Welcome! In this session, we are going to take a look at the proposed Chapter 4 regulations and how they translate into school requirements, specifically Chapter 4 and Project Based Assessments. Keep in mind as we share this information that we are presenting represents the proposed language of Chapter 4.
Session goals . . . to gain an understanding of graduation requirements, transition to Keystone Exams, and Project Based Assessments.
While Keystone Exams for AYP purposes are in effect this year (high school AYP based upon grade 11 Algebra I, Biology, and Literature), this slide notes graduation requirements . Thus, beginning with the Class of 2017, Keystone Exams serve a dual purpose – AYP and a graduation requirement.
Just to follow through with other key details of Chapter 4 – Common Core transition, testing, and strategic planning.
Note the first bullet that addresses the elimination of the culminating project and details Keystone Exam requirements through the Class of 2020. Note the additions of Composition and Civics and Government.
This slide is a graphic representation of the proposed implementation of the Keystone Exams as a graduation requirement. The Class of 2017 is identified as Cohort 1 and it is the first group that must meet the Keystone graduation requirement – Algebra I, Biology, and Literature. The Class of 2019 is identified as Cohort 3 and it is the first group that must meet the Keystone graduation requirement for four exams – the addition of Composition. PLEASE STRESS THAT THIS IS SUBJECT TO FUNDING. Use the chart footnotes to point out the field testing and setting of cut scores for Composition. The Class of 2020 is identified as Cohort 4 and it is the first group that must meet the Keystone graduation requirement for five exams – the addition of Civics and Government. PLEASE STRESS THAT THIS IS SUBJECT TO FUNDING. Use the chart footnotes to point out the field testing and setting of cut scores for Civics and Government.
Visit SAS for the 2012 Assessment Transition and FAQ. Follow the link to show participants where it is located on SAS under Assessment, under Keystone. You don ’t need to go through it all, but show several slides to show the types of information available on the SAS website. This is where one will go for updated information. If you have a question, go here first before giving someone a call!
Beginning with the Class of 2017 (recall that they are this year ’s 8 th graders), again emphasize that Keystones Exams are graduation requirement; thus, if a student scores below proficient, the district must provide supplementary instruction. Note that the proposed Chapter 4 language does not specify a time frame as to length of supplementary instruction.
If after two unsuccessful attempts on the Keystone, these are the requirements an underclassman must meet in order to move to the Project Based Assessment. Note that the prposed requirement for supplementary instruction is: “…two years of supplementary instruction.”
The PBA requirement for students in their senior year differs from underclassmen. A senior can move to project after a single failure on the Keystone Exam and has simply participated in supplementary instruction. Note no required time frame for amount of supplementary instruction. Students must meet the attendance requirements of the school, whether it is a district, charter, AVTS, or cyber school.
Districts may use the graduation waiver to apply for graduation exceptions if students simply cannot meet with success – either on the Keystone Exam or the Project Based Assessment. See the footnote that addresses a requirement if more than 10% of a graduating class is included in the waiver request.
A quick overview of Project Based Assessments. They are created by PA educators and curriculum experts. They are scaffolded. Time to complete the project will vary depending on the student. The work can be completed at any time as long as it is in a supervised environment. The logistics are determined by each individual district. Note that PSSA accommodations do apply to PBA.
The roles within the PBA include these individuals, and we ’ll go over the responsibilities of each one.
The District administrator is the point of contact between the IU and site administrators. This individual communicates information necessary for all individuals regarding the PBA. He or she will also ensure that the environment is conducive for the PBA to be completed with accuracy and security. This person will also identify and recommend individuals to serve on review panels.
The Site Administrator will oversee the implementation at each building in a manner that will meet the needs of students who qualify for a PBA. This individual will schedule students, meet with students, and ensures that there is time and space available to complete the assessment.
The Tutor will monitor individual students ’ progress as students are working individually on their project. This includes reviewing student activities at designated checkpoints to permit the student to continue. The tutor will provide instruction and remediation as needed for each individual student. This is based upon the eligible content, and not on the specific activities w ithin the PBA. The tutor will also evaluate individual projects based upon the scoring guide and the tutor will determine if the project is to be submitted or if further remediation is necessary. The tutor is responsible in determining if each student continues to the next section of the PBA. Students may not continue to the next section unless the tutor gives permission to continue.
The student is responsible to know how to log on to the PBA portal and understand the different components and expectations. The student is to request help as needed and communicate with the tutor throughout the completion of the project. The project is to be completed within a prescribed timeline.
In scoring each PBA, a team will be comprised of teachers within the content area, curriculum specialists, and administrators. They will evaluate each PBA through the evaluation portal of the PBA website. They will evaluate each project as either satisfactory or unsatisfactory. There will be X individuals who will assess each project, and the students must receive X evaluations of satisfactory.
The PBA website is designed to provide online deliver to each individual with different roles. It is secure, accessible only to the individuals based upon their individually assigned role.
We are going to go through one of the Biology PBAs to become a bit more familiar with the type of assessment that will be available online. We will go through an overview, the tasks and activities, the resources, and the scoring guide. The project we are going to see is the one entitled Pamammal, which was field tested last year. We are all going to log on as Note: Log on to the PBA website as Tutor2. On the home page, point out the headers: Home – Messages – Projects – FAQ – Help. We are going to start out with the HELP Tab. Click on it, and then show the video . . . it is approximately 8 minutes long. The envelope icon is to send the student an email, the key is password change. You can see how students are progressing with the projects and the ‘consumer report’ icon shows whether or not they are satisfactorily completing the projects. Click on Pamammals and read the task / scenario. Then students are to read the directions. Note that this is a culminating project and it is different than some of the other projects which are to complete a task in each part of the assessment, and that becomes their ‘project.’ We’ll go over it further as we get to that point. Click on Study Resources . . . this has the Eligible Content / Assessment Anchors along with resources available for both the tutor and student. These resources will be limited in future projects so as not to overwhelm the students and to provide good resources to do their projects. Click on Project Activities Tab and the different tasks will show up. These are the tasks the students must complete. They are created to move from the first to the next to the next, and so on. Students must complete Task 1 and be given approval by the Tutor to move on to Task 2. There are stopping points for each student and the Tutor will monitor the students ’ progress. Click on the first task to show the Biome Map. Note underneath the response, there are also resources for the students to use . . . these will also be limited so as not to overwhelm students with resources. Show the different tasks and briefly go over them, and then show the final project that was submitted by the student. Go through the powerpoint to show how the student is making his/her presentation. Note that students can use powerpoint, a brochure, a poster, anything that they are able to do to demonstrate they have completed the project. The medium should be worked out with the Tutor in terms of how it will be uploaded. If a student does a poster, a picture must be uploaded so the evaluators can see the different parts of the poster.
There will be a field test of PBAs across the state and we are seeking student participation that includes a range of students. This also will be an opportunity for districts to preview the PBA system and provide feedback on the PBAs, and system, for the current year.
Keystone Exam & PBA Update
Keystone Exams Implementation AYPProject Based Assessments www.education.state.pa.us > 1
Session Goals•Gain an understanding of transition to KeystoneExams•Gain an understanding of Project Based Assessments•Gain an understanding of graduation requirements www.education.state.pa.us > 2
Chapter 4 Graduation RequirementsFor the Class of 2017•Course completion and grades•Completion of secondary level coursework in English LanguageArts (Literature), Algebra ( and Biology in which a studentdemonstrates proficiency on the associated Keystone Exam.•Demonstration of proficiency as determined by the schooldistrict, AVTS or charter school, including a cyber charter school,in each of the State academic standards not assessed. www.education.state.pa.us > 3
Chapter 4 HighlightsCommon Core•Defines Pennsylvania Common Core Standards•Requires full implementation in ELA and Math by July 1, 2013•Addresses alignment of PSSAs to PA Common Core StandardsStrategic Planning•Removes state-prescribed strategic planning requirements www.education.state.pa.us > 4
H.S. Graduation Requirements• Eliminates culminating project requirement• Requires proficiency for graduation on Keystone Exam (or alternative): • Graduation class of 2016-17: Algebra I, Biology, Literature • Graduation class of 2018-19: Plus Composition (2015-16 first administration) • Graduation class of 2019-20: Plus Civics and Government (2016-17 first administration) www.education.state.pa.us > 5
A Chronological Perspective www.education.state.pa.us > 6
The Rest of the Story Visit SAS for more information • 2012 Assessment Transition • Assessment Transition FAQ http://www.pdesas.org/module/assessment/Keystone.aspx www.education.state.pa.us > 7
Keystone Exams• Stand alone requirement for graduation• Supplementary instruction required for retaking Keystone/module • Supplementary instruction continues until student demonstrates proficiency or meets criteria for participating in Project Based Assessment (PBA) www.education.state.pa.us > 8
Project Based Assessment (PBA)To qualify for PBA as an underclass student:•Has not demonstrated proficiency on a Keystone Exam orKeystone Exam module after at least two attempts on theexam•Must have taken the course aligned to Eligible Content inthe designated exam•Met school’s attendance requirements•Participated in at least two years of supplementaryinstruction and made at least two attempts atdemonstrating proficiency on Keystone Exam www.education.state.pa.us > 9
Project Based Assessment (PBA)A student in grade 12 who has not demonstratedproficiency…may qualify:•Has taken the course.•Has met the attendance requirements.•Has participated in a satisfactory manner in supplementalinstructional services provided by the school district, AVTSor charter school, including a cyber charter school, asprovided under § 4.24(j) and subsection (e)(8) of thissection. www.education.state.pa.us > 10
Graduation WaiverThe Secretary may grant emergency waiver* on acase-by-case basis and must certify student:•Has met LEA’s local graduation requirement•Has not demonstrated proficiency on Keystone Exam•Has participated in a satisfactory manner in supplementalinstructional services provided by the LEA•Has not successfully completed a Project BasedAssessment * If a chief school administrator requests waivers for more than 10% of a graduating class, a plan of improvement must be submitted for approval. www.education.state.pa.us > 11
PBA Overview• Created by PA educators guided by curriculum experts• Scaffolded tasks building to the creation and submission of a Project Based Assessment• Approximate five to seven hour time frame for completion of assessment• Student completes the project work before, during, or after school in supervised environment• Logistics and locations for project completion determined by district• PSSA accommodations apply www.education.state.pa.us > 12
Roles in the PBA• Student• Tutor• School Site Administrator• District Level Administrator• Intermediate Unit• Regional Review Panel www.education.state.pa.us > 13
District AdministratorDistrict Administrator: The district point of contact forPBA administration • Communicates PBA concept to stakeholders • Oversees the implementation of the PBAs in district schools • Supports environment to ensure accuracy and security • Recommends educators to IU to serve on regional review panels www.education.state.pa.us > 14
Site AdministratorSite Administrator: Oversees the implementation of PBAsat the building level. • Ensures that students have participated in a satisfactory manner in supplemental instructional services prior to PBA • Supports environment to ensure accuracy and security • Meets with students who qualify for PBAs and determine whether retake of Keystone Exam or PBA • Schedules students for before, during, and after school in supervised sessions www.education.state.pa.us > 15
Project Based TutorPBA Tutor: Tutor will be checking for content and qualityof work as student is progressing towards completion. • Reviews project activities. • Supports environment to ensure accuracy and security. • Provides instruction/remediation on the Eligible Content based upon student need, not PBA activities. • Evaluates project based upon scoring guide; approves project for submission or provides remediation for project revisions. www.education.state.pa.us > 16
Student Responsibilities• Student: Work towards completion of PBA • Gains an understanding of PBA portal, project components, and expectations • Completes PBA activities and submits final project for submission, as appropriate • Requests help as needed • Communicates with monitor and tutor as necessary • Completes PBA within prescribed timeline www.education.state.pa.us > 17
Evaluation TeamEvaluation Team • Composed of teachers, principals and curriculum specialists assembled by PDE. • Evaluate PBAs for defined courses (subject certified educators) through an online portal. • Award satisfactory/unsatisfactory evaluation and provides annotation for unsatisfactory projects. www.education.state.pa.us > 18
PBA Site Introduction• Online Delivery• Secure Site• Accessible by Defined Roles• Variety of help tools www.education.state.pa.us > 19
Field Testing 2013Spring Field Testing of Project Based Assessments • Seeking student participation from across the state engaging a range of students • Opportunity for districts to preview PBA system and provide feedback for operational PBAs www.education.state.pa.us > 21