Post on 25-Dec-2015
Pennsylvania’s
Standards Aligned System
Keystone Exams
&
Proposed Standards
Overview
Jo Beth McKeePennsylvania Department of Education
English Language Education Advisor
jobmckee@state.pa.us
717-525-5981
Edward G. Rendell, Governor
Dr. Gerald L. Zahorchak, Secretary
of Education
Session Objectives
• Keystone Exam Development Update
• Overview of the Standards Aligned System
• Proposed Revised Standards
Going Green
• This PowerPoint and documents related to it can be found online on http://rwslpd.wikispaces.com/
Keystone Exams
• On January 8, 2010, following approvals by the state’s Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015.
• beginning the 2012-13 school year, three Keystone Exams in algebra I, literature and biology will replace the 11th grade Pennsylvania System of School Assessment (PSSA) tests. This change will reduce annual testing time by approximately 18 hours – the equivalent of three school days.
Meeting Graduation Requirements
1. Successful course completion, with Keystone final exam
2. Rigorous, independently-validated local assessments
3. AP or International Baccalaureate exams
OR ANYCOMBINATION
=
Option One
• DEMONSTRATE PROFICIENCY CORE SUBJECTS: For the class of 2014-15, students will demonstrate proficiency in English composition, literature, algebra I and biology, with a Keystone final exam counting for one-third of the final course grade.
2017 Requirements
• Requirements under option one will be expanded to include:
• passing 2 English courses (composition and literature);
• passing 2 math courses (algebra I, algebra II, or geometry);
• passing 1 science course (biology or chemistry); and
• passing 1 social studies course (options include civics, American history or world history).
Option Two
• PASS LOCAL ASSESSMENTS that have been independently validated. This regulation preserves local control but sets consistent standards for locally-developed measures to ensure rigorous assessments, fair administration, and reliable results. The state will share validation costs with local districts.
Option Three
• PASS RIGOROUS NATIONAL ASSESSMENTS such as Advanced Placement or International Baccalaureate exams.
Keystone Design
• Keystone Exams will be short (approximately 2 to 2 ½ hours), subject-specific assessments that students take at the end of a course.
Design Continued
• students will be able to retake the assessments in whole or in part
Design Continued
• no student will be denied a high school diploma based on test scores alone!
Design Continued
• students who do not test well can complete a project-based alternative assessment.
Future of the PSSA• The PSSA will be retained for use in
the elementary and middle grades.
• 2012-2013 PSSAs will be replaced in 11th grade
• This year’s (2009-2010) 8th graders
• Literature
• Algebra I
• Biology
2014-2015
• This year’s (2009-2010) 7th graders
• Literature
• Composition
• Algebra I
• Biology
Keystone FAQ1. Can students retake a Keystone Exam?
Yes. Students who do not score proficient or above may retake the exam (or exam module) at the next available testing date.
2. Can a student who scores proficient or advanced retake a Keystone Exam?
Yes. The regulation does not preclude proficient or advanced students from re-taking a Keystone Exam.
3. Can students “test-out” of a course by passing a Keystone Exam?
Yes, at the district’s discretion and provided that the student scores “Advanced” on the related Keystone.
Keystone FAQ
4. Will Keystone Exam scores for students in middle school count toward high school graduation requirements?
Yes. For example, if a student takes the Keystone algebra I exam in 8th grade, it will count for one-third of that final mark. If the student passes the course, he/she will have met the requirement for graduation.
5. When will the Keystone Exam scores for students in middle school count toward AYP?
For purposes of AYP, Keystone Exam scores will be attributed in 11th grade – even though students may – and likely, will – take the relevant courses and Keystones in an earlier grade.
6. What score is required on an AP or IB test to satisfy graduation requirements?
The Department will issue policy guidance on this question by July 1, 2010.
Keystone FAQ7. How will students qualify to complete a project-based
assessment?
Any student who does not score proficient on a Keystone Exam after two attempts will be eligible to complete a project-based assessment, provided the student has taken the course and met local attendance and supplemental instruction requirements.
8. Can a student who scores proficient or advanced complete a project-based assessment to raise their score?
No. The project-based assessment is designed expressly to help students supplement a Keystone Exam score in order to meet the graduation requirement of proficiency. A project-based assessment can raise a student’s Keystone score to the proficient cut score, but not beyond it
9. If a project-based assessment raises a student’s Keystone score, will that proficient score count toward AYP?
No. The score from a student’s original exam is used for the purpose of determining AYP.
KEYSTONE EXAM DEVELOPMENT SCHEDULE
Keystone Exam Field Test Available for all schools…
Algebra I, Biology, Literature
Fall/Winter 2010 Spring 2011
Algebra II, Geometry, Composition, US History
Spring 2011 Winter 2011/2012
Chemistry, Civics & Government, World History
Spring 2015 TBD
Keystone Questions?
• You may download the Keystone Fact Sheet from the workshop wiki: http://rwslpd.wikispaces.com/
Standards Aligned System
• Background and history
SAS Competencies• Observe and practice navigation of the PA Standards
Aligned System (SAS) web portal to enhance effective instructional practices
• Explore the relationship between SAS, Response to Instruction and Intervention, and the Resiliency framework
• Apply the six elements of the Standards Aligned System in schools to increase student achievement
• Demonstrate a thorough understanding of the overall features, functions and resources of the Standards Aligned System (SAS)
Break Time! When you return please
group by educational roles.For example:
Superintendents, principals, curriculum directors, teachers
Supports for Pennsylvania Educators
Clear & Consistent Boundaries
High Expectations
Meaningful
StudentEngagem
ent
Connectivenes
s &
BondingSkills for Life
Unconditional Support
Strong Results
for Students
SASwww.pdesas.org
Standards•Pennsylvania’s approved standards are the
foundation of the Standards Aligned System
Standards
Standards
• Reading, Writing, Speaking & Listening
• Mathematics
• RWSL and Math standards have alternate standards for students who take the Pennsylvania Alternate System of Assessment (PASA)
Proposed RWSL and Secondary Standards
• Revised RWSL
• New Composition and Literature
• Anchors and Essential Content have not changed.
Standards
• Science and Technology
• Economics
• Civics and Government
• Arts and Humanities
• Family and Consumer Sciences
• World Languages
• Environment and Ecology
• History
• Geography
• Health, Safety and Physical Education
• Career Education and Work
Additional Supporting Standards
English Language Proficiency
Early Childhood Education
Proposed Revised RWSL, Composition and
Literature Standards
• Proposed/Revised RWSL, Math and Voluntary Composition, and Literature standards are available on SAS and the workshop wiki.
Curriculum Framework
• Identify standards, anchors, EC
• Big Ideas
• Concepts
• Competencies
• Essential Questions
• Vocabulary
Big Idea
• Declarative statement that describes concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
Concept
• Describe what students should know and understand (key knowledge) as a result of this instruction specific to grade level
Competency
• Describe what students should be able to do (key skills) as a result of this instruction
Essential Question
• Questions connected to the SAS framework that are specifically linked to the Big Ideas. Essential questions frame student inquiry, promote critical thinking, and assist in learning transfer
VocabularyComing soon to SAS
• Brick and Mortar words: Tiers 2 & 3
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Plays reflect time, place and culture in elements of staging and playwriting
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Staging -the process or manner of putting on a play
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• Humans have expressed experiences and ideas through the arts throughout time and across cultures.
Think, Pair, Share
Big Idea, Concept, Competency, Vocabulary
or Essential Question?
• How do plays reflect time, place and culture?.
Think, Pair, Share
Curriculum Framework: Example for 6th grade theatre
BIG IDEA (enduring understanding)Humans have expressed experiences and
ideas through the arts throughout time and across cultures.
ESSENTIAL QUESTIONHow do plays reflect time, place and
culture?
CONCEPT (what students will know)Plays reflect time, place and culture in elements of staging and playwriting.
COMPETENCY (what students will be able to do)Read plays from varied time and cultures, e.g.
Shakespearean theatre, and analyze elements of staging and playwriting present in the plays.
STANDARD9.2.8.C – Relate works in the arts to varying styles and genre and to the periods in which
they were created.
EXEMPLARCOMING SOON!
VOCABULARYStaging
Playwriting
ANCHOR
ANCHOR DESCRIPTOR ELIGIBLE CONTENT
Activity
• Using the previous Fine Arts example, identify cross curricular standards that could be included in the model.
Using the Curriculum Framework to Guide Instruction
Start with standard/anchor/big idea
Keep the essential question in mind throughout instruction
Focus instruction by targeting concepts
Identify what students need to do to demonstrate competency
Design classroom instruction that will result in student proficiency in the academic standard/eligible content
Assessment
• Fair assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement. In Pennsylvania the four types of assessment are summative, formative, benchmark, and diagnostic
Summative:
Assessment in Pennsylvania
Benchmark/ Interim:
Formative:
Diagnostic:
Computer-Adaptive Testing
CLASSROOM DIAGNOSTIC TOOLS DEVELOPMENT SCHEDULE
Content Area Field Test Available for all schools…
Mathematics Springs 2010 Fall 2010
Literacy:Literature
Fall 2010 Winter 2010/2011
Science Fall 2010 Winter 2010/2011
Literacy:Composition
Spring 2011 Fall 2011
Social Studies Spring 2011 Fall 2011
61
62
63
64
•Assessment Builder
•Allows teachers to create customized assessments
•Can be formative, summative, diagnostic, or benchmark
66
PORTAL TIME Independent Practice
Instruction
• Differentiated
• Standard aligned
• At instructional level (not frustration level)
• Scaffold support
Materials & Resources
• Learning progressions
• Units
• Lesson plans
Intervention
• Response to Instruction and Intervention
What is NOT RTII?
• Interventions are not Remediation
• RTII is not a product
What is RTII?
• Intensive
• Quick
• At or above grade level
• Based on data
Where does RtII Happen?
From Risk to Resiliency
Clear & Consistent Boundaries
High Expectations
Meaningful Student
Engagement
Connectiveness & Bonding
Skills for Life
Unconditional Support
Strong Results for
Students
Components of the Resiliency Framework •HIGH EXPECTATIONS
•MEANINGFUL STUDENT ENGAGEMENT
•CONNECTIVENESS & BONDING
•SKILLS FOR LIFE
•CLEAR & CONSISTENT BOUNDARIES
•UNCONDITIONAL SUPPORT
Clear & Consistent Boundaries
High Expectations
Meaningful
StudentEngagem
ent
Connectivenes
s & Bonding
Skills for Life
Unconditional Support
Strong Results
for Students
Teacher Tools•To preview what we are going to do, please
go to this website
http://websites.pdesas.org/shunt
•Read the announcement on the first page, and follow the instructions in RED on each page in the website.
•If you finish early, take some time to gather some more Materials & Resources.
Questions?
The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.
Office of Elementary and Secondary Education Diane Castelbuono, Deputy Secretary
Bureau of Teaching and Learning Support
Dr. Edward Vollbrecht, Director
Division of Standards and Curriculum
Tim Foley, Interim Division Chief