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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 (
1. Provide a comprehensive narrative description of the various Standards,
Assessment Anchors, and Eligible Content (aligned with the different
a. For my first portion of the SAS exploration I took a look at 3rd grade
mathematics. I found the standard CC.2.3.3.A.1, which is identify,
compare, and classify shapes and their attributes. I used the View
Standards section to find this standard. I feel as though this way of
viewing the standards was easier to understand than the vertical
viewer. Also in the View Standards section you see underneath the
standard is the amount of eligible content, and to the right of the
standard are the assessments, and materials and resources. The

eligible content came with 3 separate standards, one being M03.CG.1.1.2. This eligible content standard is about recognizing rhombi,
rectangles, and squares as examples of quadrilaterals and/or draw
examples of quadrilaterals that do not belong to any of these
subcategories. This eligible content standard gives a view of some of
the material that could possibly be on the PSSAs. As I looked up the
assessment anchor for this standard and its eligible content I found it
a little confusing to find, but when I did find the assessment anchor I
was a little surprised. All it said was M03.C-G.1.1 Analyze
characteristics of polygons. I was expecting more and I thought I
found more useful information when I pressed the tab assessments tab
in the View Standards section. I found that to be more helpful than
the assessment anchor which I thought did not provide adequate
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.
a. There are four different ways to view standards on the SAS website.
There are search standards, view standards, vertical viewer, and
download standards. In the search standards you do not have to put
the subject or content area to view the standards. When I looked up
3rd grade standards in the search standards, the standards for English
Language arts came up. When looking at the view standards section I
found it easier to navigate. I found it helpful that in this section you
had to limit the standards so you were not overwhelmed by the
amount that came up. In the vertical viewer I liked how as you chose a
grade and subject area it came up with different categories
underneath that subject. When you pressed on one of those categories
it came up in a table. I did not like this viewer because I thought it
was confusing how I put in 3rd grade, the standards for 2nd and 4th
grade appeared as well. I found that to be very confusing and would
not fully meet the needs as a future teacher. In the vertical viewer you
also couldnt see what the eligible content was either. In the download
standards section I found a lot of useful information. Not only can you
download PA Core Standards, but you can find Alternate Content
Standards as well. I like how you can print all of these standards out
and be able to keep them for use in a classroom. I feel as though this
will fully meet my needs as a future educator. I think this way
provides the most useful information.
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.
a. There are four sections under Standards that can be downloaded as
PDF files. These include the download standards section, download

PSSA and PASA Anchors and Eligible Content, download Keystone

Anchors, and download PA Core Implementation. The standards
section is an overview of all standards for all grade levels. This also
includes alternate content standards, early childhood standards, and
English Language proficiency standards. You can use all of these
standards to meet the individual needs of each student in the
classroom. The download PSSA and PASA Anchor Assessments and
Eligible Content contains all of the eligible content that needs to be
met. These eligible content standards need to be met in order to
prepare students for state testing. These assessment anchors and
eligible content go from 3rd grade to 11th grade. The keystone anchors
cover not only English Languages Arts and Mathematics, it also
covers social studies and science. The science keystone downloads
include biology and chemistry, and the social studies covers civics and
government. The PA Core Standards Implementation is great for
teachers. This includes guiding strategies and key questions, timelines,
curriculum frameworks and more.
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
a. The standards section of the portal will give me more of a complete
understanding of the standards because of all the extensive
information it gives you. After selecting a grade and subject area the
standards viewer gives you the option of looking at assessment ideas
that go hand in hand with the standard. This is a great tool and gives
you an extra idea of content you can bring into the classroom. Also in
the standards section it gives me more of an idea of what to focus on
to prepare my future students for the state mandated tests. Also this
section gives you standards to help promote English proficiency for a
diverse classroom.
5. You are building a website for your classroom and want parents to be able to
view the Standards from home. Which view will enable you to easily post a
link to your relevant Standards? Explain your reasoning.
a. If I were to build a website the link I would post would be a link
leading to the View Standards section. This is because I found this
portion of the standards section easiest to navigate. I liked how when
you pressed on the grade you were searching it asked you to chose a
subject to help narrow down the standards. I feel as though you could
give detailed instruction on how to find a standard and a parent
would be able to find what their child is doing in class with out a
problem. They would also get to see standards the children have met
in past lessons and would be able to see standards that their children
will soon be working on.

6. You are a 5th grade Math teacher and have been asked to be a member of
your districts math curriculum team. A primary concern of the team is
making sure the content and skills students are learning are increasing in
sophistication and complexity as they move up in grades. Which view will
give you and the team the best look at the progression of Standards? Explain
your reasoning.
a. I would chose the vertical viewer if I was in this situation. In the
vertical viewer after you choose a grade level and subject area it gives
you the standard content. This includes numbers and operations,
algebraic concepts, geometry, and measurement, data and probability.
It would be easy to press on the content area being taught because
that will bring you to the next section. In this section you will see the
standards not only for 5th grade but for 4th and 6th grade as well. In the
vertical viewer it also gives you the option to look at standards in all
grades. In the 5th grade column it shows how the standards change as
you move down the table. This will give the team an overview of how
much the standards are changing in sophistication and complexity.
7. Explain how schools can use CDT to improve students academic
performance in reading, math, and science.
a. There are certain CDT pamphlets to go with each grade level and
each academic content area. In one of the CDT pamphlets, 3rd grade
writing, breaks down what the students will be preforming in class
and certain parts of the standards that will be met. For example, it
breaks 3rd grade writing down into proper use of grammar, prefixes,
suffixes, and more. This will help the teacher assure that their
students will full comprehend the material and meet the grade
standards for writing and other subjects.
B. Assessments Tab Directions: Understanding Assessments: Click on and explore:
b. Click on Assessments
c. Click on Assessment Creator - Explore the assessment definitions
d. Click on Projects-Based Assessment
e. Click on Keystone Exams
f. Click on each option underneath General Information
1. Use paraphrasing to comprehensively describe the four types of assessments.
a. The four types of assessments are formative, summative,
benchmark, and diagnostic. Formative assessments are used to
monitor a childs progress. By using formative assessments a teacher
is able to adapt and modify instruction to fit the students individual
needs. Summative assessments are usually done as an end of the
unit assessment. These are more of a formal assessment and are used
to analyze the students mastery of the content. Benchmark

assessments are a testing tool to analyze short and long-term goals.

These are used to see if a student has met their goals and could be
used as an assessment for IEP development. Diagnostic assessments
are used to assess a childs strengths and needs. After getting the
results of these assessments a teacher will be able to adapt instruction
to meet the childs needs.
2. Explain ways you will use the information on the Keystone Exams and the
Reference Materials to support each form of assessment and student
a. I do not foresee myself using the Keystone Exam information. I
plan on teaching in lower level grades who are not required to take
these exams. I do see how this could support the forms of assessment.
The Keystone Exams will let the teachers and parents know where
they stand academically and could make plans accordingly.
3. Choose a subject area and grade level or course of interest to you. Using the
Assessment Creator, browse assessment items in your chosen subject
area/grade level/course and create an assessment with at least 5 items. Print
out and/or attach your assessment to this report.
(See Below)











Standards: Question 1 and 2- Standards: CC.1.1.1.C

Question 3-5- Standards: CC.1.1.1.D
4. Explain one way the Diagnostic Tools will enable you to target student needs
in your future classroom.
a. One way the Diagnostic Tools will enable use to target student needs
is to focus on the students strengths and needs. One aspect that I
though would be helpful in doing so are the student metacognition
charts. The metacognition charts help students monitor and rank
their scores. This way not only will the teacher be able to see what the
child needs to work on but so will the child.
D. Curriculum Framework Tab Directions: Understanding by Design
a. Click on Curriculum Framework
b. Click on Curriculum Framework - Explore the curriculum framework
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
1. Use paraphrasing to comprehensively describe each of the components of the
Curriculum Framework.
a. The first component of Curriculum Framework is the Curriculum
Framework section. In the curriculum framework section you will find longterm goals. To see an example of what this is like I chose to look at 3rd grade
mathematics. Some of the long-term goals were make sense of and persevere
in solving complex and novel mathematical problems, and use effective
mathematical reasoning to construct viable arguments and critique the
reasoning of others. It also gives big idea examples. These include big ideas
for different mathematical content such as geometry, algebraic concepts and
more. The ELL Overlay section of the curriculum framework has to do with
different levels of proficiency. They go through the following stages: entering,
emerging, developing, expanding, and bridging. Underneath each of these
stages it gives a detailed description of what the student should have done.
This is similar to a rubric. This section also provides PA Standards
Instructional Framework. Here you will find different modules with different
timelines. These modules are similar to units that can be implemented in the
classroom and give a list of standards that students will meet.
2. Explain how you will use the Curriculum Framework in SAS to support unit
and lesson design.

a. I feel as though the curriculum framework will really help me in my

future classroom. I feel as though I could get unit ideas, and will help
my students be successful on their state mandated tests. The
curriculum framework is a great example of how to meet students
learning goals. This section I feel will be the most beneficial for not
only me but any teacher or future educator.
3. Locate and record one Big Idea from two different subject areas, but the
same grade level, from your Curriculum. Discuss how cross-curricular
alignments can be made using the Big Idea and the Essential Question(s)
from that particular framework to reinforce understanding and promote
student achievement.
a. For this question I decided to use English Language Arts and Biology.
One of the Big Ideas I found were Critical thinkers actively and skillfully
interpret, analyze, evaluate, and synthesize information. You can combined
this two subject matters through essential questions. One of the essential
questions are how do readers know what to believe in what they read, hear,
and view? With this essential question it gives you concepts and competencies
such as text structure and using text structure, in and among texts, to
interpret information (cause/effect, problem/solution). These competencies
easily tie into biology since a lot of the content is problem solution and cause
and effect based. These are also aligned with standards and eligible content.
E. Instruction Tab Directions: Identifying Instructional Strategies
a. Click on the Teacher Effectiveness tab Explore each of the four
b. Click on the Principal Effectiveness tab Explore each of the four
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 Objectives tab - and provide a brief
description of each of the four domains of the Danielson Framework for
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.
2. Look over the list of Instructional Strategies Documents and select one to
read. Explain two specific things that make this an effective strategy.
3. Explain how your selected strategy will support student achievement within
activities you may plan for your units/lessons.
4. Provide a comprehensive explanation of Student Learning Objectives.

5. Explain how you will use Student Learning Objectives in your future to
become a more effective teacher.
F. 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
c. Click on the Learning Progression tab Explore the Learning
Progression Documents
d. Click on the Keystone Content tab Explore the algebra 1 resources
1. Provide information about one unit, lesson plan, and eligible content
for each of the content areas.
Literacy Unit- Exploring Relationships between Components
of Fiction
1. Grade- 3
2. Lesson Plan- Exploring the Relationship between
Characters and Setting
3. Eligible Content- Eligible Content - 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, Eligible Content - E03.A-K.1.1.3 Describe
characters in a story (e.g., their traits, motivations,
feelings) and explain how their actions contribute to the
sequence of events. Note: Story means narration of
events told through the text types of story, drama, or
Literacy/Writing Unit- Informational Writing
1. Grade- 3
2. Lesson Plan- The Writing Process: How to Write a
3. Eligible Content- Eligible Content - E03.C.1.2.1
Introduce a topic for the intended audience, and group
related information together to support the writers
purpose, Eligible Content - E03.C.1.2.2 Develop the
topic with facts, definitions, and/or details, Eligible
Content - E03.D.1.1.3 Use abstract nouns (e.g.,
childhood), Eligible Content - E03.D.2.1.1 Choose words
and phrases for effect.
Mathematics Unit- Calculating Area
1. Grade- 4
2. Lesson Plan- Measurement and Area

3. Eligible Content- Eligible Content - M04.D-M.1.1.1

Know relative sizes of measurement units within one
system of units including standard units (in., ft, yd, mi;
oz., lb; and c, pt, qt, gal), metric units (cm, m, km; g, kg;
and mL, L), and time (sec, min, hr, day, wk, mo, and
yr). Within a single system of measurement, express
measurements in a larger unit in terms ofa smaller unit.
A table of equivalencies will be provided. Example 1:
Know that 1 kg is 1,000 times as heavy as 1 g. Example
2: Express the length of a 4-foot snake as 48 in, Eligible
Content - M04.D-M.1.1.2 Use the four operations to
solve word problems involving distances, intervals of
time (such as elapsed time), liquid volumes, masses of
objects; money, including problems involving simple
fractions or decimals; and problems that require
expressing measurements given in a larger unit in terms
of a smaller unit, Eligible Content - M04.D-M.1.1.3
Apply the area and perimeter formulas for rectangles in
real-world and mathematical problems (may include
finding a missing side length). Whole numbers only.
The formulas will be provided.
Science Unit- Our Solar System
1. Grade- 5
2. Lesson Plan- The Sun
3. Eligible Content- Eligible Content - S5.A.2.2.2 Explain
how technology extends and enhances human abilities
for specific purposes (e.g., use hand lens to examine
crystals in evaporation dishes; use graduated cylinders
to measure the amount of water used in a controlled
plant experiment), Eligible Content - S5.A.3.1.1 Make
predictions based on patterns in natural systems (e.g.,
phases of the Moon, time [day, month, and year],
weather, seasons), Eligible Content - S5.A.3.2.1 Describe
how models are used to better understand the
relationships in natural systems (e.g., water cycle, Sun
Earth Moon system, ecosystems, observe and draw a
diagram to show the effects of flowing water in a
watershed), Eligible Content - S5.D.3.1.1 Describe the
patterns of Earths rotation and revolution in relation
to the Sun and Moon (i.e., solar eclipse, phases of the
Moon, and time).
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.

1. BL- British Library- national library of the United Kingdom

and one of the worlds greatest libraries.
2. BRAINPOP- BrainPOP creates animated, curriculum-based
content that engages students, supports educators, and
bolsters achievement. On this website you are able to print
out activities and lesson ideas.
3. CMOH- Congressional Medial of Honor- Through an
analysis of Medal of Honor data, students review Medal of
Honor recipients as related to military campaigns over
time. Through this you are able to make mathematical
4. EXPLORATORIUM- Ongoing exploration of science, art,
and human perception. Can provide live explorations of
different science topics.
5. GLEF- George Lucas Educational Foundation- a book
discussing the roles of teachers, schools, and cooperative
learning. This foundation and book has to deal with
emotional intelligences.
6. HIPPOCAMPUS- a project of the MITE. The MITE wants
to provide extensive content on free general education to high
school and college students.
7. ITSI- a free interactive website. It used to contain math and
science interactive resources and lessons. However, this link
does not exist any longer.
8. KARPELES- Interactive manuscript library. It is the worlds
largest private collection of important documents and
9. KINETIC CITY- Provides access to science experiments,
games and projects. This normally focuses on children in
grades 3-6.
10. LANTERNFISH- provides worksheets, games, activities, and
flashcards for ESL students.
11. LDC- Literacy Design Collaborative, provides a blueprint for
integrating literacy and content standards in a classroom.
This also provides pre-designed templates, and requires
students to analyze work.
12. MATHOPENREF- a web base that gives users an overview
of different math topics. They include introductions to the
topics and goes into depth in different content areas of math.
13. NARA- National Archives and Records Administrations, a
federal agency that manages and looks over all federal
records. They hold textual materials and even picture films.
14. NLVM- National Library of Virtual Manipulatives, these
includes blocks manipulatives, abacus, and color chips for
addition and subtraction.

15. PHET- fun interactive research based simulations. This

provides assistance for students for connecting to real life
16. PHMC- Pennsylvania Historical and Museum Commission,
shows Pennsylvania relationships between the government
and American Indians.
17. SASTF18. SHODOR- interactive web based resource allows students to
enter in information and create a customized histogram.
19. STARFALL- Helps students write letters, it provides
students with fill in the blanks to create a letter and will help
promote better writing skills.
20. VNEP-Veterans National Education Program, an interactive
map that gives details and information on countries
demographics and economy.
3. Explain the benefits of this section? Use one of the learning
progression documents to provide examples in your explanation.
a. One of the benefits from this section is you get to look at different
association and web based programs that could be implemented in a
classroom. I feel as though this would be beneficial for any teacher in
a classroom. I especially liked one of the StarFall links I clicked on. I
was able to help animated characters compose a friendly letter, which
is a great skill for children to learn at any age.
G. 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
1. Comprehensively describe the benefit of this section, especially the
student interpersonal skills standards.
This section is very beneficial. This is because in this section
it thoroughly describes how important it is to provide a safe
environment for children. It talks about building a positive
environment for children to learn, and feel safe in the school
environment. In this tab it talks about relationships, school
participation, diversity, and resources. Engagement is geared
toward student success. School safety has to deal with
emotional, physical, substance, and comprehensive resources.
All of these have to deal with the safety of the children
ensuring they are not around any illegal substance, and are
in a stable emotional and physical environment.
2. Provide an explanation of Act 126


Act 126 is about mandatory reporting requirements. Act 126

has to deal with Child Protective Services and Educator
Discipline Laws. In the general information link it describes
different forms of abuse. It also talks about different
requirements for training, who needs to be trained and why.
Also this website provides an outline of course approval and
what is needed.
H. Teacher Tools Directions
a. Click on Teacher Tools on the top right-side of your screen
b. Click on My Profile and create a profile (you are not required to
upload a picture). Print out a copy of the published profile page.
c. Select one question from the Teacher Tools Quick Check (below) and
write a response to it in your Blog Entry.

Where can you change your password or update personal information on

the Portal?
o Where you see your name and My SAS click on that and press my
profile on the top left. Where it says personal information press
edit. Here you can put in first, middle, and last name, email
address, and you can also change your profile picture and
How will the ePortfolio support your instruction and student
o In the ePortfolio you can save different aspects for a lesson plan.
You can bookmark content you like and would like to save. You
can also save things for different classes and subjects you may
have/ be teaching.
Thinking about your own classroom or role in the district, brainstorm
some benefits to creating and using a blog?
o By creating a blog you are putting your ideas out for everyone to
look at. You create a community where you can share your ideas
and get ideas from other teachers. By searching in your district
you will see what content you can use in your classroom. All you
would have to do is adapt and modify instruction to fit the
students needs.
What purpose(s) do you want to achieve through the use of a classroom
o To share my ideas with other teachers, so they can benefit the
same way I did. I also feel as though it would beneficial to look at
other teachers blogs as well.

Note: The Pennsylvania Department of Education (PDE) has generated and assigned a new 7-digit
Professional Personnel ID for all certified educators in the Teachers Certification System (TCS) database.

However, you will not need a PPID to complete this assignment. Continue with the assignment to bypass
the requested PPID.