On this page:
- Presuming Competence: Raising Expectations
- Standards Aligned System (SAS)
- Standards Aligned Unit Planning (SAUP) Framework for Practice, Cheryl Jorgensen
- Introduction to Supports for Students with Complex Instructional Needs (Video)
- Maximizing Academic Access, Expectations, and Learning: Professional Development Tools
- Maximizing Academic Access, Expectations, and Learning: Supports for Educating Students with Complex Instructional Needs (Video)
- Project MAX Parent Network Brochure
Presuming Competence: Raising Expectations
The purpose of Families to the MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to learning of the general education curriculum and the Pennsylvania Core Standards.
Colectivo de Padres del Proyecto MAX: Asumiendo Capacidades, Aumentando Expectaciones
El Colectivo de Padres del Proyecto MAX fue creado para formar un colectivo unificado de apoyo para las familias a nivel estatal. Este colectivo ayudara a las familias a dirigir cambios para proveer el acceso al currículo de educación general y los Estándares Comunes de PA para los estudiantes con necesidades de enseñanzas complejas.
Standards Aligned System
Developed by the Pennsylvania Department of Education
Schools and educators across Pennsylvania are supported in their efforts to implement the Standards Aligned System (SAS) by the development of a state-of-the-art portal. SAS is a comprehensive, research-based resource to improve student achievement. SAS identifies six elements that impact student achievement:
Standards Aligned Unit Planning (SAUP) Framework for Practice, Cheryl Jorgensen
The Standards Aligned Unit Planning (SAUP) Framework is a model for understanding and using SAUP in practice. This document provides a structure to guide professional collaborative conversations among vertical team members. This collaboration — and the accompanying tools to document important findings — can help guide the work of vertical teams to determine the criteria for developing common high quality unites of instruction.
Created by Cheryl Jorgensen, Ph.D., an inclusive education consultant in private practice.
Introduction to Supports for Students with Complex Instructional Needs (Video)
This video is an introduction to Maximizing Academic Access Expectations and Learning for students with complex instructional needs. You will get an overview of the principles of MAX, the students who are focused on this work, and the steps that you can take to get started.
Maximizing Academic Access, Expectations, and Learning: Professional Development Tools
The goal is to optimize practice in the areas of leadership, curriculum instruction and assessment, least restrictive environment, individual student supports, family and community involvement and collaboration and problem solving. To achieve this, these professional development tools encompass the following key features:
- — Standards-aligned instruction
- — Coaching
- — Data-driven decisions making
- — Formalized teaming processes to support system change
Maximizing Academic Access, Expectations, and Learning: Supports for Educating Students with Complex Instructional Needs
This video highlights how Project MAX “maximizes” access to the Pennsylvania core and general education curriculum for all students, especially those students with complex instructional needs.