SAS EXPLORATION ASSIGNMENT

Step 1: Go to WWW.PDESAS.ORG.
Step 2: Click on each of the six common elements of SAS.
Step 3: Explore the Website using the directions below and the SAS Full
Training Manual to navigate the site.
Step 4: As you engage in Step 3 to explore each tab, complete the Quick
Check Assessments (in bold) listed below the directions and
submit typed Word and PDF document(s) for grading.
Please Note: Quick Check Assessments: You must write these responses. Cut-andpaste responses are not acceptable, unless otherwise indicated
.
A. Standards Tab Directions: Understanding the Standards, Assessments Anchors,
and Eligible Content.
a. Click on View Standards Explore various grade and subject areas
b. Explore the Standard Area, Standard, Assessment Anchor Descriptor, and
Eligible Content
c. Click on Vertical Viewer and Keyword Search Explore the different
views of the Standards
d. Click on Browse Standards, Vertical Viewer, Download Standards
and Anchors, and PA Core Standards PDF options Explore the
various PDF resources, modules, content, guides, etc.
e. Click on CDT Skill Pamphlets Explore these classroom diagnostic
categories skills lists (https://pa.drcedirect.com/)
QUICK CHECK ASSESSMENT - STANDARDS
1. Provide a comprehensive narrative description of the various Standards,
Assessment Anchors, and Eligible Content (aligned with the different
standards.
The standard is a broad statement of the content that the students should
be learning. The assessment anchor makes the original standard slightly
more specific. The eligible content breaks the assessment anchor in to
specific parts that describe exactly what the student should be learning
from that standard. The exact content that the students should be learning
can be found clearer in the eligible content.

2. Provide a description of the different views of the Standards and state the
most efficient way for you to find the information to meet your needs as a
future teacher. Explain your reasoning.
The vertical view finder doesnt show the exact standard but a general
skill that a specific grade level would have. You can click on one of the
specific skills and it brings up a chart that shows three grades, with the
grade you selected in the middle. Here you can view the specific standards
for the grade you selected and other grades around it. In the key word
search you can just search any word and standards come up based on
whether or not the word is in that standard. I think the most efficient way
to view the standards is through the vertical view finder because when you
look at the standards this way you can compare how the standards differs
from grade to grade. You can more easily see the content the students
should have already mastered and the content the students will learn in the
future.
3. Provide a comprehensive narrative description of the PDF files that can be
downloaded. Explain how you can use these documents when you become a
classroom teacher.
The PDF files that can be downloaded include the PA Core, Academic,
and Alternate Content standards in vertical viewer format. You can also
download the PA Early Childhood Education Standards and English
Language Proficiency standards. These documents can be used as another
way to view the standards. However these PDF downloads allow you to
view more grade standards at a time. Also, the alternate content standards
are important to have if you are teaching students with disabilities. You
can also download all the standards that relate to eligible content. This is
helpful because you can see the content areas of specific subjects that will
be on the PSSA or PASA. There are also many different PDF resources
that you can download. There are many fact sheets for teachers, students,
and parents that you can use. These documents can be useful if someone
has a question on what exactly the standards are or why we are using
them. There are also modules to help teachers to better be able to
understand the standards and what they mean.
4. Explain ways the Standards section of the Portal will help you have a more
complete understanding of the Standards for your subject area or teaching
area?
The standards section of the portal will help me have a more complete
understanding of the standards for my subject or teaching area because it
can give me an overview of everything my students should be learning in
that grade. It also gives me an overview of the information that my
students have learned before entering into my grade and I can see the

information that they will need to move on and be successful in the next
grade.
5. Youarebuildingawebsiteforyourclassroomandwantparentstobeableto
viewtheStandardsfromhome.Whichviewwillenableyoutoeasilyposta
linktoyourrelevantStandards?Explainyourreasoning.
Iwouldchosetheverticalviewerviewbecausethatwaymylinkcouldbe
directlytothespecificskillweareworkingonandtheparentscouldsee
allthecontentwewillbecoveringinclassunderthatspecificskill.
6. Youarea5thgradeMathteacherandhavebeenaskedtobeamemberof
yourdistrictsmathcurriculumteam.Aprimaryconcernoftheteamis
makingsurethecontentandskillsstudentsarelearningareincreasingin
sophisticationandcomplexityastheymoveupingrades.Whichviewwill
giveyouandtheteamthebestlookattheprogressionofStandards?Explain
yourreasoning.
I would use the vertical viewer view because you can easily use that view
to compare the skills students are learning as they move up the grades.
7. Explain how schools can use CDT to improve students academic
performance in reading, math, and science.
Schools can use CDT to improve students academic performance in
reading, math, and science because it helps to break down the skills in
each diagnostic category that students should be able to demonstrate in
that grade level. Schools can use this to see in an easy to read format, the
important skills for reading, math, and science that the students need to
demonstrate to be successful.
B. Assessments Tab Directions: Understanding Assessments: Click on and explore:
a. Click on Assessments
b. Click on Assessment Creator - Explore the assessment definitions
c. Click on Projects-Based Assessment
d. Click on Keystone Exams
e. Click on each option underneath General Information
QUICK CHECK ASSESSMENT - STANDARDS
1. Use paraphrasing to comprehensively describe the four types of assessments.
The four types of assessments are summative, formative, benchmark, and
diagnostic. Summative assessments are used to make and overall judgment
of progress made at the end of a period of instruction. They may occur at

the end of a school level, grade, or course, or are administered at certain

grades for purposes of state or local accountability. These assessments
would be considered high-stakes assessments. They are designed to
produce clear data on the students accomplishments at key points in his or
her academic career. Teachers and students use formative assessments
during instruction to provide feedback to adjust ongoing teaching and
learning to improve students achievement of instructional outcomes. In
the state of PA, formative assessment is defined as classroom-based
assessment strategies that allow teachers to monitor and adjust their
instructional practices in order to meet the individual needs of their
students. Diagnostic assessments are used prior to instruction to find out
students strengths, weaknesses, knowledge, and skills. Establishing these
allows teachers to adjust the curriculum to meet the needs of their
students. Benchmark assessments measure the achievement of important
grade level content periodically during the year in order to provide
feedback about how students are progressing toward demonstrating
proficiency.
2. Explain ways you will use the information on the Keystone Exams and the
Reference Materials to support each form of assessment and student
achievement?
At the beginning of the year I would create diagnostic assessments to see
where the students in my classroom are. I would create these assessments
by touching on eligible content that was supposed to be taught in the
previous grade. By getting this information I will be able to see how I will
begin to prepare my students to be able to take the Keystones. I can use
the eligible content with the Keystone Exam Design Overview to decide
on the content I need to present to my students and the way I should
present it so that the students are learning it in the best format to be
prepared for the Keystones. When I am instructing the students on the
eligible content I will use formative assessments throughout to see where
my class is at on understanding the content and whether or not I have to go
back and adjust my instruction so that they can understand. After each unit
I can administer a summative assessment to see if they are able to apply
the content they are learning in different ways. My students should be able
to apply, analyze, synthesize, and evaluate the content I have taught them.
If my students can prove this to me in a summative assessment I will
know they have a deeper understanding of the content. Periodically, I can
administer benchmark assessments to make sure my students are retaining
the information they have been taught over the course of the semester
because they will see it again on the Keystones.
3. Chooseasubjectareaandgradelevelorcourseofinteresttoyou.Usingthe
AssessmentCreator,browseassessmentitemsinyourchosensubject

area/gradelevel/courseandcreateanassessmentwithatleast5items.Print
outand/orattachyourassessmenttothisreport.
1. Write the 2 missing letters for each word on the lines. Choose the letters from the

Letter Bank.
4. Explain one way the Diagnostic Tools will enable you to target student needs
in your future classroom.
The diagnostic tools assist educators in identifying students academic
strengths, and areas in need of improvement, by providing links to
classroom resources. The CDT will provide a snapshot of how students are
performing in relation to the Pennsylvania Assessment Anchors and
Eligible Content and Keystone Assessment Anchors and Eligible Content.
By seeing this information about students it can help guide instruction
because the CDT also includes how and why students may still be
struggling with the eligible content.
C. Curriculum Framework Tab Directions: Understanding by Design

a. Click on Curriculum Framework

b. Click on Curriculum Framework - Explore the curriculum framework
definitions
c. Click on PA Core Curriculum Framework Explore the curriculum
framework definitions
d. Click on ELL Overlay Explore the pdf documents for at least one
grade band
e. Click on Library Model Curriculum Explore each of the pdf
documents
QUICK CHECK ASSESSMENT CURRICULUM FRAMEWORK
1. Use paraphrasing to comprehensively describe each of the
components of the Curriculum Framework.
The four components of the curriculum framework are the big
ideas, concepts, competencies, and essential questions. The big
ideas are declarative statements that describe concepts for grade
levels. They are used to give focus to specific content for students.
The concepts describe what students should know as a result of the
instruction. This has to deal with the key knowledge the students
will learn. The competencies describe what students should be able
to do as a result of the instruction. This has to deal with the key
skills the students will learn. The essential questions are connected
to the SAS framework and are linked to the big ideas. They should
frame student inquiry, promote critical thinking, and assist in
learning transfer.
2. Explain how you will use the Curriculum Framework in SAS to
support unit and lesson design.
Under a specific subject you can see the long-term goals that your
students should be able to eventually achieve. As a teacher you can
use these goals to choose standards to align them to. These longterm goals can help support your unit and lesson design because
they give you skills to teach to. Also when designing your lesson it
is important to address the big ideas, concepts, competencies, and
essential questions. All of these components will be necessary in a
lesson because you want to be able to connect lesson to support a
unit. Essential questions are also a key component because it gets
the students excited to learn and gives them an opportunity to
makes connections to the content they are going to be learning.
3. LocateandrecordoneBigIdeafromtwodifferentsubjectareas,but
thesamegradelevel,fromyourCurriculum.Discusshowcross
curricularalignmentscanbemadeusingtheBigIdeaandthe

EssentialQuestion(s)fromthatparticularframeworktoreinforce
understandingandpromotestudentachievement.
TheBigIdeathatIchosewasforsecondgradeanditstatesthat
Criticalthinkersactivelyandskillfullyinterpret,analyze,
evaluate,andsynthesizeinformation.Thetwosubjectareasthat
thisBigIdeacancoverareEnglishLanguageArtsandHistory.
TheEssentialQuestionsforthisBigIdeaare:Howdostrategic
readerscreatemeaningforminformationalandliterarytext?,
Whatisthistextreallyabout?,andHowdoesinteractionwith
textprovokethinkingandresponse?.ThisBigIdeaandEssential
Questionscanveryeasilyalignoverdifferentcurriculums.You
couldreadanyfictionaltextinEnglishclassandhaveallthese
thingsapplytoitbyhavingstudentscriticallythinkaboutthetext
andhowthereadershouldbecreatingmeaningfromwhatthey
read.ThiscanalsobeusedinaHistorycurriculumbecausethe
studentscanbereadinganinformationaltextaboutsomething
writteninhistoryandtheywillbeabletodecodeitandfigureout
whattheytextisreallytryingtosay.ByusingBigIdeascross
curricularitpromotesstudentsunderstandingandachievement
becauseskillsarebeingtaughttothemandtheyareabletouse
themandthenbeabletogeneralizetheseskillstodifferent
subjects.Thereskillsetthattheyhavewontbeforaspecific
subject.Itwillbeabletotransferacrosssubjectareas.Thisalso
helpscertainskillstobereinforcedandmadetobecomeagreater
levelofunderstanding.
D. Instruction Tab Directions: Identifying Instructional Strategies
a. Click on the Teacher Effectiveness tab Explore each of the four
domains
b. Click on the Principal Effectiveness tab Explore each of the four
domains
c. Click on the Instruction tab Explore the documents and videos
included in Instruction Strategies Documents, Instructional Resources for
ELL Teachers, and Interventions
d. Click on the Student Learning Obectives tab - and provide a brief
description of each of the four domains of the Danielson Framework for
Teaching.
QUICK CHECK ASSESSMENT INSTRUCTION
1. Explain how you will use the videos located in the Instruction section
to improve instructional planning. Use one of the videos to provide an
example.

There are many different videos in this section to help improve

instructional planning. A majority of the interviews are of teachers
talking about different methods of instruction they are using in
their classroom. For example, the video I watched was of Sandra
Villarreal McSweeney talking about innovative teaching and
learning practices. In this video she talked about how her school
used technology and project-based learning. She talked about
something called exhibitions. She described them as being a
project that students worked to as a class for a whole year. The
chose a topic and created something about it throughout the whole
year. She also talked about how there had to be a technology
component in their project. From this video I learned that you
could use technology to help with instructional planning. When it
comes to writing a story in class, letting the students use the
computer to write it can be very beneficial. Letting them use the
computer to write makes editing what the wrote much easier and
less frustrating for them because they have one copy on the
computer that they can continually edit instead of writing out a
whole new draft every time they had to change something. So, the
use of technology can help with instructional planning in the
classroom.
2. Look over the list of Instructional Strategies Documents and select
one to read. Explain two specific things that make this an effective
strategy.
The instructional strategy I chose was project based learning which
is an instructional approach built upon authentic learning activities
that engage student interest and motivation. They are designed to
answer a question or solve a problem and generally reflect the
types of learning and work people do in the everyday world
outside the classroom. This strategy is especially effective for
students with special needs because it allows them to connect what
they are doing to prior knowledge or something in the real world
that they encounter. This helps students better learn because they
are able to connect it to daily life. This strategy is also effective
because it will provide multiple opportunities for hands on learning
experiences. Many students learn best through hands on learning
because they get to experience the material first hand which will
allow them to have a deeper understanding of the content they are
learning.
3. Explain how your selected strategy will support student achievement
within activities you may plan for your units/lessons.

Project based learning will support student achievement within

activities because the approach itself is built upon learning
activities. The types of learning activities in the approach engage
students interest and motivation. This supports students
achievement because if they are more interested and motivated to
do activity the better they will do on it because they are actively
engaged in it.
4. Provide a comprehensive explanation of Student Learning Objectives.
The Student Learning Objectives (SLOs) is a process to document
a measure of educator effectiveness based on student achievement
of content standards. SLOs are a part of Pennsylvanias multiplemeasure, comprehensive system of Educator Effectiveness
authorized by Act 82. This means that the SLOs are a tool that was
set in place for teachers to use to make sure that the content they
are teaching is presented to the students in the most effective way
possible. On PDE SAS they have training modules for teachers to
go through SLOs to remind them what is included in effective
instruction.
5. Explain how you will use Student Learning Objectives in your future
to become a more effective teacher.
I will use Student Learning Objectives in my future to become a
more effective teacher by doing the training modules every few
years. Even if my school doesnt require it I think it would be a
good self check for me as a teacher. It is a way to evaluate my
instruction. I can find out if how Im teaching currently is the most
beneficial for my students and they are able to get the most
possible out of my instruction. If not, I can find where I need to
improve and make those changes right away. I think when you are
teaching it is very easy to fall into a routine and you might forget
some of the important things that make up effective instruction. By
using the Student Learning Objectives it will help me as a teacher
to make sure that I am teaching to the best of my ability and I am
using the best instruction for my students.
E. Materials & Resources Tab Directions: Understanding Materials & Resources to
Enhance Instruction
a. Click on the Search tab: Explore the drop down menu
b. Click on the Voluntary Model Curriculum tab Explore the various
units/lessons
c. Click on the Learning Progression tab Explore the Learning
Progression Documents
d. Click on the Keystone Content tab Explore the algebra 1 resources

QUICK CHECK ASSESSMENT MATERIALS AND RESOURCES

1. Provide information about one unit, lesson plan, and eligible content
for each of the content areas.
The unit that I chose was Exploring Key Ideas and Details in
Fiction and Nonfiction for a 3rd grade class. The objectives for this
unit are that the students will identify characteristics of fiction and
nonfiction, distinguish between examples of fiction and nonfiction
texts, identify the story line, the problem, and the solution, and
identify and analyze text features. One of the lesson plans in this
unit is titled Obtaining Information from Nonfiction Text
Features. The objectives for this lesson are that students will
explain how information gained from illustrations, maps, and
photographs helps readers understand the text and students will
describe how the author connects the sentences to the text features
to support a particular point. The lesson will take 30-60 minutes
and can be taught over 1-2 class periods. The materials needed are
several nonfiction books at various reading levels and paper for
students to draw a three-column chart. The teacher will choose a
page from a nonfiction text that includes a graphic and ask the
class what it is and why the author would include it. The teacher
will explain that text features are used to help the reader
understand what the author wrote. The teacher will then choose a
nonfiction text and read the book to the students, pausing to think
aloud about text features. The teacher will also prompt the students
to try this skill independently. Once the teacher is satisfied that the
students can identify and analyze text features, the students will be
asked to choose a book. The directions are as follows after the
student has read the book: First, read the book. Next, read the book
for a second time and analyze the text features. Then, on a sheet of
paper, write the title of the book at the top. Draw a three-column
chart. Choose four text features from the book and list them in
column 1. For each text feature, record the page number in column
2. IN column 3, explain how the author uses the text feature. The
Eligible Content for this unit is: E03.A-K.1.1.1 Ask and answer
questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
2. Browse the keywords from the following list of community, cultural,
and education institutions that provide SAS content. Briefly describe
the content provided for each key word.
Keyword:

1. BL the British Library. It is the national library of the UK and

one of the worlds greatest libraries. This keyword will access the
interactive e-books from the British Library.
2. BRAINPOP this keyword accesses animated, curriculumbased video content that spans a variety of subject areas and
topics across grades K-12
3. CMOH Medal of Honor: Lessons of Personal Bravery and
Self-Sacrifice is a resource by teachers to provide students with
opportunities to explore the important concepts of courage,
commitment, sacrifice, patriotism, integrity, and citizenship and
how these values can be exemplified in daily life.
4. EXPLORATORIUM a museum of science, art, and human
perception. This keyword accesses all the content from the
Exploratorium museum of science, art, and human perception.
These are a series of low-tech and hands-on science activities
that could be classroom based or used in afterschool programs.
5. GLEF the George Lucas Educational Foundation provides this.
This keyword accesses the videos from GLEF ranging from
technology integration to teacher development.
6. HIPPOCAMPUS the goal of hippocampus is to provide highquality instruction, multimedia content on general education
subjects to high school and college students free of charge.
7. ITSI the Innovative Technology in Science Inquiry project
prepares students for careers in Information Technology by
engaging them in exciting, inquiry based science projects that are
computational models and real-time data acquisition.
8. KARPELES the worlds largest private collection of important
original documents and manuscripts. This keyword accesses the
interactive primary source documents from Dr. David Karpeles
collection.
9. KINETIC CITY this keyword accesses a collection of science
experiments, games, and projects for everyone to enjoy both
online and away from the computer. The games are designed for
students in grades 3-6.
10. LANTERNFISH this keyword accesses the instructional
content, including worksheets, lesson plans, activities, and
flashcards for the ESL and TEFL teacher.
11. LDC develops teaching tasks that require students to read,
analyze, and comprehend written materials and then write cogent
arguments, explanations or narratives in the subjects they are
studying. The tasks integrate literacy and content standards in a
rigorous, authentic classroom experience.
12. MATHOPENREF this is a free interactive math textbook.
This keyword accesses the instructional content covering highschool geometry. Using interactive tools and compelling

animations, the resources provide an engaging way to learn and

explore the subject
13. NARA this keyword accesses the content from the National
Archives and Records Administration. Many of the documents
were equipped with an interactive tool for viewing historical
documents.
14. NLVM this is a three-year National Science Foundation
supported project to develop a library of uniquely interactive,
web-based virtual manipulatives to concept tutorials, mostly in
the form of Java applets, for mathematics instruction (K-8). This
keyword accesses the interactive math manipulatives from the
National Library of Virtual Manipulatives for Interactive
Mathematics.
15. PHET this keyword accesses the science simulations from the
PhET project, which includes fun, interactive simulations of
physical phenomena that make bridges to the real world.
16. PHMC this accesses resources from the official history agent
of the Commonwealth of Pennsylvania. It is responsible for the
collection, conservation, and interpretation of Pennsylvanias
historic heritage.
17. SASTF this keyword accesses the content located in
Thinkfinity as well as teacher-created lessons that use
Thinkfinity resources.
18. SHODOR this foundation is a non-profit research and
education organization dedicated to the advancement of science
and math education, specifically through the use of modeling and
simulation activities. This keyword accesses the interactive math
manipulatives from the Shodor Foundation.
19. STARFALL this accesses web-based games and printer
friendly activities that help prepare students to read and inspire a
love of reading and writing.
20. VNEP the Veterans National Education Program is committed
to assisting educators in teaching U.S. modern history through
the understanding of the humanistic and cultural aspects of
Americas military conflicts and how they have influenced the
fabric of our global society.
.

Explain the benefits of this section? Use one of the learning

progression documents to provide examples in your explanation.
The materials and resources section is an extremely beneficial
section for teachers because it provides a myriad of different
resources that teachers are able to utilize in their classroom to
better improve their instruction. There are sample units and lesson
plans for teachers to use. These are very helpful when it comes to
preparing the students for the PSSAs because it can give teachers

a guide to how and what they should be teaching so that their

students are prepared. Also, there is a huge list of keywords that
you can search for that bring you to different foundations,
programs, websites, and materials that teachers can use in the
classroom. Most of these programs provide materials to students
that are free. In the learning progression documents you can see the
Eligible Content broken down into different subjects. A dot
symbolizes at what grade the students should be learning this
content. This is extremely beneficial because teachers can use this
as a guide to see what their students have already learned, what
they will be learning now, and what they needed to be prepped to
learn in the future.
F. Safe and Supportive Schools Tab Directions
a. Click on the Overview tab Explore the definitions
b. Click on the Engagement, Safety, Environment, Comprehensive
Resources, and Act 126 tabs Explore the content
QUICK CHECK ASSESSMENT SAFE AND SUPPORTIVE SCHOOLS
1. Comprehensively describe the benefit of this section, especially the
student interpersonal skills standards.
This sections supplies resources and example to promote active
student engagement in a safe and positive learning environment. It
talks specifically how school engagement is necessary for building
academic success and a positive school atmosphere. SAS defines
engagement in school as a process of events and opportunities that
lead to students gaining the skills and confidence to cope and feel
safe in the school environment. These events and opportunities
include relationships, respect for diversity and school participation.
School safety refers to the security of the school setting and
school-related activities as experienced by families, caregivers,
students, school staff, and the community. School safety deals with
emotional and physical safety, and is influenced by positive and
negative behaviors of students and staff and the presence of
substance use in the school setting and during school-related
activities. School environment has to do with how a school setting
promotes student safety and student health. It deals with all aspects
of the school such as its academics, physical and mental health
supports, its physical building and location in a community, and
the disciplinary procedures.
2. Provide an explanation of Act 126

Act 126 is a law that mandates that all school entities such as a
public school, charter school, cyber charter school, private school,
nonpublic school, intermediate unit, or area vocational-technical
school and independent contractors of school entities provide
certain training, to be able to report child abuse, to all employees,
including contracted substitute teachers, who have direct contact
with students. Everyone must complete a minimum of three hours
of training every five years.
G. Teacher Tools Directions
a. ClickonTeacherToolsonthetoprightsideofyourscreen
b. ClickonMyProfileandcreateaprofile(youarenotrequiredto
uploadapicture).Printoutacopyofthepublishedprofilepage

c. SelectonequestionfromtheTeacherToolsQuickCheck(below)and
writearesponsetoitinyourBlogEntry.

Wherecanyouchangeyourpasswordorupdatepersonalinformationon
thePortal?

HowwilltheePortfoliosupportyourinstructionandstudent
achievement?
Thinkingaboutyourownclassroomorroleinthedistrict,brainstorm
somebenefitstocreatingandusingablog?
Whatpurpose(s)doyouwanttoachievethroughtheuseofaclassroom
blog?
WhataresomeofthebenefitstojoiningaProfessionalLearning
Community?
HowdoyouseeyourselfusingtheMyCommunitiestooltosupportyour
instruction?
d. GotoyourSASWebsite,clickonMyBlogandprintoutthepage
withyourBlogresponse.

Note:ThePennsylvaniaDepartmentofEducation(PDE)hasgeneratedandassignedanew7digit
ProfessionalPersonnelIDforallcertifiededucatorsintheTeachersCertificationSystem(TCS)database.
However,youwillnotneedaPPIDtocompletethisassignment.Continuewiththeassignmenttobypass
therequestedPPID.