This presentation file will help viewers gain and understanding of the transition to Keystone Exams, Project Based Assessments, and updated graduation requirements.
Washington community and technical colleges competency-based business transfer degree webinar focusing on curriculum development, faculty and completion coach roles
Washington community and technical colleges competency-based business transfer degree webinar focusing on curriculum development, faculty and completion coach roles
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
The landscape of competency-based education (CBE) has progressed tremendously over the past few years in higher education. This session will provide a brief overview of CBE regulations, design models, and learner experience considerations, focusing on how CBE can be successfully delivered using quality frameworks. Participants will identify, discuss, and explore key inputs supporting an engaged faculty and student experience. Join three CBE leaders as they connect how their own institutions have instituted, continuously improved, and evolved various CBE models in this interactive presentation.
Session Objectives:
Recognize the key features and value of competency-based education for learners, workforce, and educational institutions.
Explain the foundations of operationalizing CBE and the key elements of the engaged faculty and learner experience.
Connect C-BEN’s quality frameworks to how CBE is implemented for three leading institutions.
Planning and Registration for Student SuccessSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Dan Kellogg, Registrar.
The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
Watch a recording of this presentation: https://youtu.be/LDkoICKZ_5o
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Competency-Based Business Degree Pilot: Washington community and technical co...Connie Broughton
October update on competency-based, completely online, openly licensed business transfer degree pilot by the Washington community and technical colleges
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
Sticking Points: Tips for Advancing the PLA Conversation presentation at the ...cccschamp
This presentation Bitsy Cohn, Director, Credit for Prior learning, CCCS; Danielle Forrest, Prior Learning Specialist MSU Denver; Dr. Rey Hernandez, Associate Professor of Economics, MSU Denver around the conversation of Prior Learning Assessment and what is considered crucial to advancing the prior learning assessment conversation?
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Using SPOL's Faculty Credentialing Module to Improve Institutional Practices ...Blinn College
Strategic Planning Online (SPOL) features a Faculty Credentialing Module which streamlines the credentialing and reporting process for colleges and universities, particularly relative to SACSCOC accreditation.
SITE 2018 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2018, March). Cases of quality: Case Studies of the approval and evaluation of K-12 online and blended providers. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
The landscape of competency-based education (CBE) has progressed tremendously over the past few years in higher education. This session will provide a brief overview of CBE regulations, design models, and learner experience considerations, focusing on how CBE can be successfully delivered using quality frameworks. Participants will identify, discuss, and explore key inputs supporting an engaged faculty and student experience. Join three CBE leaders as they connect how their own institutions have instituted, continuously improved, and evolved various CBE models in this interactive presentation.
Session Objectives:
Recognize the key features and value of competency-based education for learners, workforce, and educational institutions.
Explain the foundations of operationalizing CBE and the key elements of the engaged faculty and learner experience.
Connect C-BEN’s quality frameworks to how CBE is implemented for three leading institutions.
Planning and Registration for Student SuccessSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Dan Kellogg, Registrar.
The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
Watch a recording of this presentation: https://youtu.be/LDkoICKZ_5o
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Competency-Based Business Degree Pilot: Washington community and technical co...Connie Broughton
October update on competency-based, completely online, openly licensed business transfer degree pilot by the Washington community and technical colleges
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
Sticking Points: Tips for Advancing the PLA Conversation presentation at the ...cccschamp
This presentation Bitsy Cohn, Director, Credit for Prior learning, CCCS; Danielle Forrest, Prior Learning Specialist MSU Denver; Dr. Rey Hernandez, Associate Professor of Economics, MSU Denver around the conversation of Prior Learning Assessment and what is considered crucial to advancing the prior learning assessment conversation?
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Using SPOL's Faculty Credentialing Module to Improve Institutional Practices ...Blinn College
Strategic Planning Online (SPOL) features a Faculty Credentialing Module which streamlines the credentialing and reporting process for colleges and universities, particularly relative to SACSCOC accreditation.
SITE 2018 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2018, March). Cases of quality: Case Studies of the approval and evaluation of K-12 online and blended providers. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
SITE 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, December). Cases of quality: Case studies of the approval and evaluation of K-12 online and blended providers. A full paper presentation at the annual conference for the Society for Information Technology and Teacher Education, Savannah, GA.
As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.
For Academia:
USN Edutech Private Limited develops web-based user centric Applications enabling self paced Virtual Learning, through Continuous Comprehensive Evaluation-CCE, Student Learning Outcome Assessment Cycles-SLOAC models. It caters to the entire Education Ecosystem –comprising of Educational Institutions, Teaching Fraternity, Parents and Student - being the pivot for all.
It’s an automated end-to-end solution for Students. The user is assessed regularly and analyzed in detail showcasing the Strengths and Areas of Improvement and a way forward for betterment. A consolidated output is marked to Educational Institutions/ Parents and Teachers in real time enabling them adopt corrective measures for user betterment.
Identify the defining features of the plan review process, advantages of fidelity walk-through tools, use alternative data collection methods to support tiered interventions.
Measuring Online Course Design Quality with Open Resource MetricsMelissa A. Venable
TCC Worldwide Online Conference 2014 - Presentation with Amy Hilbelink. A call for attention to quality in online courses beginning with the design stage. Comparison of five open access rubrics that can be used as a framework or starting point for conversations and decision making.
CLIU#21 is offering free workshops to Edmentum Consortium member districts to help teachers take full advantage of Reading Eggs, Reading Eggspress, Education City, and Study Island.
CLIU21 Summer Techventures is a 3 day professional development experience that will help teachers of all subjects harness the power of educational technology in their classrooms.
Fully online professional development options for teachers are available through Carbon Lehigh Intermediate Unit #21 in PA. These asynchronous courses were developed to assist in improving instructional practices in alignment with the Charlotte Danielson Framework for Educator Effectiveness.
CLIU #21 Spring Technology Workshops for Teachers include a variety of educational technology topics that you can learn and apply to your classroom immediately.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. Session Goals
•Gain an understanding of transition to Keystone
Exams
•Gain an understanding of Project Based Assessments
•Gain an understanding of graduation requirements
www.education.state.pa.us > 2
3. Chapter 4 Graduation Requirements
For the Class of 2017
•Course completion and grades
•Completion of secondary level coursework in English Language
Arts (Literature), Algebra ( and Biology in which a student
demonstrates proficiency on the associated Keystone Exam.
•Demonstration of proficiency as determined by the school
district, AVTS or charter school, including a cyber charter school,
in each of the State academic standards not assessed.
www.education.state.pa.us > 3
4. Chapter 4 Highlights
Common 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 Standards
Strategic Planning
•Removes state-prescribed strategic planning requirements
www.education.state.pa.us > 4
5. 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
7. 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
8. 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
9. Project Based Assessment (PBA)
To qualify for PBA as an underclass student:
•Has not demonstrated proficiency on a Keystone Exam or
Keystone Exam module after at least two attempts on the
exam
•Must have taken the course aligned to Eligible Content in
the designated exam
•Met school’s attendance requirements
•Participated in at least two years of supplementary
instruction and made at least two attempts at
demonstrating proficiency on Keystone Exam
www.education.state.pa.us > 9
10. Project Based Assessment (PBA)
A student in grade 12 who has not demonstrated
proficiency…may qualify:
•Has taken the course.
•Has met the attendance requirements.
•Has participated in a satisfactory manner in supplemental
instructional services provided by the school district, AVTS
or charter school, including a cyber charter school, as
provided under § 4.24(j) and subsection (e)(8) of this
section.
www.education.state.pa.us > 10
11. Graduation Waiver
The Secretary may grant emergency waiver* on a
case-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 supplemental
instructional services provided by the LEA
•Has not successfully completed a Project Based
Assessment
* 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
12. 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
13. Roles in the PBA
• Student
• Tutor
• School Site Administrator
• District Level Administrator
• Intermediate Unit
• Regional Review Panel
www.education.state.pa.us > 13
14. District Administrator
District Administrator: The district point of contact for
PBA 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
15. Site Administrator
Site Administrator: Oversees the implementation of PBAs
at 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
16. Project Based Tutor
PBA Tutor: Tutor will be checking for content and quality
of 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
17. 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
18. Evaluation Team
Evaluation 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
19. PBA Site Introduction
• Online Delivery
• Secure Site
• Accessible by Defined Roles
• Variety of help tools
www.education.state.pa.us > 19
20. Project Tour
• Overview
• Project Tasks/Activities
• Study Resources
• Scoring Guides
http://pba.pdesas.org/
www.education.state.pa.us > 20
21. Field Testing 2013
Spring 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
Editor's Notes
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.