12/07/2020
06/21/2021
SAS Institute 2020
Countdown
About
If you are requesting Act 48 hours, you must attend each session for the full hour and submit a session evaluation located in the session poll no later than December 22, 2020. You will also be sent a link at the end of the Institute to complete an overall evaluation of the SAS Institute.
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Welcome to the 2020 Virtual SAS Institute!
Equity is a word that is heard frequently in academic and political spheres, as stakeholders continue the process of examining their communities to eliminate the barriers inherent in our systems. However, a thorough examination of current and historical events reveals that there is much more work to be done in this field. This year’s Virtual SAS Institute—New Perspectives in Education: 2020 Vision for Teaching, Learning, and Leading—seeks to share out the thinking of experts, the programs, the practices, and the mindset that will allow us to connect the ideal to practice and establish systemic change.
Educators like you have always been valuable partners in informing the policies we promote to support our schools and students. Your voices continue to be critical as we build equitable educational systems. During our two-day conference, we encourage you to not just learn something new but add your voice to the conversation. Exchange ideas with one another, with the team from PDE, and with this year’s impressive list of presenters and panelists.
We hope you all enjoy the conference, learn something new, and connect virtually with new colleagues. Thank you for what you do to support our students every day.
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Cost of registration: $100.00
This cost includes access to both days (both live and recorded sessions available) & two complimentary books written by our Keynote speakers (Tyrone Howard and Tom Murray).
More Info
NSTOY
Blue Ribbon Schools
Save the Dates
Don't forget to save the dates for our 2021 SAS Institute! December 6, 7, and 8, 2021
PETE and C registration is now open! Visit peteandc.org for more information! #PETEandC
For more information on the SAS Institute, please visit PDESAS.org
Agenda
Virtual Breakfast with Noe Ortega, Acting Secretary of Education
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Book Talk with Dr. David Volkman
All Students Must Thrive: Transforming Schools to Combat Toxic Stressors and Cultivate Critical Wellness
(Author: Dr. Tyrone C. Howard)
Virtual Breakfast with Noe Ortega, Acting Secretary of Education
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Book Talk with Dr. David Volkman
All Students Must Thrive: Transforming Schools to Combat Toxic Stressors and Cultivate Critical Wellness
(Author: Dr. Tyrone C. Howard)
Opening: Anthem and Pledge: Downingtown East High School Choirs
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Welcome: Noe Ortega, Acting Secretary of Education
Opening: Anthem and Pledge: Downingtown East High School Choirs
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Welcome: Noe Ortega, Acting Secretary of Education
Opening: Anthem and Pledge: Downingtown East High School Choirs
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Welcome: Noe Ortega, Acting Secretary of Education
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Introduction to The UPenn Coalition for Educational Equity: Dr. Nikole Hollins-Sims
Opening: Anthem and Pledge: Downingtown East High School Choirs
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Welcome: Noe Ortega, Acting Secretary of Education
•
Introduction to The UPenn Coalition for Educational Equity: Dr. Nikole Hollins-Sims
Supporting Teachers' SEL Professional Development
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SEL was around before the COVID-19 pandemic and will be around long after; however, the common trauma we are all experiencing has put a magnifying glass on the necessity for schools to help students survive and thrive when confronted with profound challenges. The singular priority of schools as they seek strategies to navigate the pandemic is student and staff safety—physically, mentally, socially, and emotionally. Dr. Edgar will explore ways to integrate SEL into the curriculum and provide tools to build teachers' social-emotional competence and learning strategies.
Supporting Teachers' SEL Professional Development
•
SEL was around before the COVID-19 pandemic and will be around long after; however, the common trauma we are all experiencing has put a magnifying glass on the necessity for schools to help students survive and thrive when confronted with profound challenges. The singular priority of schools as they seek strategies to navigate the pandemic is student and staff safety—physically, mentally, socially, and emotionally. Dr. Edgar will explore ways to integrate SEL into the curriculum and provide tools to build teachers' social-emotional competence and learning strategies.
Presented by:
Waldo Alvarado (Reading SD)
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Where do you start your equity journey? What are the components, structures, supports, and accountability tools to bring your equity dream into practice? How do you engage all stakeholders? Why are students’ voices so critical and how do you engage them in the process?
This session will highlight how the Reading School District is working collectively to advance equitable teaching and leadership practices to support the academic success of ALL of its 17,723 culturally diverse students. This session will describe the role of the district leadership, the Equity Director, and the Central Equity Support Team; the duties of the school-based Equity Teams; the multi-year professional development on cultural competence to all employees (from administrators to office clerks); and the application of the Principles of Culturally Sustaining Pedagogy in the classroom. Learn how the students’ equity component helps our students, along with adult advocates, to become positive change agents to shape a more welcoming and inclusive school environment.
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Presented by:
Waldo Alvarado (Reading SD)
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Where do you start your equity journey? What are the components, structures, supports, and accountability tools to bring your equity dream into practice? How do you engage all stakeholders? Why are students’ voices so critical and how do you engage them in the process?
This session will highlight how the Reading School District is working collectively to advance equitable teaching and leadership practices to support the academic success of ALL of its 17,723 culturally diverse students. This session will describe the role of the district leadership, the Equity Director, and the Central Equity Support Team; the duties of the school-based Equity Teams; the multi-year professional development on cultural competence to all employees (from administrators to office clerks); and the application of the Principles of Culturally Sustaining Pedagogy in the classroom. Learn how the students’ equity component helps our students, along with adult advocates, to become positive change agents to shape a more welcoming and inclusive school environment.
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Presented by:
Dr. Stacie Molnar-Main (PDE)
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In deliberation, people explore complex public issues or historic controversies by beginning with their personal understanding or experience with an issue and then exploring distinct approaches to understanding the issue and its solutions. Through this process, students learn to think critically, work through differences, and interact productively with people who may or may not share their point of view. This authentic approach to teaching SEL skills is particularly suited for use in secondary social studies and communication arts classes but it has been used successfully in elementary schools.
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Presented by:
Dr. Stacie Molnar-Main (PDE)
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In deliberation, people explore complex public issues or historic controversies by beginning with their personal understanding or experience with an issue and then exploring distinct approaches to understanding the issue and its solutions. Through this process, students learn to think critically, work through differences, and interact productively with people who may or may not share their point of view. This authentic approach to teaching SEL skills is particularly suited for use in secondary social studies and communication arts classes but it has been used successfully in elementary schools.
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Presented by:
Dr. Rita Perez (Upper Dublin SD)
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Throughout history, attempts have been made to provide students with equitable educational opportunities. Enacting equitable classroom practices is critical to systemic reforms for equitable school and district systems. This session will focus on the Why, What, and How of equitable classroom practices. Participants will learn about the role of critical self-reflection, identity, and bias in planning for meaningful and equitable instruction.
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Presented by:
Dr. Rita Perez (Upper Dublin SD)
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Throughout history, attempts have been made to provide students with equitable educational opportunities. Enacting equitable classroom practices is critical to systemic reforms for equitable school and district systems. This session will focus on the Why, What, and How of equitable classroom practices. Participants will learn about the role of critical self-reflection, identity, and bias in planning for meaningful and equitable instruction.
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Presented by:
Dr. Pam Emery (PDE)
Tina Lawson (PaTTAN)
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This hands-on session will explore the integration of the PA Career Ready Skills in a multi-tiered system of support through an equity lens. Siloed myths will be debunked. Session participants will actively engage in reflecting on their current practices and how they can be used to promote equity in a multi-tiered system of support. The PA Career Ready Skills and accompanying CASEL tools will be shared as resources.
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Presented by:
Dr. Pam Emery (PDE)
Tina Lawson (PaTTAN)
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This hands-on session will explore the integration of the PA Career Ready Skills in a multi-tiered system of support through an equity lens. Siloed myths will be debunked. Session participants will actively engage in reflecting on their current practices and how they can be used to promote equity in a multi-tiered system of support. The PA Career Ready Skills and accompanying CASEL tools will be shared as resources.
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Presented by:
Hannah Evans (IU5)
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This session will empower instructors to reach out to students learning virtually or from the classroom to check in on their social and emotional well-being. Using pre-fabricated slide decks from Pear Deck, instructors can easily conduct anonymous or identifiable pulse checks on students during regularly scheduled class time. Teachers can allow students to work independently and self-paced or guide the entire class through a series of instructor paced slides.
Participants will enhance their personal slides using Pear Deck templates focused on social and emotional wellness check-ins. It is recommended that attendees have familiarity with Google slides to make the session most relevant.
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Presented by:
Hannah Evans (IU5)
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This session will empower instructors to reach out to students learning virtually or from the classroom to check in on their social and emotional well-being. Using pre-fabricated slide decks from Pear Deck, instructors can easily conduct anonymous or identifiable pulse checks on students during regularly scheduled class time. Teachers can allow students to work independently and self-paced or guide the entire class through a series of instructor paced slides.
Participants will enhance their personal slides using Pear Deck templates focused on social and emotional wellness check-ins. It is recommended that attendees have familiarity with Google slides to make the session most relevant.
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Presented by:
Emily Sanders & Shelly Bucci (New Castle Area SD)
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This session will focus on how schools can foster Social Emotional Learning (SEL) through a Maker Education Initiative. We will share our New Castle Area School District’s journey with both Maker Learning and SEL integration and how the “Making That Matters” project came alive.
Grant funding allowed us to scale up our practice within our own district and develop an outreach partnership with other area schools to build a Maker Learning/SEL ecosystem. We will walk participants through one example Maker Learning activity that focuses on empathy for others. During this session, we will share resources to help educators start implementing a Maker Learning/SEL program/curriculum in their own schools. Resources like curriculum project guides, SEL checklists, Maker Learning frameworks, local partnerships, funding ideas, training opportunities, and hands-on activities will be shared.
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Presented by:
Emily Sanders & Shelly Bucci (New Castle Area SD)
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This session will focus on how schools can foster Social Emotional Learning (SEL) through a Maker Education Initiative. We will share our New Castle Area School District’s journey with both Maker Learning and SEL integration and how the “Making That Matters” project came alive.
Grant funding allowed us to scale up our practice within our own district and develop an outreach partnership with other area schools to build a Maker Learning/SEL ecosystem. We will walk participants through one example Maker Learning activity that focuses on empathy for others. During this session, we will share resources to help educators start implementing a Maker Learning/SEL program/curriculum in their own schools. Resources like curriculum project guides, SEL checklists, Maker Learning frameworks, local partnerships, funding ideas, training opportunities, and hands-on activities will be shared.
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Presented by:
Lorraine Howard (Higher Ed Faculty)
Michelle Hall (School District of Philadelphia)
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I don't get it! Do you have students who position themselves as novice math thinkers and doers? From a whole-child approach to education, we know that a student's academic learning develops in a direct connection to social and emotional skills development. In alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) updated framework, this session will focus on how mathematics identity, agency, and positioning can be affected by teacher moves and lesson structure in mathematics.
This session is designed to:
· identity the CASEL 5 SEL competencies, their effective teaching and learning strategies, and best practices for engaging and transforming girls’ sustaining approach in learning mathematics
· address the need for accelerating the science of human development into the teaching and learning of mathematics, especially as it applies to girls
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Presented by:
Lorraine Howard (Higher Ed Faculty)
Michelle Hall (School District of Philadelphia)
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I don't get it! Do you have students who position themselves as novice math thinkers and doers? From a whole-child approach to education, we know that a student's academic learning develops in a direct connection to social and emotional skills development. In alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) updated framework, this session will focus on how mathematics identity, agency, and positioning can be affected by teacher moves and lesson structure in mathematics.
This session is designed to:
· identity the CASEL 5 SEL competencies, their effective teaching and learning strategies, and best practices for engaging and transforming girls’ sustaining approach in learning mathematics
· address the need for accelerating the science of human development into the teaching and learning of mathematics, especially as it applies to girls
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Presented by:
Abigail Rickin-Marks, Dr. Michael Hower, Melina Bradley, Jessica Green (Fox Chapel SD)
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Abigail Rickin-Marks, a senior at Fox Chapel Area High School, is the founder and program coordinator for Education, Not Discrimination (END), a grassroots organization dedicated to equity in education. While this is a regional effort for high school students across the state, Fox Chapel itself has implemented numerous changes to achieve equity and inclusion at the school level. Principal Dr. Michael Hower and student government president Melina Bradley will go into more detail on how to create a more comprehensive environment for students.
Those who attend will get to see from the student and administrative level how to enact changes to combat discrimination in both the education system and individual schools.
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Presented by:
Abigail Rickin-Marks, Dr. Michael Hower, Melina Bradley, Jessica Green (Fox Chapel SD)
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Abigail Rickin-Marks, a senior at Fox Chapel Area High School, is the founder and program coordinator for Education, Not Discrimination (END), a grassroots organization dedicated to equity in education. While this is a regional effort for high school students across the state, Fox Chapel itself has implemented numerous changes to achieve equity and inclusion at the school level. Principal Dr. Michael Hower and student government president Melina Bradley will go into more detail on how to create a more comprehensive environment for students.
Those who attend will get to see from the student and administrative level how to enact changes to combat discrimination in both the education system and individual schools.
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Presented by:
Raquel Burns (IU20)
Jennifer Fuller (East Stroudsburg HS North)
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Social and emotional learning (SEL) is an integral part of education no matter the location. Therefore, it is important to maintain consistency and provide students with the appropriate support that they need in order to be successful in both the brick and mortar and virtual setting. As educators, we try to build and foster relationships with our students; however, this can be challenging in the virtual setting. As a result, educators need to tap into their resources and be able to implement components of SEL across various settings.
This presentation will provide educators with various strategies to overcome these challenges. Educators will gain knowledge and tools on how to strengthen relationships, intrinsically motivate, and provide students with support that leads to positive outcomes.
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Presented by:
Raquel Burns (IU20)
Jennifer Fuller (East Stroudsburg HS North)
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Social and emotional learning (SEL) is an integral part of education no matter the location. Therefore, it is important to maintain consistency and provide students with the appropriate support that they need in order to be successful in both the brick and mortar and virtual setting. As educators, we try to build and foster relationships with our students; however, this can be challenging in the virtual setting. As a result, educators need to tap into their resources and be able to implement components of SEL across various settings.
This presentation will provide educators with various strategies to overcome these challenges. Educators will gain knowledge and tools on how to strengthen relationships, intrinsically motivate, and provide students with support that leads to positive outcomes.
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Presented by:
Amy Davis (IU3)
Patrice Semicek (IU23)
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Gifted students may be at greater risk for social-emotional difficulties normally, but in this world of virtual and hybrid learning, they may be in need of more support: experiencing anxiety, perfectionism, difficulty with peer relationships, and other stressors.
Join the Eastern and Western PA Gifted Liaisons to discuss the social-emotional concerns of gifted children and how schools can support them. Participants will be provided links to resources and will have the opportunity to ask questions.
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Presented by:
Amy Davis (IU3)
Patrice Semicek (IU23)
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Gifted students may be at greater risk for social-emotional difficulties normally, but in this world of virtual and hybrid learning, they may be in need of more support: experiencing anxiety, perfectionism, difficulty with peer relationships, and other stressors.
Join the Eastern and Western PA Gifted Liaisons to discuss the social-emotional concerns of gifted children and how schools can support them. Participants will be provided links to resources and will have the opportunity to ask questions.
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Presented by:
Alexandra Konsur-Grushinski (IU19)
Diane McGaffie (IU4)
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STEM skills, particularly those involved in engineering are critical to the success of our students. Teachers can use STEM experiences to imbue valuable 21st-century habits of mind and employable skill sets in their students. Hands-on and engaging activities abound in STEM, especially in engineering. When teachers provide access to robust STEM experiences to their students, they increase the opportunity for historically underrepresented groups to develop skills they will need to be successful and highly employable. This session is meant to draw connections between frequent exposure and practice opportunities for STEM learning and the students’ likelihood of envisioning themselves as Engineers working as STEM professionals.
Participants will experience a hands-on virtual mini activity involving the engineering design process and discuss opportunities that exist to provide these types of experiences to their students. The session will culminate with a discussion around the importance of approaching STEM as skills-based learning rather than individual content areas represented by an acronym and the critical role STEM learning will play in the global economy.
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Presented by:
Alexandra Konsur-Grushinski (IU19)
Diane McGaffie (IU4)
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STEM skills, particularly those involved in engineering are critical to the success of our students. Teachers can use STEM experiences to imbue valuable 21st-century habits of mind and employable skill sets in their students. Hands-on and engaging activities abound in STEM, especially in engineering. When teachers provide access to robust STEM experiences to their students, they increase the opportunity for historically underrepresented groups to develop skills they will need to be successful and highly employable. This session is meant to draw connections between frequent exposure and practice opportunities for STEM learning and the students’ likelihood of envisioning themselves as Engineers working as STEM professionals.
Participants will experience a hands-on virtual mini activity involving the engineering design process and discuss opportunities that exist to provide these types of experiences to their students. The session will culminate with a discussion around the importance of approaching STEM as skills-based learning rather than individual content areas represented by an acronym and the critical role STEM learning will play in the global economy.
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Presented by:
Stacey Benton-Hughes, Eugene Spells (Harrisburg SD)
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In this presentation, we will discuss the selection and implementation of the Second Step as a Tier 1 social emotional learning program from the perspective of a school counselor, building administrator, special education teachers, and elementary classroom teachers. Scott Elementary School is in the third year of implementation of the Second Step. The presentation will include information on the impact of the program on student outcomes through the review of SWIS data, SABRS data, and The Second Step Lesson Completion Checklist. We will also discuss the adaptation of the Second Step to a virtual learning environment, as the Harrisburg School District has been 100% remote this year.
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Presented by:
Stacey Benton-Hughes, Eugene Spells (Harrisburg SD)
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In this presentation, we will discuss the selection and implementation of the Second Step as a Tier 1 social emotional learning program from the perspective of a school counselor, building administrator, special education teachers, and elementary classroom teachers. Scott Elementary School is in the third year of implementation of the Second Step. The presentation will include information on the impact of the program on student outcomes through the review of SWIS data, SABRS data, and The Second Step Lesson Completion Checklist. We will also discuss the adaptation of the Second Step to a virtual learning environment, as the Harrisburg School District has been 100% remote this year.
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Presented by:
Bianca McGrath & Amanda Helman (IU20)
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The session will examine the intersection between Autism Spectrum Disorder (ASD) and trauma. The effects of trauma on individuals with ASD are often overlooked and research is developing in this area (Turner, et. al, 2011). It is important to recognize that individuals with ASD experience higher rates of trauma.
During the session, areas and experiences which lend to a higher risk of traumatization for students with ASD will be highlighted. Children and youth with ASD may have more risk factors due to their deficits in communication and the ability to regulate emotions (Hoover, 2015). Specific strategies will be explained and explored to address students' mental health such as building student-teacher relationships, mindfulness and relaxation, peaceful transitions, and brain breaks (Minahan, 2004). Finally, trauma-informed practices that focus on students' mental health through embedding literacy will be presented. The audience will leave with practical trauma-informed strategies to support students with ASD.
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Presented by:
Bianca McGrath & Amanda Helman (IU20)
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The session will examine the intersection between Autism Spectrum Disorder (ASD) and trauma. The effects of trauma on individuals with ASD are often overlooked and research is developing in this area (Turner, et. al, 2011). It is important to recognize that individuals with ASD experience higher rates of trauma.
During the session, areas and experiences which lend to a higher risk of traumatization for students with ASD will be highlighted. Children and youth with ASD may have more risk factors due to their deficits in communication and the ability to regulate emotions (Hoover, 2015). Specific strategies will be explained and explored to address students' mental health such as building student-teacher relationships, mindfulness and relaxation, peaceful transitions, and brain breaks (Minahan, 2004). Finally, trauma-informed practices that focus on students' mental health through embedding literacy will be presented. The audience will leave with practical trauma-informed strategies to support students with ASD.
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Equity in Education
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Dr. Tyrone C. Howard is a professor in the Graduate School of Education & Information Studies at UCLA. Howard is also the inaugural director of the new UCLA Pritzker Center for Strengthening Children and Families, a campus-wide consortium examining academic, mental health, and social emotional experiences and challenges for California’s most vulnerable youth populations. He is also the former associate dean for equity, diversity, and inclusion.
Howard’s research examines culture, race, teaching, and learning. He has published over seventy-five peer-reviewed journal articles, book chapters, and technical reports. He has published several best-selling books, including our featured book, All Students Must Thrive: Transforming Schools to Combat Toxic Stressors and Cultivate Critical Wellness.
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Equity in Education
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Dr. Tyrone C. Howard is a professor in the Graduate School of Education & Information Studies at UCLA. Howard is also the inaugural director of the new UCLA Pritzker Center for Strengthening Children and Families, a campus-wide consortium examining academic, mental health, and social emotional experiences and challenges for California’s most vulnerable youth populations. He is also the former associate dean for equity, diversity, and inclusion.
Howard’s research examines culture, race, teaching, and learning. He has published over seventy-five peer-reviewed journal articles, book chapters, and technical reports. He has published several best-selling books, including our featured book, All Students Must Thrive: Transforming Schools to Combat Toxic Stressors and Cultivate Critical Wellness.
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Dr. Nikole Hollins-Sims, Moderator
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Shawanna James-Coles (Centennial SD)
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Ken Nickson (Erie SD)
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Dr. Lori Suski (Middletown Area SD)
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Dr. Stacey Winslow (Derry Township SD)
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Dr. Erika McDowell (School District of Philadelphia)
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Dr. Hollins-Sims will moderate a panel as school leaders describe their equity journey.
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Dr. Nikole Hollins-Sims, Moderator
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Shawanna James-Coles (Centennial SD)
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Ken Nickson (Erie SD)
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Dr. Lori Suski (Middletown Area SD)
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Dr. Stacey Winslow (Derry Township SD)
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Dr. Erika McDowell (School District of Philadelphia)
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Dr. Hollins-Sims will moderate a panel as school leaders describe their equity journey.
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Book Talk with Thomas C. Murray
Personal & Authentic: Designing Learning Experiences that Impact a Lifetime
(Author: Thomas C. Murray)
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Book Talk with Thomas C. Murray
Personal & Authentic: Designing Learning Experiences that Impact a Lifetime
(Author: Thomas C. Murray)
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Join us as 2019 PA Teacher of the Year, Marilyn Pryle, and 2020 PA Teacher of the Year, Joe Welch, share their thoughts on why teachers matter now more than ever. Students from across the state also make cameo appearances sharing their thoughts about great teachers.
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Join us as 2019 PA Teacher of the Year, Marilyn Pryle, and 2020 PA Teacher of the Year, Joe Welch, share their thoughts on why teachers matter now more than ever. Students from across the state also make cameo appearances sharing their thoughts about great teachers.
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Personal & Authentic Leadership in the Midst of Adversity
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Murray serves as the Director of Innovation for Future Ready Schools®, a project of the Alliance for Excellent Education, located in Washington, D.C. He has testified before the United States Congress and has worked alongside that body, the US Senate, the White House, the US Department of Education and state departments of education, corporations, and school districts throughout the country to implement student-centered learning while helping to lead Future Ready Schools® and Digital Learning Day. Murray serves as a regular conference keynote and was named the "2018 National/Global EdTech Leader of the Year," by EdTech Digest, the "2017 Education Thought Leader of the Year," one of "20 to Watch" by NSBA in 2016, and the "Education Policy Person of the Year" by the Academy of Arts and Sciences in 2015. His most recent book, Personal & Authentic: Designing Learning Experiences that Impact a Lifetime, was released in October of 2019.
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Personal & Authentic Leadership in the Midst of Adversity
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Murray serves as the Director of Innovation for Future Ready Schools®, a project of the Alliance for Excellent Education, located in Washington, D.C. He has testified before the United States Congress and has worked alongside that body, the US Senate, the White House, the US Department of Education and state departments of education, corporations, and school districts throughout the country to implement student-centered learning while helping to lead Future Ready Schools® and Digital Learning Day. Murray serves as a regular conference keynote and was named the "2018 National/Global EdTech Leader of the Year," by EdTech Digest, the "2017 Education Thought Leader of the Year," one of "20 to Watch" by NSBA in 2016, and the "Education Policy Person of the Year" by the Academy of Arts and Sciences in 2015. His most recent book, Personal & Authentic: Designing Learning Experiences that Impact a Lifetime, was released in October of 2019.
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Presented by:
Dr. Erika McDowell (School District of Philadelphia)
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This presentation will explore how teacher’s vulnerable decision points impact their experiences with the discipline process. It will also discuss an intervention for lowering the effects of implicit bias on racial disproportionality in providing guidance towards making discipline responses unbiased in situations that are ambiguous or hurried.
The workshop will help participants understand, describe, and apply the terms of implicit bias and equity. The role of disproportionality in school discipline will also be examined.
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Presented by:
Dr. Erika McDowell (School District of Philadelphia)
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This presentation will explore how teacher’s vulnerable decision points impact their experiences with the discipline process. It will also discuss an intervention for lowering the effects of implicit bias on racial disproportionality in providing guidance towards making discipline responses unbiased in situations that are ambiguous or hurried.
The workshop will help participants understand, describe, and apply the terms of implicit bias and equity. The role of disproportionality in school discipline will also be examined.
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Presented by:
Charlie Trovato & Tanya Morret (IU12)
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This session will explore educators' perceptions of the value and utility of assessment data, to what extent and how assessment data is used, and what factors influence the use of state assessment data. The presenter will recommend strategies and practices to promote and develop a sustainable culture of shared responsibility and ownership that will focus on the utilization of assessment data to inform curriculum, instruction, and assessment as well as improve student learning outcomes.
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Presented by:
Charlie Trovato & Tanya Morret (IU12)
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This session will explore educators' perceptions of the value and utility of assessment data, to what extent and how assessment data is used, and what factors influence the use of state assessment data. The presenter will recommend strategies and practices to promote and develop a sustainable culture of shared responsibility and ownership that will focus on the utilization of assessment data to inform curriculum, instruction, and assessment as well as improve student learning outcomes.
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Presented by:
Olivia Grugan & Anita Young (IU8)
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Professional Learning Communities (PLCs) have long been touted as effective means to prepare educators and subsequently provide them with continued professional development. Within this new context of the pandemic and remote teaching, how can we create and facilitate spaces where teachers can learn together without adding to their stress or responsibilities?
At the World of Learning Institute, where we have worked and taught online since long before the pandemic, we have developed a virtual PLC program to facilitate remote collaboration among our teachers. Our model allows teachers to explore topics of their own interest, share ideas with colleagues, troubleshoot pedagogical challenges, and gain a sense of camaraderie during a challenging time.
Join us for this session to discuss the logistics of organizing a virtual PLC program. How big should groups be? When and how can they meet? What approaches lead to teacher buy-in? How are discussions best facilitated? In this session, we will share our story as a case study and then brainstorm how you might implement a virtual PLC program in your own context.
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Presented by:
Olivia Grugan & Anita Young (IU8)
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Professional Learning Communities (PLCs) have long been touted as effective means to prepare educators and subsequently provide them with continued professional development. Within this new context of the pandemic and remote teaching, how can we create and facilitate spaces where teachers can learn together without adding to their stress or responsibilities?
At the World of Learning Institute, where we have worked and taught online since long before the pandemic, we have developed a virtual PLC program to facilitate remote collaboration among our teachers. Our model allows teachers to explore topics of their own interest, share ideas with colleagues, troubleshoot pedagogical challenges, and gain a sense of camaraderie during a challenging time.
Join us for this session to discuss the logistics of organizing a virtual PLC program. How big should groups be? When and how can they meet? What approaches lead to teacher buy-in? How are discussions best facilitated? In this session, we will share our story as a case study and then brainstorm how you might implement a virtual PLC program in your own context.
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Presented by:
Stephen Rodriguez & Laurie Kolka (Pottstown SD)
Dan McGarry (Upper Darby SD)
Jennifer Ross (IU13)
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District and school-level leadership are critical in building and sustaining a foundational data culture in our schools. This year, more than ever, it is important to keep a focus on sustaining a data culture to inform practice, address gaps in learning, and evaluate outcomes. This session will provide ideas to support your work in transforming data into action.
District leaders from two school districts will share their strategies and experiences in creating and sustaining a data culture, as well as how they have addressed challenges in the past and are addressing challenges now. These administrators will focus on locally developed processes that have proven beneficial in using multiple sources of data to support a focus on the use of data at the school and classroom level. Ideas will be shared for building the capacity of school leaders and teachers around the continued use of data to address learning gaps and keep students moving forward in their achievement and growth.
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Presented by:
Stephen Rodriguez & Laurie Kolka (Pottstown SD)
Dan McGarry (Upper Darby SD)
Jennifer Ross (IU13)
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District and school-level leadership are critical in building and sustaining a foundational data culture in our schools. This year, more than ever, it is important to keep a focus on sustaining a data culture to inform practice, address gaps in learning, and evaluate outcomes. This session will provide ideas to support your work in transforming data into action.
District leaders from two school districts will share their strategies and experiences in creating and sustaining a data culture, as well as how they have addressed challenges in the past and are addressing challenges now. These administrators will focus on locally developed processes that have proven beneficial in using multiple sources of data to support a focus on the use of data at the school and classroom level. Ideas will be shared for building the capacity of school leaders and teachers around the continued use of data to address learning gaps and keep students moving forward in their achievement and growth.
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Presented by:
Cari Kozicki (Vice President, Pennsylvania PBS)
Sue Voigt (IU15)
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Hear and see how the seven Pennsylvania PBS stations are leveraging their existing broadcast signals in a new way for students who do not have internet access—from broadcasting 25 hours per week of standards-aligned content and supplemental activities across the state to datacasting encrypted instructional units: videos, lectures, handouts, tests, scores, grades, and other education information—via existing TV broadcast infrastructure.
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Presented by:
Cari Kozicki (Vice President, Pennsylvania PBS)
Sue Voigt (IU15)
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Hear and see how the seven Pennsylvania PBS stations are leveraging their existing broadcast signals in a new way for students who do not have internet access—from broadcasting 25 hours per week of standards-aligned content and supplemental activities across the state to datacasting encrypted instructional units: videos, lectures, handouts, tests, scores, grades, and other education information—via existing TV broadcast infrastructure.
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Presented by:
Nick Paolini (IU5)
Jenny Lent (IU1)
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The world unexpectedly slammed on the accelerator whether you were hanging on or not. All educational stakeholders scrambled during closures to deliver emergency instruction, but most are honing in on best practices for the unique situation.
Join staff from IU1 and IU5 as we examine the Danielson Framework for Remote Teaching. The guide provides recommendations to educators for meeting student needs by focusing on 8 of the 22 domains. Participants will actively engage 3 of those 8:
• Understanding 4C: Engaging Families and Communities
• Understanding 3D: Using Assessment for Learning
• Understanding 3C: Engaging Students in Learning
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Presented by:
Nick Paolini (IU5)
Jenny Lent (IU1)
---
The world unexpectedly slammed on the accelerator whether you were hanging on or not. All educational stakeholders scrambled during closures to deliver emergency instruction, but most are honing in on best practices for the unique situation.
Join staff from IU1 and IU5 as we examine the Danielson Framework for Remote Teaching. The guide provides recommendations to educators for meeting student needs by focusing on 8 of the 22 domains. Participants will actively engage 3 of those 8:
• Understanding 4C: Engaging Families and Communities
• Understanding 3D: Using Assessment for Learning
• Understanding 3C: Engaging Students in Learning
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Presented by:
Kevin Connor & Dr. Paul Cindric (IU3)
---
OnRamp, a regional collaboration of intermediate units, school districts, universities, non-profits, and OST providers in Western PA, is designed to support schools in accessing and accelerating remote learning. Through the application of a framework of six instructional design principles, teachers and students can engage in meaningful and equitable learning during the remote learning experience. The added benefit is that this framework may be applied to teaching and learning once we embark on the path to a “new normal.” The combination of partners in this endeavor allows us to continually receive feedback and adjust to meet the immediate and long-term needs of our students, teachers, leaders, and communities.
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Presented by:
Kevin Connor & Dr. Paul Cindric (IU3)
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OnRamp, a regional collaboration of intermediate units, school districts, universities, non-profits, and OST providers in Western PA, is designed to support schools in accessing and accelerating remote learning. Through the application of a framework of six instructional design principles, teachers and students can engage in meaningful and equitable learning during the remote learning experience. The added benefit is that this framework may be applied to teaching and learning once we embark on the path to a “new normal.” The combination of partners in this endeavor allows us to continually receive feedback and adjust to meet the immediate and long-term needs of our students, teachers, leaders, and communities.
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Presented by:
Dr. Rita Becker
Josh Korb
(Eastern York SD)
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A team from Eastern York School District (EYSD) in Pennsylvania will share its journey of implementing blended and personalized learning. Back in March, when we all went remote, EYSD jumped right in with providing intensive Modern Teacher Professional Learning to support their work with teachers. Right now everyone is figuring out how to seamlessly transition back-and-forth between some type of in-person, blended, and/or hybrid learning.
Back in March, EYSD framed “What do we need to learn in order to provide quality remote learning when the country shut down?” EYSD teachers built entry-level playlists for students, built online classroom spaces with teacher landing pages, and then built and scaffolded their ability to provide asynchronous instruction and engagement with their students in a way that increased student choice and mastery learning. From June through December, EYSD has moved from district, school, and teacher landing pages containing entry-level playlists for students to virtual classrooms containing advanced learning plans and mastery badging for students.
During this session, EYSD will share how they started with the playlist and scaffolded teacher training and support into the work of creating advanced learning plans as the anchor for all of student teaching and learning. The result is an infrastructure for the long-term, creating high-quality practices regardless of the delivery model moving through 2021 and beyond.
---
Presented by:
Dr. Rita Becker
Josh Korb
(Eastern York SD)
---
A team from Eastern York School District (EYSD) in Pennsylvania will share its journey of implementing blended and personalized learning. Back in March, when we all went remote, EYSD jumped right in with providing intensive Modern Teacher Professional Learning to support their work with teachers. Right now everyone is figuring out how to seamlessly transition back-and-forth between some type of in-person, blended, and/or hybrid learning.
Back in March, EYSD framed “What do we need to learn in order to provide quality remote learning when the country shut down?” EYSD teachers built entry-level playlists for students, built online classroom spaces with teacher landing pages, and then built and scaffolded their ability to provide asynchronous instruction and engagement with their students in a way that increased student choice and mastery learning. From June through December, EYSD has moved from district, school, and teacher landing pages containing entry-level playlists for students to virtual classrooms containing advanced learning plans and mastery badging for students.
During this session, EYSD will share how they started with the playlist and scaffolded teacher training and support into the work of creating advanced learning plans as the anchor for all of student teaching and learning. The result is an infrastructure for the long-term, creating high-quality practices regardless of the delivery model moving through 2021 and beyond.
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Presented by:
Dr. Rebekah Baum-Leaman & Diane Simaska (PDE)
---
The 2020–21 school year presents a unique set of opportunities and challenges due to the disruption to instruction in spring 2020, as well as the uncertainty associated with what the future holds. Educators know that every school year there are students who require support in addressing unfinished learning from prior grades; a challenge that will be felt more prominently in the 2020–21 school year. It is vitally important that educators are supported in making deliberate instructional and assessment choices within a comprehensive system that allows all students to effectively engage with grade-level work.
---
Presented by:
Dr. Rebekah Baum-Leaman & Diane Simaska (PDE)
---
The 2020–21 school year presents a unique set of opportunities and challenges due to the disruption to instruction in spring 2020, as well as the uncertainty associated with what the future holds. Educators know that every school year there are students who require support in addressing unfinished learning from prior grades; a challenge that will be felt more prominently in the 2020–21 school year. It is vitally important that educators are supported in making deliberate instructional and assessment choices within a comprehensive system that allows all students to effectively engage with grade-level work.
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Presented by:
Dr. Patricia Mulroy & Christine Davis (World of Learning Institute at IU8)
---
Teachers make so much difference in students' lives. In our time together we will help identify strategies so that teachers recognize that they are the most important connection to learning. We will also help you to understand practices that will foster a welcoming and safe virtual environment for both teachers and learners.
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Presented by:
Dr. Patricia Mulroy & Christine Davis (World of Learning Institute at IU8)
---
Teachers make so much difference in students' lives. In our time together we will help identify strategies so that teachers recognize that they are the most important connection to learning. We will also help you to understand practices that will foster a welcoming and safe virtual environment for both teachers and learners.
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Presented by:
Rachel Holler & Dr. Andrew Coonradt (IU22)
---
The shift to various formats of distance learning resulted in a shift in how school administrators approach key aspects of their roles as instructional leaders.
Drawing on the "Distance Learning Playbook for School Leaders" by Fisher, Frey, Smith, and Hattie; we look at their ten mindframes for leaders from a distance, as the basis of education leadership principles. Each mindframe addresses a component of school leadership and includes examples of actionable items for administrators. Some of the topics include: impact on teacher and student learning, assessment of performance, reflection, engaging in dialogue, and building relationships. In addition, the session explores how to address these mindframes in a school setting that changes between face to face, hybrid, and virtual.
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Presented by:
Rachel Holler & Dr. Andrew Coonradt (IU22)
---
The shift to various formats of distance learning resulted in a shift in how school administrators approach key aspects of their roles as instructional leaders.
Drawing on the "Distance Learning Playbook for School Leaders" by Fisher, Frey, Smith, and Hattie; we look at their ten mindframes for leaders from a distance, as the basis of education leadership principles. Each mindframe addresses a component of school leadership and includes examples of actionable items for administrators. Some of the topics include: impact on teacher and student learning, assessment of performance, reflection, engaging in dialogue, and building relationships. In addition, the session explores how to address these mindframes in a school setting that changes between face to face, hybrid, and virtual.
---
Presented by:
Catrina Groner & Jimmy Strand (IU5)
---
Desmos is a free suite of math software tools, including the renowned Desmos Graphing Calculator and Scientific Calculator as well as a platform to create and share free digital classroom activities for K-12. These activities demonstrate the value of classroom engagement and the use of critical thinking skills; it forces students to collaborate with their peers while applying content knowledge creatively as mathematicians.
Attendees will be exposed to the fundamentals of using Desmos, such as creating classes, assigning activities, using online calculators, and creating new content lessons. There will be a brief question and answer session for participants following the training.
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Presented by:
Catrina Groner & Jimmy Strand (IU5)
---
Desmos is a free suite of math software tools, including the renowned Desmos Graphing Calculator and Scientific Calculator as well as a platform to create and share free digital classroom activities for K-12. These activities demonstrate the value of classroom engagement and the use of critical thinking skills; it forces students to collaborate with their peers while applying content knowledge creatively as mathematicians.
Attendees will be exposed to the fundamentals of using Desmos, such as creating classes, assigning activities, using online calculators, and creating new content lessons. There will be a brief question and answer session for participants following the training.
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Presented by:
Dr. Brian Gasper, Dr. David Bauman, Brandt Hutzel, Tamara Peffer (PDE)
---
Having a perspective on the development of new Science, Environmental & Ecology, and Technology Education & Engineering Academic Standards will poise educators to better prepare students academically for a 21st-century learning experience. This session provides an overview of the standards review and proposal process. From initial stakeholder information sessions through the regulatory process, learn about proposed changes, the regulatory review process, and opportunities for public input.
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Presented by:
Dr. Brian Gasper, Dr. David Bauman, Brandt Hutzel, Tamara Peffer (PDE)
---
Having a perspective on the development of new Science, Environmental & Ecology, and Technology Education & Engineering Academic Standards will poise educators to better prepare students academically for a 21st-century learning experience. This session provides an overview of the standards review and proposal process. From initial stakeholder information sessions through the regulatory process, learn about proposed changes, the regulatory review process, and opportunities for public input.
---
Presented by:
Ben Smith & Nicole Bond (IU12)
---
To prepare educators to be flexible in their instruction, whether face to face, remote or hybrid, you need a framework to guide them through the process of digitizing their curriculum.
In this session, we will review a strategy to leverage one-to-one technology and convert your curriculum. We will review the pedagogical foundations and practical strategies to lead teachers through this difficult work.
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Presented by:
Ben Smith & Nicole Bond (IU12)
---
To prepare educators to be flexible in their instruction, whether face to face, remote or hybrid, you need a framework to guide them through the process of digitizing their curriculum.
In this session, we will review a strategy to leverage one-to-one technology and convert your curriculum. We will review the pedagogical foundations and practical strategies to lead teachers through this difficult work.
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Presented by:
Kevin Mauro (PDE)
---
Learn how the SAS Assessment Center can assist your teachers in creating customized assessments to gauge student learning. The SAS Assessment Center offers several options for educators:
• Users can create customized test questions utilizing the SAS step-by-step process.
• Tests can be custom designed, with the option of integrating teacher-created test questions and test items from the PDE SAS Assessment Center.
• Customized assessments can be shared with colleagues to create a repository of common assessments.
• Tests can be redesigned as instruction and needs dictate.
• With the Check for Understanding tool, teachers can send an assessment via URL to students. and view student data results immediately upon student completion.
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Presented by:
Kevin Mauro (PDE)
---
Learn how the SAS Assessment Center can assist your teachers in creating customized assessments to gauge student learning. The SAS Assessment Center offers several options for educators:
• Users can create customized test questions utilizing the SAS step-by-step process.
• Tests can be custom designed, with the option of integrating teacher-created test questions and test items from the PDE SAS Assessment Center.
• Customized assessments can be shared with colleagues to create a repository of common assessments.
• Tests can be redesigned as instruction and needs dictate.
• With the Check for Understanding tool, teachers can send an assessment via URL to students. and view student data results immediately upon student completion.
---
Presented by:
Bob Measel (PDE)
Dr. Kristen Lewald & Jennifer Ross (IU13)
---
Pennsylvania educators now have new student-level data to assist them in supporting the adequate growth of English Learners (EL) for the attainment of English Language proficiency on time. Join this session to learn more about the new PVAAS ACCESS for EL's student-level projections! These include a student’s historical data on ACCESS to ELs in the areas of speaking, listening, reading, writing, and the composite. These data bring a new longitudinal lens for looking at student progress toward English Language Proficiency. You will hear how these new student-level projections, when coupled with multiple sources of other student data, help us to address learning gaps and keep the focus on both the achievement and growth of English Learners.
Participants will gain an understanding of the role of PVAAS student-level projections to ACCESS for ELs with other data sources in:
• determining students’ trends in working towards English language proficiency, overall and in the specific domains of listening, speaking, reading, and writing
• assessing students’ future trajectory of reaching English language proficiency
• developing and setting goals with students for working towards and achieving English language proficiency
This session will support you in ensuring your English Learners are on a path to success! There will be an opportunity for questions and discussion in this session.
---
Presented by:
Bob Measel (PDE)
Dr. Kristen Lewald & Jennifer Ross (IU13)
---
Pennsylvania educators now have new student-level data to assist them in supporting the adequate growth of English Learners (EL) for the attainment of English Language proficiency on time. Join this session to learn more about the new PVAAS ACCESS for EL's student-level projections! These include a student’s historical data on ACCESS to ELs in the areas of speaking, listening, reading, writing, and the composite. These data bring a new longitudinal lens for looking at student progress toward English Language Proficiency. You will hear how these new student-level projections, when coupled with multiple sources of other student data, help us to address learning gaps and keep the focus on both the achievement and growth of English Learners.
Participants will gain an understanding of the role of PVAAS student-level projections to ACCESS for ELs with other data sources in:
• determining students’ trends in working towards English language proficiency, overall and in the specific domains of listening, speaking, reading, and writing
• assessing students’ future trajectory of reaching English language proficiency
• developing and setting goals with students for working towards and achieving English language proficiency
This session will support you in ensuring your English Learners are on a path to success! There will be an opportunity for questions and discussion in this session.
---
Presented by:
Scott Ringcamp (IU17)
---
Because of the pandemic, the population we serve via online learning looks vastly different than in previous years. Originally a choice they did not want to make, many families have chosen to place their students in an online or partially online environment.
Participants will learn about the characteristics and challenges of this demographic and how they differ from families who wanted to do online learning. Participants will then look at strategies to support these families today, the rest of the school year, and beyond.
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Presented by:
Scott Ringcamp (IU17)
---
Because of the pandemic, the population we serve via online learning looks vastly different than in previous years. Originally a choice they did not want to make, many families have chosen to place their students in an online or partially online environment.
Participants will learn about the characteristics and challenges of this demographic and how they differ from families who wanted to do online learning. Participants will then look at strategies to support these families today, the rest of the school year, and beyond.
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Presented by:
Ann Conflitti (Hazleton Area SD)
Meg Rusanowsky (Harrisburg City SD)
Suzanne Ballek (Pocono Mountain SD)
Dr. Cindy Goldsworthy (PVAAS Consultant)
---
Teacher leaders can and do make a difference in building the capacity of their colleagues in the use of data to inform practice! School leaders cannot and should not do it alone. This year more than ever, the role of the teacher leader is extremely valuable in helping teachers use data effectively to lessen learning gaps, focus on unfinished learning, and move students forward in their achievement and growth.
In this session, you will hear from teacher leaders from several districts on how they work to help guide and support the use of student learning data across all grades and subjects. Participants will hear practical information from the experiences of teacher leaders in the use of PVAAS student projections, as well as other sources of student learning data, at both the school and classroom levels, and across grades and subjects.
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Presented by:
Ann Conflitti (Hazleton Area SD)
Meg Rusanowsky (Harrisburg City SD)
Suzanne Ballek (Pocono Mountain SD)
Dr. Cindy Goldsworthy (PVAAS Consultant)
---
Teacher leaders can and do make a difference in building the capacity of their colleagues in the use of data to inform practice! School leaders cannot and should not do it alone. This year more than ever, the role of the teacher leader is extremely valuable in helping teachers use data effectively to lessen learning gaps, focus on unfinished learning, and move students forward in their achievement and growth.
In this session, you will hear from teacher leaders from several districts on how they work to help guide and support the use of student learning data across all grades and subjects. Participants will hear practical information from the experiences of teacher leaders in the use of PVAAS student projections, as well as other sources of student learning data, at both the school and classroom levels, and across grades and subjects.
---
Presented by:
Dan Richards (IU14)
Dr. Carrie Soliday (IU12)
Dr. Brian Stamford (IU3)
---
Educators best address student learning needs by pausing to identify focus standards for instruction and utilizing both existing data as well as current diagnostic data to plan for flexible instructional groups. The most effective and equitable way to support students in their learning is to ensure that the vast majority of time is spent engaging with grade-level content and remediating with precision as necessary. This interactive session will utilize High Focus Standards as a guide to plan accelerated student learning. Classroom Diagnostic Tool data will be used to create customized learning paths for sample student groups. Examples of strategies will be shared to support differentiated instruction that accelerates learning and builds positive relationships with students.
---
Presented by:
Dan Richards (IU14)
Dr. Carrie Soliday (IU12)
Dr. Brian Stamford (IU3)
---
Educators best address student learning needs by pausing to identify focus standards for instruction and utilizing both existing data as well as current diagnostic data to plan for flexible instructional groups. The most effective and equitable way to support students in their learning is to ensure that the vast majority of time is spent engaging with grade-level content and remediating with precision as necessary. This interactive session will utilize High Focus Standards as a guide to plan accelerated student learning. Classroom Diagnostic Tool data will be used to create customized learning paths for sample student groups. Examples of strategies will be shared to support differentiated instruction that accelerates learning and builds positive relationships with students.
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Presented by:
Heather Masshardt (PA School Boards Association)
---
In January 2020, a group of educators, associations, and public education leaders released the Commonwealth Education Blueprint—a multi-year strategic visioning project for the future of public education in PA. Shortly after, the COVID-19 pandemic closed schools across the Commonwealth and continues to impact how we deliver instruction and serve students. Since then, research and reports have been issued by education associations, PDE, medical centers, and others to offer guidance and considerations on navigating through the pandemic, with many of the same educators and experts contributing in both arenas.
This session will discuss the intersecting elements of the vision and current challenges. We will identify resources, board-level policies, and school-level practices we need to put in place now to address the needs of our schools through the pandemic, without losing sight of the vision - including connectivity, liability, family engagement, and school safety and security.
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Presented by:
Heather Masshardt (PA School Boards Association)
---
In January 2020, a group of educators, associations, and public education leaders released the Commonwealth Education Blueprint—a multi-year strategic visioning project for the future of public education in PA. Shortly after, the COVID-19 pandemic closed schools across the Commonwealth and continues to impact how we deliver instruction and serve students. Since then, research and reports have been issued by education associations, PDE, medical centers, and others to offer guidance and considerations on navigating through the pandemic, with many of the same educators and experts contributing in both arenas.
This session will discuss the intersecting elements of the vision and current challenges. We will identify resources, board-level policies, and school-level practices we need to put in place now to address the needs of our schools through the pandemic, without losing sight of the vision - including connectivity, liability, family engagement, and school safety and security.
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Presented by:
Dr. Brian Heyward & Dr. Andrea Brown (Performance Learning Systems)
---
The development of the Standards Aligned System (SAS) has been the cornerstone of the Pennsylvania Department of Education’s (PDE) efforts to improve student achievement across the Commonwealth.
The SAS portal is a resource provided to districts and schools across the Commonwealth in an effort to ensure equitable access to state-of-the-art educational tools and resources that support data-driven decision making, effective instruction, and that support accountability. This session will provide an overview of recent enhancements to the SAS system as well as updates that are currently under development.
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Presented by:
Dr. Brian Heyward & Dr. Andrea Brown (Performance Learning Systems)
---
The development of the Standards Aligned System (SAS) has been the cornerstone of the Pennsylvania Department of Education’s (PDE) efforts to improve student achievement across the Commonwealth.
The SAS portal is a resource provided to districts and schools across the Commonwealth in an effort to ensure equitable access to state-of-the-art educational tools and resources that support data-driven decision making, effective instruction, and that support accountability. This session will provide an overview of recent enhancements to the SAS system as well as updates that are currently under development.
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Presented by:
Dr. Marie Palano (Seneca Valley SD)
---
This session will explore educators' perceptions of the value and utility of assessment data, to what extent and how assessment data is used, and what factors influence the use of state assessment data. The presenter will recommend strategies and practices to promote and develop a sustainable culture of shared responsibility and ownership that will focus on the utilization of assessment data to inform curriculum, instruction, and assessment as well as improve student learning outcomes.
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Presented by:
Dr. Marie Palano (Seneca Valley SD)
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This session will explore educators' perceptions of the value and utility of assessment data, to what extent and how assessment data is used, and what factors influence the use of state assessment data. The presenter will recommend strategies and practices to promote and develop a sustainable culture of shared responsibility and ownership that will focus on the utilization of assessment data to inform curriculum, instruction, and assessment as well as improve student learning outcomes.
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2020 Poetry Out Loud State Champion: Steven File, York Suburban HS
Listen as Steven File, a junior at York Suburban High School, as he performs Undivided Attention by Taylor Mali.
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2020 Poetry Out Loud State Champion: Steven File, York Suburban HS
Listen as Steven File, a junior at York Suburban High School, as he performs Undivided Attention by Taylor Mali.
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Thomas C. Murray, Moderator
•
Dr. Erika McDowell (School District of Philadelphia)
•
Dr. Rita Perez (Upper Dublin SD)
•
Waldo Alvarado (Reading SD)
•
As the SAS Institute 2020 draws to a close, Tom and selected school leaders will address the following:
• What have we learned?
• What are the next steps?
• What will tomorrow bring?
---
Thomas C. Murray, Moderator
•
Dr. Erika McDowell (School District of Philadelphia)
•
Dr. Rita Perez (Upper Dublin SD)
•
Waldo Alvarado (Reading SD)
•
As the SAS Institute 2020 draws to a close, Tom and selected school leaders will address the following:
• What have we learned?
• What are the next steps?
• What will tomorrow bring?
---
Speakers
Abigail Rickin-Marks
Alexandra Konsur-Grushinski
Amanda Helman
Amy Davis
Anita Young
Ann Conflitti
Ben Smith
Bianca McGrath
Brandt Hutzel
Catrina Groner
Charlie Trovato
Christine Davis
Dan McGarry
Dan Richards
Diane McGaffie
Diane Simaska
Dr. Andrea Brown
Dr. Andrew Coonradt
Dr. Brian Gasper
Dr. Brian Heyward
Dr. Brian Stamford
Dr. Carrie Soliday
Dr. Cindy Goldsworthy
Dr. David Bauman
Dr. Erika McDowell
Dr. Marie Palano
Dr. Michael Hower
Dr. Pam Emery
Dr. Patricia Mulroy
Dr. Paul Cindric
Dr. Rachel Holler
Dr. Rebekah Baum-Leaman
Dr. Rita Perez
Dr. Stacie Molnar-Main
Emily Sanders
Eugene Spells
Hannah Evans
Heather Masshardt
Jennifer Fuller
Jennifer Ross
Jenny Lent
Jessica Green
Jimmy Strand
Josh Korb
Kevin Conner
Kevin Mauro
Laurie Kolka
Lorraine Howard
Meg Rishel
Meg Rusanowsky
Melina Bradley
Michelle Hall
Nick Paolini
Nicole Bond
Nikole Hollins-Sims
Olivia Grugan
Patrice Semicek
Raquel Burns
Scott RIngcamp
Shelly Bucci
Shirley Moyer
Stacey Benton-Hughes
Stephen Rodriguez
Suzanne Ballek
Tamara Peffer
Tanya Morret
Tina Lawson
Waldo Alvarado
