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.

Clear StandardsI do, we do, you do

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

Curriculum FrameworkPortal Time

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

65

PORTAL TIME Assessment Builder

Demonstration

66

PORTAL TIME Independent Practice

Instruction

Instruction

• Differentiated

• Standard aligned

• At instructional level (not frustration level)

• Scaffold support

Instruction

Materials & Resources

• Learning progressions

• Units

• Lesson plans

Materials & Resources

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?

http://www.pdesas.org/

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.

SASIT Training

• http://www.pattan.net/

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