SPU 320 SAS Exploration Assignment:

Questions and Responses:

Quick Check Assessment: Standards
1) Provide a comprehensive narrative description of the various standards,
assessment anchors, and eligible content (aligned with the different
standards).
A: On the pdesas.org website there are PA Common Core Standards and PA
Academic Standards. The PA Common Core Standards focus on four overall
general content/subject areas which are 1) mathematics, 2) English language
arts, 3) science and technical subjects, and 4) history and social studies. In
the areas of history and social studies and science and technical subjects
there are only standards for grades 6 through 12, but for mathematics and
English languages arts there are standards for grades Pre-K through 12.
Under each broad subject area there are several different standard areas that
are more specific. The PA Academic standards focus on fifteen overall
content/subjects areas. The fifteen overall content/subject areas are 1)
reading, writing, speaking, and listening, 2) mathematics, 3) science and
technology and engineering education, 4) environment and ecology, 5) civics
and government, 6) economics, 7) geography, 8) history, 9) arts and
humanity, 10) health , safety, and physical education, 11) family and
consumer sciences, 12) world languages, 13) career education and work, 14)
drivers education, and 15) business computer and information technology.
Almost all of the content/subject areas under the PA Academic Standards
have standards for each grade level from Pre-K though grade 12, except such
things as drivers education, career education and work, and world
languages. Again each of the broad subject areas are broken down into
several more specific standard areas. The higher education/grade courses
such as biology, geometry, etc fall under the PA Academic Standards under
a general subject. For example, the course of geometry falls under the
general subject of mathematics.
For both the PA Common Core and PA Academic Standards there are several
standard areas for several grades in which there are standards left
intentionally blank. Also, as you look at some of the higher grades under the
PA Common Core Standards and the PA Academic Standards there are
assessment anchors, descriptors, and eligible content listed under them. The
assessment anchor, descriptor, and eligible content are the things that
specifically need to be taught related to that standard in order for students to
pass the PSSA or Keystone Exams that focus on that content. Although, the
PSSA and Keystone exams do not occur until the higher grades, there are
assessment anchors and eligible content under certain standards for lower

grades so teachers can start preparing their students early for these exams
with the material/information that is on the exams. The assessment anchors
and eligible content fall under standards that are under subject areas that are
tested on the PSSAs and Keystone exams such as reading, writing, math,
science, algebra, etc
2) Provide a description of the different views of the standards and state the
most efficient way for you as a teacher to find the information to meet your
needs as a future teacher. Explain your reasoning.
A: There are two main ways that you can view the standards on the pdesas
website. You can view the standards in the vertical viewer which is where the
subject areas are listed so you can see them all at once (some of which are
not able to be seen from the other view) to pick the subject you want to focus
on. Once you click the subject you want to focus on the different standard
areas for that subject are all listed so you can see them all and look to see
which one you want to focus on. Once you click the standard area you want
to focus on a grid appears that states the subject area and the standard area
at the top and in the gird below the different grade levels appear so you can
see how a specific standard changes and progresses across grade levels. Also
there are categories for each standard listed on the left side of the grid such
as counting and comparing numbers for standard 2.1.A under the standard
area numbers, number systems, and number relations under the subject of
mathematics. The vertical viewer not only allows you to see the standard
across grade levels but it also allows you to see all the standards under a
specific standard area for one specific grade level. The other way to view the
standards is the basic view standards way where there is a dropdown menu
in which you pick a grade level and a subject area that you want to focus on
and then all the standards areas and standards for that grade level for that
subject become listed. You must then scroll down the page to look through
and find the exact standard area and standard you are looking for. There are
also two other less in depth ways to view the standards. The first way is
through the keyword search. The keyword search allows you to type in a
keyword you are looking for and then limit the search to a subject area,
standard area, standard, anchor, or eligible content. This is a valuable way to
find a standard or an anchor when you know exactly what you are looking for
or cannot find what you are looking for; however, it does not show all of the
different subjects, standard areas, or standards, it only shows specific things
based on what you searched. The second way is through the browse
standards. When using the browse standards all of the subject areas are
listed so you can see them all to choose which one you want to focus on.
Once you chose a subject area all the standard areas for that subject become
listed for you to see them all and choose which one you want to focus on.
Once you chose the standard area all of the grades become listed for you to

choose which grade you are teaching. After you select a grade level all of the
standards for that grade level for that standard area will appear. Again this is
a good way to narrow down what you are looking for; however, it only shows
a limited number of standards/information.
I believe the most efficient way for me to find the information to meet my
needs as a future teacher is by viewing the standards through the vertical
viewer. The vertical viewer will allow me to choose my subject and then my
standard area and it will allow me to see the different standards under that
standard area for the grade I am looking for as well as other grades. It will
allow me to see what my students should have already learned in previous
grades and what my students will learn in future grades related to a specific
standard. By looking at where my students will be heading related to a
specific standard will help me guide my instruction of that standard at the
grade level I am teaching so that way my students will have the knowledge
and understanding needed to progress in future grades with that
standard/material. However, if I am having a hard time finding a standard
that I am looking for I will utilize the valuable keyword search to pinpoint
exactly what I am looking for.
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: The PDF documents that you can download off the pdesas website are all
of the standards. You can download the PA common core standards, the PA
Academic Standards, the PA Alternate Content Standards, the PA Early
Childhood Education Standards, the School-Wide Area of Focus Standards,
and additional standards. You can also download the PSSA and Keystone
Exam assessment anchors and eligible content. Lastly, and most importantly,
you can also download things to show you how and when to implement the
PA Common Core Standards, fact sheets to show what the PA Common Core
standards mean for you, your students, your students parents, and
businesses in the community, and curriculum frameworks to show the big
ideas and the essential questions of the PA Common Core Standards. PDFs
that you can also download are ones that show you a comparison of the PA
Common Core Standards, the PA Academic Standards and the overall
Common Core State Standards for a specific subject and grade level so you
can see the differences between each. You can also download PDFs of online
resources and training modules.
I can use these PDF downloads when I become a classroom teacher to
explore the PA Common Core Standards, how to implement them, when to
implement them, and to show my students, their parents, and businesses in
the community what the standards mean for them and why they are used. I

can use the online resources and training modules to better understand the
standards and the implementation of them.
4) Explain ways that the Standards section of the portal will help you have a
more complete understanding of the Standards for your subject area or
teaching area.
A: The standards section of this portal/website and the exploration of it has
helped and will continue to help me have a more complete understanding of
the standards for my teaching area(s) because it allows me to see all of the
information for each subject and grade level that needs to be taught and in
what order. It also allows me to see how the information from each standard
progresses and builds as students move from grade level to grade level and
that the information taught in one grade level for a specific standard does not
stop when that information is covered, that it will continue to be used and
built upon in the future. The standards section allows me to view all of the
standards for a specific standard area for a specific subject at once to help
me plan my instruction so that way my students will understand the material
related to the standard I am teaching about so they can use that knowledge
to help them master material in the future from other standards.
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: I believe the view standards view of the standards would enable me to
easily post a link to my relevant standards because on my website I can state
the subject area, the standard area, and the standard(s) that I am covering in
my lesson and then post the link to the overall page for that subject and
grade level. Even though it will include all of the standard areas and the
standards for that grade level, parents can easily locate the standard(s) I am
teaching based off of the description I would give on my website. If parents
were to view the standards in the vertical viewer they would be viewing
several grades and would need to know how to read the grid. The vertical
viewer would be complicating and confusing for parents to understand. You
could also use the link of the specific standard(s) from the browse standards
tab; however, I believe parents should be able to see what standards their
child has learned and will learn along with the standard(s) they are currently
learning, which is why I would use the basic view standards view.
6) You are a fifth 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 grade. Which view will give

you and the team the best look at the progression of Standards? Explain your
reasoning.
A: The vertical viewer will allow you and your math curriculum team to view
and evaluate if the content is increasing in complexity and sophistication as
students move up grades because it shows you the same standard for each
grade level in a grid view. It will show the subject and the standard area along
with all of the standards under that standard area for each grade level.
Overall, it will allow you to look at the same standard for several grades at
once to evaluate if the content is increasing in complexity and sophistication.
7) Explain how schools can use CDT to improve students academic
performance in reading, math, and science.
A: The CDT can be used by schools to help improve students performance in
reading, math, and science because they are a list of skills for a specific
subject in which students in that grade should be learning and be able to do
by the end of that grade. The list can help teachers see what students have
already learned and what they need to learn. Teachers can tailor their
instruction to the standards and the skills from the list so students can
effectively master those skills and understand the information being taught.
Quick Check Assessment: Assessments
1) Use paraphrasing to comprehensively describe the four types of
assessments.
A: A formative assessment is something that is done ongoing throughout
teacher instruction to see if the students understand the material or need
extra assistance. Formative assessments let students see how they are doing
and they also let teachers know if they need to adjust their instruction or
review certain material. A formative assessment can be something students
do or complete or just teacher observations of their students. However,
formative assessments should not be used for grading purposes. A
summative assessment is done at the end of a school level grade or course to
see if students are making adequate progress compared to their peers on
specific content/information. They can be teacher created such as a final
exam or they could be state tests such as the PSSA. A benchmark
assessment is an assessment used to see if a student is meeting their grade
appropriate standards and to see if they have mastery of specific skills. A
benchmark is given several times to monitor progress of a skill or material. A
diagnostic assessment is an assessment given prior to instruction to see what
strengths and weaknesses students have and in what areas so teachers know
where to start their instruction and what their students need to learn or may
need help with.

2) Explain ways that you will use the information on the Keystone Exams and
the Reference Materials to support each form of assessment and student
achievement.
A: I will use the information from the Keystone Exams and Reference
Materials sections of the website to support each type of assessment in my
classroom by looking at the information under those tabs as well as the CDT
skills pamphlets to see what types of information is on the exams to see what
I need to teach. I will then use the information, the anchors and eligible
content, and the sample questions on the site as guides to create diagnostic
assessments to see where my students are related to the content before my
instruction begins, formative assessments to see how my students are
progressing as I teach the material, summative assessments to see where my
students are in relation to other students progress on the material or I could
use the general PSSA assessments to see that as well, and benchmark
assessments to be given to see if my students have mastered the material
that would need to be mastered in order to pass the Keystone exams.
3) Choose a subject area and grade level or course of interest toy 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 or attach your assessment to this report.
A: I chose 4th grade math because math was my favorite subject in high
school and it is something I would love to teach to my students.
file:///C:/Users/Lindsay/Documents/spu%20320%20sas%20exploration%20%20student%20assessment.pdf (student copy)
file:///C:/Users/Lindsay/Documents/spu%20320%20sas%20exploration%20%20teacher%20assessment.pdf (teacher copy)
4) Explain one way the diagnostic tools will enable you to target student needs
in your future classroom.
A: One way that the classroom diagnostic tools will enable me to target
student needs in my future classroom is that they will be done at the
beginning of the year to so that way I can see what my students know, do not
know, or may just need a little extra help in. The CDT assessments will help
me determine where I will start my instruction and how and what to teach
specific students. The CDT pamphlets along with standards will also help me
to determine my instruction and what to teach. Also the CDT will also help me
to decide and implement certain interventions that may be needed for
certain students, based on their specific needs

Quick Check Assessment: Curriculum Framework

1) Use paraphrasing to comprehensively describe each of the components of
the Curriculum framework.
A: The four components to the curriculum framework are big ideas, concepts,
competencies, and essential questions. The big ideas focus on what we want
students to understand from our instruction and why it is important for them
to understand the information being taught. Big ideas help students relate
the material to their lives and how it affects them. Big ideas help students
use what they learned outside of the classroom. Concepts are the things that
we want students to know after the instruction is complete. Competencies
are the things that we want our students to be able to do after the instruction
is complete. Concepts and competencies are the goals we have for our
students regarding the lesson on what they should know and be able to do
after being taught the material and skills. Essential questions relate to the big
ideas. Essential questions help students stay focused as they are being
taught and they help them think critically think about the information and do
inquiry along the way. Essential questions generally do not have a specific
answer and change throughout the lesson. Most times essential questions
lead to other questions.
2) Explain how you will use the curriculum framework in the SAS to support unit
and lesson design.
A: I will use the curriculum framework in the SAS to support unit and lesson
design by exploring the grade level I am teaching and the subject that I want
to focus on. I can start by looking at all of the big ideas and choosing which
one I want to focus on. After I chose a big Idea I can then view the essential
questions related to that big idea along with all concepts and competencies
that go along with it. I can then view all of the different standards,
vocabulary, and eligible content that go along with that big idea. I can create
a unit off of that big idea/concept by logically planning out several sequential
lessons that focus on many of the standards listed for that big idea. I can
progress through my unit to cover many of the standards related to the big
idea for students to answer the essential questions and have an
understanding of the big idea. Each of my lessons can focus on one or two of
the standards listed and I can have several lessons to create a unit. Each of
my lessons will focus on the essential questions and understanding the main
idea. I can use the information from the curriculum framework on the SAS
and the things I learned in 320 to create my lesson plans using the
backwards design model.
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 questions from that
particular framework to reinforce understanding and promote student
achievement.
A: The grade I chose is 4th grade. I chose the subject of science and the big
idea is a force is required to change an objects speed or direction and the
essential question is how can you demonstrate that a force can change an
objects motion (speed or direction)? I also chose the subject of mathematics
and the big idea is some attributes of objects are measureable and can be
quantified and the essential question is how can we gather, record and
organize information, and how does the type of data influence the choice of
display? Cross curricular alignments can be made using these big ideas and
essential questions to reinforce understanding and promote student
achievement because the material, information, and skills taught for both can
be the same and can be taught in conjunction with one another. Math and
science skills such as these two can be combined to be taught in the same
lesson so students can see how math affects science and that science affects
math. The students can then see how both of these things relate to their real
live and experiences they may have had. In a lesson that combines both of
these things you could teach about how force of another car hitting your car
can change the speed of your car as well as their car and that you can
measure the change in speed of both cars using math.
Quick Check Assessment : Instruction
1) Explain how you will use the videos in the instruction section to improve your
instructional planning. Use one of the videos to provide an example.
A: I will use the videos in the instruction section to help me improve my
instructional planning because the videos will help me in using specific
strategies and implementing them in the correct way. Some of the things that
the videos can help me improve on are scaffolding, explicit teaching, creating
active engagement, doing inquiry based learning, and how to do
differentiated learning. I can also use the videos to help me in learning how
to present the information in multiple ways and make use of group work. Also
the videos can help me in creating and using formative assessments to make
changes and improve my instructional planning. A specific video that I liked
was Mathematics 4: Elementary School: Arrays: Exit Slips (3 rd grade) because
it showed the teacher having the students communicate and work with one
another to come up with answers, she had them critically think about the
question and explain their reasoning, she walked around and clarified any
misunderstandings, she reinforced effort, she asked a range of questions
along with follow up questions, she used an exit slip in an effective way so
that way she can see which students understood the material that was taught
that day and which students needed more assistance, and she connected

what the students learned in class to something in their real life and why they
would need to know and remember what they learned in class that day.
Overall, each of the videos that can be found on under the instruction section
of SAS show teachers implementing effective and useful instructional
strategies and instruction that can be helpful to us as future teachers.
2) Look over the list of instructional strategies documents and select one to
read. Explain two specific things that make this an effective strategy.
A: One thing that makes think pair share an effective strategy is that it keeps
all the students actively involved in the lesson because everyone is required
to listen and think about the question and form an answer. However, it is also
effective because it takes the fear and pressure off of students since they get
a chance to think about their answer and share it with other students before
having the possibility to be called on in front of the whole class. It is also good
because not only do students get to share their answer with other students
but they also get to hear other students answers and reasonings. By hearing
other students answers, the students who may have had trouble with the
question or may not be sure if their answer is correct can get a clarification
by listening to other students answers.
3) Explain how your selected strategy will support student achievement within
activities you may plan for your units/lessons.
A: Think-Pair-Share is a good strategy to use across many subjects for almost
all grade levels and it would be a good strategy for me to use across my
units/lessons because it gives students the opportunity to listen to a
question, think about it, and come up with an answer. It also allows students
to share their answers and hear others answers to clarify if their answer may
be correct or not or to better understand the question if they did not know
the answer. Also by having students explain their answers, whether it is
math, science, or reading, other students can see/hear different ways of
coming up with an answer that may be different than their though process or
reasoning. Overall, this strategy gives students practice with the material,
opportunity to collaborate and work with others, and it helps students to feel
more comfortable and confident to share their answers in front of the whole
class.
4) Provide a comprehensive explanation of student learning objectives.
A: A student learning objective is a specific statement which indicates what
the child will know/understand and be able to do at the end of the lesson/unit.
A student learning objective is an overall goal and how that goal will be
measured. The results of the learning objectives allow teachers and students

to see student achievement on content standards as well as teacher

effectiveness.
5) Explain how you will use student learning objectives in your future to become
a more effective teacher.
A: I will use student learning objectives in my future to become a more
effective teacher by creating goals for my students and ways to measure
those goals. I will then form those goals into learning objectives of what my
students should know and be able to do after I complete my lesson or unit. I
will be able to use the goals/objectives and the results from the assessments
of those objectives to see how well my students are progressing and the
effectiveness of my teaching. I can use the results to determine if I need to
change my instruction and/or reteach the material.
Quick Check Assessment: Materials and Resources
1) Provide information about one unit, lesson, and eligible content for each of
the content areas.
A:
Literacy:
- Grade 1
- Introduction to Analyzing Text
- The standards focus on main idea, answering questions about key details,
using illustrations and details to describe a text, and retelling stories using
details.
- The unit and lessons that would compile the unit teach students to
determine the central message of a story, describe key ideas using
illustrations and the text, and identify main ideas and key details.
- The big ideas are that critical thinkers actively and skillfully interpret,
analyze, evaluate, and synthesis information and that effective readers
use appropriate strategies to conduct meaning. The essential questions
are what is the text really about?, how does interaction with text provoke
thinking and response?, and how do strategic readers create meaning
from text?
- There is no eligible content provided.
- A formative assessment is attached to see student understanding.
Literacy/Writing:
- Grade 1
- Narrative Writing: Description
- The standards focus on retelling stories, answering questions about key
details, identifying words and phrases that relate to feelings or the senses,
writing narratives to develop real and imaginative experience/events,
establishing who and what the narrative will be about, and using grade
appropriate grammar and conventions.

The unit and lessons that compile the unit would teach students to write
using adjectives, write a variety of descriptive sentences, record
observations and use the notes to write descriptive sentences, and
understanding the importance of adding details to their writing.
There is no eligible content.
The big ideas are that audience and purpose influence the writers choice
of organizational pattern, language, and literary techniques and that rules
of grammar and conventions of language support clarity of
communication among writers/speakers and listeners/readers. The
essential questions are Why do writers write?, what is the purpose?, what
makes clear and effective writing?, who is the audience?, what will work
best for the audience?, and how do grammar and conventions of language
influence spoken and written communication?
A formative assessment is attached to evaluate student progress.
Math:
Grade 1
Representing Numbers in Different Ways
The standards focus on extent the counting sequence to read and write
numerals to represent objects and using place value concepts to represent
amounts of tens and ones to compare two digit numbers.
The unit and lessons that would compile the unit would teach students to
read and write two digit numbers and compare two digit numbers.
There is no eligible content.
The big ideas are that mathematical relationships among numbers and be
represented, compared, and communicated and that mathematical
relationships can be represented as expressions, equations, and
inequalities in math situations. The essential questions are how is
mathematics used to quantify, compare, represent, and model numbers?
And how are relationships represented mathematically?
A formative assessment is attached to be used to evaluate student
progress.
Science:
Grade 4
Weather, Climate, and the Atmospheric Process
The standards focus on classifying plants and animals, describing plants
an animals, identifying differences in lifecycles of different plants and
animals, describe common functions of living things, distinguish between
fact and opinion, use data to construct explanations, describe basic
landforms, identify layers of the earth, describe basic properties and uses
of Earths resources and materials, explain how basic weather elements
are measures, and explaining time delays using solar system motions.
The unit and lessons that compile the unit would teach the students to
observe, measure, and record basic elements of weather, identify basic
could types, evaluate the accuracy of student and professional weather
forecasts, describe how weather forecast effect peoples lives, and
identify, construct, and use tools of a meteorologist.

The big ideas are a force is required to change an objects speed or

motion, magnets and electricity produce related forces, matter has
observable and measureable physical properties, and the earth system
changes constantly. The essential questions are how could you
demonstrate that a force can change an objects speed or motion?, what is
the evidence that earths system changes?, and what predictable patterns
of change can be observed from and on earth?
There is a formative assessment attached to evaluate students
progression and understanding of the material.
There are assessment anchors and eligible content that help teachers see
what material/information will be on the Keystones and what their
students will need to know to pass the Keystones. Teachers can use this
information to teach the students that information along with going above
and beyond to teach more in their unit/lessons. The assessment anchors
and eligible content focus on processes, procedures, and tools of scientific
investigations and weather climate and atmospheric processes. The
eligible content wants students to observe a natural phenomenon, record
data, and then make a prediction, they want students to identify different
cloud types and make predictions to basic elements of weather, identify
weather patterns from charts, and identify appropriate instruments to
study weather and what they measure.

2) Browse the keywords from the following list of community, cultural, and
educational institutions that provide SAS content. Briefly describe the content
provided for each key word.
A:
1) BL: British Library: The content that came up when I browsed BL was
interactive e-books and lesson plans.
2) BRAINPOP: The content that came up when I browsed BRAINPOP was webbased content, lesson plans, and curriculum based video content for a
variety of subjects across all grade levels.
3) CMOH: Congressional Medal of Honor Foundation: The content that came
up when I browsed CMOH was was-based content that allows students to
explore concepts of courage, sacrifice, patriotism, integrity, and
citizenship and how these values can be exemplified in daily life.
4) EXPLORATORIUM: The museum of science and human perception: The
content that came up when I browsed EXPLORATORIUM was low-tech and
hands on activities.
5) GLEF: George Lucas Educational Foundation: The content that came up
when I browsed GLEF was interviews and videos that discuss technology
integration.

6) HIPPOCAMPUS: Monterey Institute for Technology and Education: The

content that came up when I browsed HIPPOCAMPUS was web-based
resources and multi-media content.
7) ITSI: The Concord Consortium: The content that came up when I browsed
ITSI was web-based content and exciting inquiry based science activities.
8) KARPELES: Dr. David Karpeles: The content that came up when I browsed
KARPELES was documents and manuscripts and activities.
9) KINETIC CITY: The content that came up when I browsed KINETIC CITY was
games, experiments, activities, web-based content, web-based resources,
lesson plans, and LDC Tasks.
10)LANTERNFISH: Lanternfish ESL: The content that came up when I browsed
LANTERNFISH was web-based content, web-based resources, activities,
lesson plans, worksheets, and flashcards, which are to be used by ESL and
TEFL Teachers.
11)LDC: The Literacy Design Collaborative: The content that came up when I
browsed LDC was LDC Tasks which integrate literacy and content
standards in a rigorous, authentic classroom experience.
12)MATHOPENREF: Math Open Reference: The content that came up when I
browsed MATHOPENREF was web-based resources and instructional
content from an interactive math book.
13)NARA: The National Archives and Records Administration: The content that
came up when I browsed NARA was web-based resources and documents
and manuscripts.
14)NLVM: The National Library of Virtual Manipulatives: The content that
came up when I browsed NLVM was lesson plans, unit plans, web-based
practice, web-based resources, tutorials, and interactive math
manipulatives.
15)PHET: The Physics Education technology Project at the University of
Colorado: The content that came up when I browsed PHET was web-based
resources, web-based practices, lesson plans, tutorials, and web-based
content.
16)PHMC: The content that came up when I browsed PHMC was SAS Museum
and web-based content.
17)SASTF: Verizon Thinkfinity: The content that came up when I browsed
SASTF was web-based content and lessons.
18)SHODOR: The Shodor Foundation: The content that came up when I
browsed SHODOR was web-based practice, unit plans, lesson plans, and
interactive math manipulatives.
19)STARFALL: The content that came up when I browsed STARFALL was webbased practice, tutorials, e-books, web-based resources, lesson plans,
web-based games, and printer friendly activities.
20)VNEP: Veterans National Education Program: The content that came up
when I browsed VNEP was web-based content to help teach modern
history and learn about the military and armed forces.

3) Explain the benefits of this section? Use one of the leaning progression
documents to provide examples in your explanation.
A: The benefits of this section is that you are able to see the different content
providers and the content that each of them specifically provides to see
which one best meets the needs of your lesson. You can decide what type of
content and resources you need and want to use and look through the list of
providers and choose which one to search. You can also specifically search a
grade level and content area and look through all of the things that come up
to use things that you like and feel are useful to your lesson. Under that
search you can also put limits on the search if you know what you are looking
for, such as a lesson plan. Also the learning progression documents show you
what content should be taught when and when students are expected to
have mastered the content for each content area. For example the
mathematics learning progression document shows all of the grades from K-8
as well as across the different high school level courses. It also shows the
content codes and eligible content for each standard area. Based on those
things the document provides a key and uses colored boxes to represent
when the instruction for specific content should be taught along with when it
should be mastered.
Quick Check Assessment: Safe and Supportive Schools
1) Comprehensively describe the benefit of this section, especially the student
intrapersonal skills standards.
A: The benefits of the safe and supportive schools section of SAS are that it
gives an overview and then an in depth description of what it means for
students to be actively engaged in a safe and positive learning environment
and how schools can implement those specific things. This section explains
the different types of safety, the different types of engagement and respect
for others and diversity, and the different types of environments and how to
promote wellness and positive behaviors in them. It talks about how students
communicate and behavior with and at one another and how to keep it
positive. Lastly, it covers act 126 that deals with child abuse recognition and
reporting.
2) Provide an explanation of Act 126
A: Act 126 is an act that mandates all schools entities and independent
contractors of school entities provide training to all employees that have
direct contact with children. It is an act that trains employees in ways to
recognize signs of child abuse and how to report it.