to teachers who participate in these learning opportunities.9Standards Aligned System and CurriculumCurriculum Model in thePunxsutawney Area School District We identified the need for a standards-aligned curriculum model.10Purpose in Punxsutawney: Align our curriculum with the state standards and common core.

We wanted documentation of alignment with the state standardsWe wanted to assist new teachersWe had the same subject, different learning-In Punxsutawney we identified the need for a standards-aligned curriculum model. We wanted to cover the content that needed to be covered and limit the redundancy in the content. We also wanted to identify gaps in the curriculum.-New teachers receive assistance in the induction program. Any teacher can be moved into a new position and follow the curriculum map to know what to teach. -At the secondary level, our biology, algebra, and english teachers are re-writing their curriculum again to align with the common core. Others will be heading in that direction soon. Within our district, we were seeing the knowledge of the students varied according to which teacher they had. Some were strong in math, some in science, etc. Students coming out of 5th grade did not have the same background in the content areas. -Spanish is another example

11Example of a Curriculum MapGrading PeriodConceptsObjectivesStandards/Eligible ContentMaterials/ResourcesAssessmentsFirst Nine WeeksMultiplication and division: fractions and decimalsExpand the meaning of dividing decimals to compute fluently and to solve real world problemsA.3.2.1Textbook 1-7/ Grand Slam lesson 14/ Study Island-Compute Solutions/ *Practice 1-9;Study Island Test Mode;Teacher Made practice sheet*http://www.kidsnumbers.com/long-division.phpThis is what one line from a curriculum map that could be 2 or 3 pages looks like.-Concepts come from the SAS site can relate to the Concepts listed under Curriculum Framework from SAS.-Competencies from the Curriculum Framework can help build some objectives on the curriculum map.-The materials and resources include any used by all of the teachers who teach the subject. This is a shared map between two teachers.

-The topics for each category all appear as choices on the state model. The categories that we selected just happen to be available as choices on the state curriculum model. -The links on the state link will be hot, the links on our local maps are not hot links. 12ImplementationYear 1: What do you teach? Identify standards.Year 2: Add objectives, materials/resources, and assessments.Year 3: Common assessments in each subject.In year 1 we recorded what we taught as we taught it. We included the standards.In year 2 we recorded any resources/materials that we used to teach the content. We also listed how we assessed student learning.In year 3 we are moving towards using common assessments in all subject areas.13 AssessmentsWe want all students in a content area to be able to pass the same test. Individualized teaching.All students coming out of 7th grade pre-algebra should be able to pass the same assessment, even if they have different teachers. One key to making this happen is for the teachers to follow the same curriculum map and to identify and teach the same important vocabulary terms.Teachers can still teach the content how they wish, but at the end, all students should have the same knowledge about the same content.--All types of assessments and examples-hope to include on the map14Action Plan for PunxsutawneyEducate the faculty on SAS.IU workshopsIU staff providing professional developmentState workshopsCreate 4 basic maps in each core subject at secondary level using states curriculum mapping model.

Punxsutawney is actually a pilot school for the states curriculum model. We had already started our local project before SAS was released, so we were fortunate that our local model is able to fit into the SAS model. 15Our curriculum model with SASOur model fits well within SAS.Our current categories are accurate.Our links will become hot links on SAS.Common subject areas and grades can share their maps. Our model is never finished.-Our local model will fit into the SAS model.-There are categories to choose from when making a curriculum map and our categories were all choices on SAS.-6th grade math teachers will be able to go in and look at other 6th grade math curriculum models. This could be helpful for materials/resources, assessments, as well as sequence.-Curriculum models can always be updated, modified, and improved. They are not etched in stone. Teacher flexibility is always available.16Uses of SAS in relation to curriculumIdentifying standards and eligible content.Using Assessment Creator to make appropriate assessments.Finding materials and resources.We have used SAS to help us build our maps in the various ways.The most feedback I received was that teachers used it the most for standards and eligible content. 17CHANGE IS A PREREQUISITEFOR IMPROVEMENTKeystone School DistrictKeystone School Districts goal is to use the SAS tool to revise and develop a scope and sequence for K-12, and ultimately, a comprehensive curriculum development process for continual improvement. The vision for Keystone School District is to build a culture of academic excellence.18SILOS

One of the activities that the administrative team identified to achieve the goal of a SAS curriculum was to facilitate professional staff in the realignment of the curriculum in K-12. The need was evident as expressed in the two silos of elementary and secondary instruction to break down the silos and develop learning progressions between grade levels and buildings. All of our Act 80 and in-service days except for 1 are focused on developing community and building capacity. We participate in team building and get-to-know you activities between AM group meetings structured around the Standards and PM departmental and grade-level meetings. Five departmental chairpersons are responsible for facilitating the Act 80 days and structuring the curriculum alignment. These individuals communicate with up to 20 members of their learning community based on the Curriculum Standards outlined in SAS: Math, Language Arts, Career and Work, Health and PE, Science and Social Studies.19LADDERS

The ladders denote the K-6 curriculum, the secondary curriculum, and the student who is prepared for college and the workplace. Each of these ladders is standing alone but the goal of the learning progressions in the SAS curriculum is to prepare the student to proceed from one ladder to the next. 20

LADDERS21GOALS FOR KEYSTONE SDCreate positive school climate where people want to come to work and learn.Create a culture of collegialityTear down silos.Rebuild ladders.Revise and focus curriculum.Become educational leaders in Clarion County.The District vision is to build a culture of academic excellence. In addition to the Departmental Chairpersons, a group of Show Me people representing elementary, HS, and Special Education teachers meet monthly to bring issues to the administrative team. This is similar to an advisory group in which teachers have avoice in making changes in their environment.22SILOS

We use the SAS portal to break down silos by making the teacher more comfortable with the curriculum design. The SAS curriculum framework is building teacher capacity and community and breaking down silos.23ALIGNMENT OF THE SYSTEM

By developing clear standards, teachers have a common language of what students should know and be able to do. The eligible content increases in complexity as students progress. Teachers are able to build on what has been previously taught and dig deeper. 24INSTRUCTIONAL PROGRAMThe districts current instructional program may be best described as overlapping instruction, curriculum, and evaluation in small areas with a broad amount of instruction, curriculum, and evaluation that is not focused.25ALIGNED INSTRUCTIONAL PROGRAMThe districts vision is to have a K-12 curriculum that is aligned with instruction, curriculum, and evaluation as indicated. The issues that we are currently facing is that we do not know what has been taught at each level and what needs to be taught at the next level.26

Curriculum Snapshot Subject:

Must Haves:List below the 5-8 concepts you feel students coming into your class must have mastered.

1.Brief description:

2.Brief description:3.Brief description:

4. Brief description:

Grade:

Will Haves:List below the 5-8 concepts you feel students exiting your class will have mastered, by the end of the school year.

1.Brief description:2.Brief Description3.Brief description:

4.Brief Description

The first document that we are completing is the curriculum snapshot. Each standard is addressed by subject level and grade level. In the LA department the learning community decided to begin with grade 7 and work down to K and up to grade 12. A common vocabulary was also identified for instructional continuity.This document is purposefully open so that we are not writing down what we indeed teach and say that is what should be taught. The teachers are indeed looking at what the must have and the will haves should be. 27THE ACHIEVEMENTS OF AN ORGANIZATION ARE THE RESULTS OF THE COMBINED EFFORT OF EACH INDIVIDUAL.VINCE LOMBARDI, FOOTBALL COACH

The goal for KSD is to have a comprehensive SAS curriculum in three years. A more important goal is to have a well-defined learning community within the district of all staff with the goal of student achievement.28

There are many ways to reach the goal and many people have different ways of contributing to the goal.29The nature of the relationships among the adults who inhabit a school has more to do with the schools quality, character and the accomplishments of its pupils than any other factor.Roland Barth, Author and EducatorThe vision is to build a culture of academic excellence We will do this by breaking down silos and rebuilding ladders of learning.30

Unfocused InstructionBrockway Area School DistrictClear goals and focused instruction is necessary for students to learn. Teachers can no longer teach what they want to. The clear standards and eligible content must be part of the curriculum focus. The portal allows teachers to directly see what is needed to teach and how student achievement can be enhanced. 31

Our Action Plan

Our action plan called for the third grade curriculum and the high school math curriculum to be aligned to SAS by the end to the school year. Our first step was to created department heads in the elementary school as well as the high school. During the summer, most of our teachers received training on how to navigate through SAS. Ryan Devlin developed a scavenger hunt that had teachers utilize all aspects of the portal so they were familiar with it. All staff that did not come during the summer was then trained during our first in service day.32

Learning progressions were handed out to all staff. Staff is using the learning progression to mark off standards as they are being taught and dated as to when they were taught to make sure all holes in curriculum are found and can be filled. Teachers are looking at textbooks differently. Learning progressions allow for teachers to see what is introductory and what is mastery and are able to filter out unneeded lessons. 33DOMELAWataperationagic wordquationabelnswer in the answer boxhy I did what I didIt became very apparent that consistency was needed at all grade levels. A common vocabulary was adopted K-12 in math and the language arts so students would not become confused by teachers using different terminology. For example, students in first grade are hearing the term declarative sentence instead of calling it a statement or a telling sentence.

All teachers K-12 are using the acronym DOMELAW as a checklist for open ended responses for math. This provides a checklist to make sure a student successfully has all necessary information for an advanced score. These across the grade K-12 items are enhancing student achievement because students no longer have to muddle through an individual teachers terminology just to be presented with another the following quarter, semester, or year.

Directive words from the PSSA are being used across the grades beginning with K so that students are familiar with the words such as based on, selection, passage, summary, word problem, inequality, etc.34

Communication is key. Our learning community has increased communication between all staff. The upcoming events are especially helpful to know what is upcoming in the district. The forum discussions are being used by educators to discuss topics and to advise colleagues where information can be located. In the future, administrative memos will be posted on the portal learning community instead of being handed out.35

Third grade and the high school math department has been working on developing curriculum maps. The template includes standards, timelines, essential questions, and objectives for topics to be taught that are linked directly to the SAS portal. Also included are fair assessments for teachers to use as well as power point presentations, web site links, and PDF worksheets that can be used for instruction. Furthermore, the common vocabulary is also listed for the classroom teacher. No longer does a teacher have to search for information, an assessment, etc. It is all presented in the template, ready for implementation.

Not only is this useful for new teachers, but veteran teachers are now giving a clear and focused message to students and assessing them on clear focused standards.36ac le a rf o c u sw i l l o n l yi m p r o v es t u d e n t l e a r n i n gs a s w i l l g e t u t h e r eSAS Game PlanMany Lenses, One VisionAll Means All!Student achievement is at the core of SAS.All studentsAll educatorsAlignment and the Six ComponentsWhat is alignment?

The six components of a Standards Aligned System

Introduction to the SAS WebsiteRegistered UsersNavigating through the siteSetting the hooks

Standards, Anchors, and Eligible ContentWhats the difference?Start with clarity.Thinking about alignment in the classroomWhat I teach, how I teach, what is assessedAlignment means its all congruent!

Curriculum AlignmentUnderstanding the frameworkBig ideas, essential questions, concepts, and competenciesHorizontal alignmentVertical alignmentIntended curriculumRefining Assessment PracticesUnderstanding assessmentsDesign PurposeData AnalysisLooking at student dataLooking at data from a students perspectiveMeasured curriculumInstructional AlignmentEffective instructionStudent centeredEfficient instructionWorking smarter, not harderTaught curriculumTotal Instructional Alignment: From Standards to Student Success by Lisa CarterOngoing and Simultaneous SupportReview of alignment principlesData collectionAccountabilityNetworking and capacity buildingQuestions?Dr. John Cornishjcornish@riu6.org(814) 297-5101Executive DirectorRiverview IU6270 Mayfield RoadClarion, PA 16214Karen Henrichskhenrichs@riu6.org(814) 297-5101Staff Development Specialist for Data AnalysisRiverview IU6270 Mayfield RoadClarion, PA 16214Cheryl McCauleycmccauley@redbankvalley.net(814) 275-2426Director of Educational Programs K-12/Federal ProgramsRedbank Valley School District920 Broad StreetNew Bethlehem, PA 16242Paul Hetrickphetrick@punxsy.k12.pa.us(814) 938-5151

Teacher LeaderPunxsutawney Area School District Punxsutawney Area Middle School465 Beyer AvenuePunxsutawney , PA 15767Vicky Waltersvwalters@keyknox.com(814) 797-1261Junior/Senior High School PrincipalKeystone School DistrictKeystone Junior-Senior High School700 Beatty AvenueKnox, PA 16232Mary Beth Yahnermyahner@brockway.k12.pa.us(814) 265-8414Teacher LeaderBrockway Elementary SchoolBrockway Area School District40 North StreetBrockway, PA 15824Contact Information