Standards-Aligned System


PREZI slideshow created by: PA CFF Coach, Diane Krauss

external image sas_logo5.gif SAS_Explained.png

What SAS is not:

  • A website or portal (although it will have a web presence)
  • A way to continue doing business as usual

What SAS is:

  • A complete system to change the way we think about how parts of schools work together
  • Research-based
  • Arranged in 6 parts:
    • Clear standards - setting attainable goals for every student
    • Fair assessments - measuring progress constantly and making adjustments to help students learn
    • Curriculum framework - providing rigorous curricula in all content areas
    • Instruction - teaching effectively to meet the needs of every child
    • Materials & resources - using materials and resources that are aligned with the other circles, not just whatever you can get your hands on
    • Interventions - catching students who are falling behind as soon as possible and supporting them to bring them up to grade level
  • Also based on resiliency: making sure that all students are physically, emotionally and socially ready to learn
    • High expectations - setting high expectations for all students
    • Meaningful student engagement - providing students with engaging learning experiences
    • Connectiveness and bonding - making sure that every student is meaningfully connected to at least one adult in the school building
    • Skills for life -
    • Clear and consistent boundaries - setting boundaries and following through consistently for every student
    • Unconditional support - supporting students no matter what

There are curriculum frameworks in the following content areas:



As CIGs look at the Standards-Aligned System, they need to be thinking about where their wonderings live...in which circles do they belong? Or are they part of the resiliency component of SAS?

On p. 57 of the "Reflective Educator's Guide...", a text that CIG facilitators have been reading together, the authors talk about eight "teaching passions" that they find their groups often gravitating toward. These passions align very nicely to SAS:
  • Helping an individual child
  • Enriching curriculum
  • Developing content knowledge
  • Experimenting with teaching strategies and techniques
  • Exploring the relationship between beliefs and classroom practice
  • Exploring the relationship between personal and professional teaching identifies
  • Advocating for social justice

If time allows, please think about which components of SAS (including resiliency) align with these ideas. Segue this thinking into CIG work time so that each group can figure out where their wondering lives. Also determine the ways in which your inquiry relates to SAS and how you will document those connections.