pennsylvania department of education, pennsylvania training and technical assistance network special...
TRANSCRIPT
Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network
Special Education Administrators: What Updates and Resources Special
Education Teachers Need to Know About SAS
Leadership InstituteBedford Springs
Bedford, PAJuly 27, 2011
Laura C. MoranEducational Consultant
PaTTAN Harrisburg
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the
Bureau of Special Education, and to build the capacity of local
educational agencies to serve students who receive special
education services.2
PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child
is to ensure IEP teams begin with the general education setting with the use of supplementary
aids and services before considering a more restrictive
environment. 3
Purpose/Objectives• The purpose of this session is to inform special
education administrators on the various aspects of the Standards Aligned System (SAS) so that they can share the information and resources on SAS that are essential for special education teachers to know and access to increase student achievement.
• The three lenses and avenues to explore on SAS are as follows:– Identification– Individualization– Differentiation
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• How can SAS inform the identification process/gathering of Present Levels?
• How can SAS aid the development of goals and short term learning objectives?
• How can SAS assist teachers to differentiate classroom instruction for all students?
Essential Questions
5
• How can SAS inform the identification process/gathering of Present Levels?
Essential Questions
6
SStandards Aligned System (SAS)SSS(SAS
http://www.pdesas.org 7
Types of Assessment Assessment CreatorClassroom Diagnostic ToolsLearning ProgressionsKeystone Exams – Assessment Anchors and Eligible Content
Vertical View – Review Grade Level Standards across the grade levels
Assessment -Establish Present Levels
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• Benchmark• Formative• Summative• Diagnostic
Types of Assessment
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• Stronger at the Elementary Level• Reading• Math• Science• Some Secondary Content
Fair Assessments -- Assessment Creator
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• Grades 6-12• Math, Algebra I, Algebra II, Geometry,
Calculus• Reading• Writing• Science• Measures PSSA Standards and Keystone
Content• Matched to Learning Progressions
Classroom Diagnostic Tools
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Group Diagnostic Map – Algebra I
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Group Diagnostic Map – Mathematics
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Zoomed In Zoomed Out
Group Diagnostic Map
Single Diagnostic Category
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Student Diagnostic Map
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Learning Progression Map
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• Reading• Math• Science• Introduced and Assessed• Voluntary Model Curriculum
Materials & Resources -- Learning Progressions
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• Performance Level Indicators• Anchors and Eligible Content• Released Sample Items
Keystone Exams
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Types of AssessmentAssessment CreatorClassroom Diagnostic ToolsLearning ProgressionsKeystone Exams – Assessment Anchors and Eligible Content
Vertical View – Review Grade Level Standards across the grade levels
Assessment -Establish Present Levels
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How can SAS inform the identification process/gathering of Present Levels?
How can SAS aid the development of goals and short term learning objectives?
Essential Questions
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Vertical ViewerCommon CoreCC Appendix ACC Appendix BCC Appendix CCC Appendix MathCurriculum FrameworkMaterials and ResourcesPublish Your BestCommunities
Curriculum Driven Goals and Short-Term Learning Objectives
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• PA State Standards – Align all content to the standards– Look at above and below grade level
expectations
Vertical Viewer
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• Common Core Standards• Appendix A
– 5 Big Ideas
• Appendix B – Level of Complexity for Reading Texts
• Appendix C– Exemplars for Writing
• Appendix Math – Text to support grade level expectations
Common Core
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Clear Standards – Common Core
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• Prioritized Curriculum Aid• Big Ideas • Essential Questions• Concepts• Competencies
Curriculum Framework
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• Unit plans/Lesson Plans• Instructional Content• Educational Resources – Karpeles
Documents• Assessment• Videos• Web-Based Content• PA Educator Created Content
Materials and Resources
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Materials and Resources – Voluntary Model Curriculum Lesson Plans
Unit plans/Lesson Plans
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Educational Resources – Karpeles Documents
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• Lesson Structure• Quality Review team
Publish Your Best
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Vertical ViewerCommon CoreCC Appendix ACC Appendix BCC Appendix CCC Appendix MathCurriculum FrameworkMaterials and ResourcesPublish Your BestCommunities
Curriculum Driven Goals and Short-Term Learning Objectives
30
How can SAS inform the identification process/gathering of Present Levels?
How can SAS aid the development of goals and short term learning objectives?
How can SAS assist teachers to differentiate classroom instruction for all students?
Essential Questions
31
Vertical ViewerCommon Core-Standards for English or
Standards for MathKeystone Exams-Performance Level
IndicatorsAssessment CreatorCurriculum Framework Instruction-Search VideosMaterials and Resources-Advanced
SearchVoluntary Model CurriculumMy CommunitiesPublish Your BestELL OverlayUnpacking the Anchors
Instruction/Differentiation
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Curriculum Framework -- ELL Overlay
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• Assessment Anchors• Anchor Descriptors• Skills• Content
Clear Standards -- Unpacking the Anchors
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3-2-1 – Here we go!!
3 – Describe three things that you learned to connect the various aspects of SAS to your responsibilities as special education administrator.
2 – What are two areas you would like to explore more from this presentation?
1 – What is one thing you would like to implement or use immediately? 35
Contact Information www.pattan.net
PresenterLaura C. Moran, M.A.Educational [email protected]
Contributing Content DeveloperTanya MorretCapital Area IU #[email protected]
Commonwealth of PennsylvaniaTom Corbett, Governor
Pennsylvania Department of EducationRonald J. Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education 36