pennsylvania department of education, pennsylvania training and technical assistance network special...

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

4

• 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

12

Group Diagnostic Map – Mathematics

13

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

18

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

19

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

20

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

22

• 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

23

Clear Standards – Common Core

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• Prioritized Curriculum Aid• Big Ideas • Essential Questions• Concepts• Competencies

Curriculum Framework

25

• Unit plans/Lesson Plans• Instructional Content• Educational Resources – Karpeles

Documents• Assessment• Videos• Web-Based Content• PA Educator Created Content

Materials and Resources

26

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

29

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 Consultantlmoran@pattan.net

Contributing Content DeveloperTanya MorretCapital Area IU #15tmorret@caiu.org

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