1. New SACE Coordinators February 2017
As a means of introduction, determine:
Does the new SACE coordinator have contact details for the school SOCA?
Encourage the SACE Coordinator to make contact with their SOCA asap (refer to School contact information to determine who their allocated SACE Officer is).
Is the SACE Coordinator receiving within school support from an experienced SACE coordinator?
Encourage possible networking with a SACE Coordinator in another school.
Is the SACE coordinator familiar with the SACE Operations minisite?
Encourage the coordinator to access the Schools Online calendar and videos.
Does the SACE coordinator have any other immediate concerns?
Provide immediate support and follow up by handing over to the SACE Officer- Curriculum and Assessment
Explain that the purpose of this additional session is to provide new SACE coordinators with information to support them in their new role.

2. SACE Board School Support
Curriculum and Assessment
SACE Officers – Curriculum and Assessment
Assessment Operations
Special Provisions
VET
SACE Officer
the first port of call for a query on a particular subject – the subject mini-site will have the names of the SACE Officer
SOCA’s are responsible for building teachers’ capacities to implement and assess the curriculum as specified in each subject outline and in the subject operational guidelines.
1 – call or – subject expert
2 – call or – school’s SACE Officer
SACE Officer – allocated to your school
the first port of call from a school
SOCA’s are responsible for school liaison and working with schools to develop, monitor and improve their quality assurance processes that support the integrity of school assessment results in Stage 1 compulsory subjects and Stage 2 subjects.
Assessment Operations:
Provide operational advice
Register students in the SACE
Send and collect school assessment and external assessment materials to and from schools
Contacting Assessment Operations by or phone
Special Provisions and VET
will be discussed later in the workshop

3. SACE Coordinator Role Information Distribution
Managing enrolments and the collection of results
Coordinating student materials
Liaising with relevant SACE Board Officers
Stage 1 LAPs
Stage 2 LAPs
The SACE coordinator is the designated contact person in a school who coordinates the dissemination of SACE Board information to staff in the school and who is responsible for the return of materials to the SACE Board.
This role involves:
managing enrolments and the collection of results for Stage 1 and Stage 2 of the SACE
coordinating the collection and packaging of student materials for external assessment and moderation
liaising with the relevant SACE Board Officer, who will provide advice and support to the SACE coordinator, other school administrators, and teachers.
In school:
-QA processes in place for the management and storage of Stage 1 LAPs – pre-approved/school developed.
SACE Board
Stage 2 LAPs - *New for 2017
-pre-approved Form 30 to notify the SACE Board of the school’s intention to use a pre-approved LAP
-An Accession Number is allocated.
* Up to 2 LAPs per subject code
-Schools to manage the QA process for excess LAPs and addendums

4. The Role: Information Distribution
Subject Outlines
Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2017
SACE Policies and Procedures
Point of contact between school and SACE Board.
All information on SACE website
How do teachers know about these documents and where to find them? Do they access the information regularly (i.e. to ensure deadlines are met)
System of information distribution for
2017 Subject Outlines (note that it is useful for teachers to access the 2016 Summary of Subject Outline Changes document)
2017 Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2017
SACE Policies, for teachers information, share links to location of SACE Board policies. A one page snapshot page 4/26 has also been provided in your booklet, you may distribute this to your teachers to raise their awareness.

5. SACE Co-ordinator Support
SACE Operations minsite
Accessing the SACE operation minisite.
Next slide shows the home page of SACE operation minisite <CLICK>

6. All documents, the online calendar and Schools Online can be accessed from here. It might be useful to bookmark this page. Let’s take a look at the calendar.
<click to next screen shot>

7. <click to next screen shot.>

8. The calendar maps the key operational tasks throughout the year
The calendar maps the key operational tasks throughout the year. You can filter the tasks by categories and subjects. The calendar will also display by year, month, or week. An export function allows you to move the dates into your outlook calendar.
If you click on a calendar entry you are able to locate further information related to the entry. The further information includes the relevant SACE Operations manual information sheets and forms.
<click to next screen shot>

9. For example, the information sheet relating to when school address and contact information was due at the SACE Board is linked to the due date.
-end of year results.
Address changes + - school system }
- Schools Online } - both systems should be updated – schools systems and Schools Online are different.

10. Information Sheets are organised alphabetically
Information Sheets are organised alphabetically. Information can be easily printed or ed to colleagues.
Have you received the Welcome ? If not, action updates as per Information Sheet guidelines.

11. We encourage you to locate the SACE Operational Information using the calendar. However, SACE Operational information can also be accessed via the ‘Documents’ tab, the whole SACE Operations manual is also available by operational topics or alphabetical.
Really useful for new SACE coordinators who may not be used to the ‘names’ of forms.

12. SACE Co-ordinator Support
SACE Officer – Curriculum and Assessment
SACE News
The SACE Officer is responsible for supporting you with your school’s SACE Operations.
SACE News is a useful publication, consider sharing this information with your school staff.

13. The Role: Managing enrolments and the collection of results
Calendar
Management: use of Schools Online operator
Student registration and transfers
Subject enrolment – class and individual
Confirmation Class Lists
Following the calendar/schedule keeps you on track
Liaise with Schools Online operator, reports available (creating enrolments, recording results). It is useful as a back up that more than one person in the school knows how to use Schools Online
Schools Online training materials can be found on the SACE Operations minisite.
Transfer out quickly to facilitate transfer in for another school (AES and PS staff keep an eye on this)
If mid-year completer, don’t transfer out until after December results release - will affect your completion and retention rate
How do you get home group teachers to get students to check their results on their Records of Achievement? Some schools get a signed copy from students  students acknowledge that the ROA is correct.

14. The Role: Data Checks
Check after enrolment and then after any enrolment changes
SACE pattern
Australian Tertiary Admissions Rank (ATAR) tracking
Confirmation sheets
Students Online
Encourage students to go to SACE Board website, get a PIN and check themselves.
A series of Schools Online reports can be run to check a students SACE pattern. Work with your Schools Online Operator.
Need to get enrolments on in order to check so it is important to keep Schools Online up to date. Make sure enrolment changes go through you.
Ensure:
Pattern Check = enrolled to complete SACE
ATAR = eligible for ATAR with enrolments
Use SATAC booklet to check:
Precluded combinations for both SACE and SATAC.
Counting restrictions
Don’t assume you know- double check
Dangerous - see it written to be sure
Organise for parents/students to approve enrolments if SACE completion pattern has limitations or is against school advice. –sign off from parents/guardians/students.
Reprint and revisit these reports regularly. Reprint after student enrolment changes.
If a student is withdrawn from a subject/subjects – sign-off/consent should be obtained from parent/guardian and student

15. The Role: Stage 1 Managing students’ SACE requirements and enrolments
Modified subjects – eligibility 05/17
Management of Language eligibility
Management of learning and assessment plans approval process in schools
Compulsory subject requirements
PLP, Literacy, Numeracy
Stage 1 Information and Guidelines 2017 – on website.
Wednesday 5th April 2017: Due date for final enrolments for Stage 1 subjects (results due June) and all Stage 2 subjects. Schools should work towards this date.
The enrolment cut-off date is Friday 23rd June 2017.
Stage 1 moderation and review – information was sent to schools in the week beginning 6 February. Are teachers of subjects requested for moderation aware that moderation and review is required in 2017?
Teachers may need to adjust the assessment program to ensure sufficient student work is available for moderation. Three of four tasks should be available. Ensure that the file type of electronic materials is accessible during moderation.
Where possible plan to participate in semester 1 moderation.

16. Schools Online
Eligibility and Stage 1 Learning and Assessment Plans (LAPs)
Schools are asked to accept responsibility for ensuring that each subject has a LAP and that eligibility for Language subjects has been confirmed.
When creating a class then you will be asked to accept the terms and conditions for
Stage 1 classes
and for Language subjects re eligibility
before you are able to proceed.

17. The Role: Stage 2 LAPs Enrolments and Assessment Groups
Clarifying Forums
Schools will receive A3 sheets as snapshots of cut-off and due dates. These show the immediate enrolment cut off dates published in the schedule for schools and the Schools Online Online Cycle 2017 document.
24 Feb is the database cut-off date for final enrolments for: Stage 2 Dance and Drama.
5 April Database cut-off date for final enrolments for: Stage 2 ESL subjects, Languages that require eligibility approval, Physical Education (results due December), Research Project A and B (results due June).
PLEASE REFER TO THE SCHEDULE/CALENDAR for your information and planning.
Encouraging:
-Workshops and Meetings
-Eligibility – new feature
Language – internal (school)
Modified - external (SACE)
Page 5/26 there is a snapshot of where to find Subject Operational Information in one space.

18. Student management Maximising student success
Monitoring for student achievement and completion
Flexible subject options and recognised learning
Systems approach
Case management - Retention and Completion
Awareness of students’ involvement in activities outside of school (including work)
Awareness of flexible subject options and recognised learning
Special Provisions
Monitoring student achievement and implications for completion
Systems to monitor student progress i.e. C/C- in compulsories, 200 credits but not C- or better in Stage 2 main cause of non-completion
Maximising student success
ACADEMIC SUCCESS vs completion

19. The Role: Student Management
SACE Board policies and procedures
Special Provisions
Word-count
Supervision and Verification
Breaches of Rules
Need to be aware of SACE Board Policies and Procedures so that you can support teachers to manage students.
Contact your school SOCA for further advice.
SACE Board policies include
-Word-count
-Supervision and Verification
-Breaches
-Working with students and parents
-accessible to all – good communication practices.

20. SACE Board policies and procedures
Website address

21. The Role: Student Management
Managing recognition of other learning
VET
Community Learning – self-directed
Recognised Learning –community developed programs
Information Sheets and Policy documents
Recognising students’ external learning
Recognition of Community Learning guidelines are provided on the SACE web site. Assessment of Community Learning relies on trained assessors, contact Louise Johnson at the SACE Board if further information is required.
Other Recognised Learning: -Information Sheet
Qualifications and Learning Experiences (Adult)
Interstate and Overseas Senior Secondary School Qualifications
Interstate and Overseas Students – Applying for Recognition
Educational Exchange Programs
Intensive English Learning Programs
The International Baccalaureate Diploma Programme
Languages Courses (School of Languages, DECD)
SACE Stage 2 exit assessment
University studies
Vocational Education and Training (VET) Qualifications.
Applications forms can can be downloaded from the SACE website. From the SACE Operations webpage we showed earlier.

22. The Role: Stage 2 Information Sheets:
Examination management (46 to 49)
Results submission ( 28, 30 and 41)
Collection of moderation materials (50)
Collection of investigations materials (51)
These information sheets are easily located under the documents tab on the SACE Operations minisite, use the ‘examinations’ category.
Information about the collection of moderation materials (50) and materials for externally assessed investigations (51) can also be found in the subject operational information sheets accessed via the subject pages of the website.
Moderation and investigations materials for Semester 1 (results due June) Research Project only.

23. SACE Officer Curriculum and Assessment
VET
Management
Resulting on Schools Online
Verification
VET data
For specific enquiries regarding qualifications and competencies e.g. additions to Schools Online and the VET Recognition Register, please
Adele Broster
SACE Officer Curriculum and Assessment
Students will earn 5 SACE credits for the successful completion of 35 nominal hours of VET and 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum credit allocation for a qualification, for:
• completed qualifications
• partly completed qualifications (completed one or more units of competency).
The Recognition register is a tool on the SACE website listing more than 200 of the most popular VET qualifications that students may undertake as part of their SACE. The Register shows the SACE level (Stage 1 or 2), and maximum/minimum SACE credits students can earn.
Since 1 January 2016 a new aspect of the policy for recognising VET Foundation Courses has been in place. The foundation courses may have credits which add up to different nominal hours of VET. Please refer to the VET minisite for further information.
Management of VET and resulting is facilitated by Schools Online. It is important that principals verify completed Cert III VET qualifications and send these to the SACE Board. Evidence of completed Cert III VET qualifications is also required if it is to contribute to a student's ATAR.
VET Qualifications Verification report can be found under VET in Schools Online.
Please contact Adele Broster with specific VET questions. 23

24. The Role: Good practice
Stage 1 and Stage 2 learning and assessment plans
Regularly review students at risk in Stage 1 and Stage 2
Seek advice
Stage 1 LAPs
This now becomes an entirely internal school process.
LAPs - moderation and review
In 2017, teachers have the option of using pre-approved or school-developed learning and assessment plans, or a combination of these two options, for Stage 1 subjects. They can adapt pre-approved LAPs by using the addendum to describe any changes made to the plan. Principal’s or Principal’s delegate approve school-developed LAPs, and pre-approved LAPs that have been adapted, provided that the plans meet the requirements of the relevant 2017 subject outlines.
From 2017, Stage 1 pre-approved and Stage 1 school-developed learning and assessment plans are not submitted to the SACE Board for approval.
Refer to Information Sheet 13 for further clarification.
Stage 2 Learning and Assessment Plans
In 2017, Stage 2 teachers use school-developed learning and assessment plans. Teachers of Stage 2 English and mathematics subjects also have the option of using pre-approved learning and assessment plans. Stage 2 school-developed LAPs will be processed in accordance with SACE Board guidelines. The SACE Board will approve up to two LAPs for each Stage 2 subject offered.
Form 30 is to be used to inform the SACE Board of intention to use a pre-approved LAP for Stage 2 English and Mathematics subjects.
Refer to Information Sheet 14 for further clarification.
Note: Stage 1 and 2 Modified subjects use school-developed learning and assessment plans only.
Monitor students at risk
Intervention points
First assessment ‘hot spot’- look at intervention strategies (i.e. change subjects, additional support)
By the end of Term 1 – schools may consider changing a students enrolment from one subject to Community Studies A/B. Hilda Neville can provide advice on supporting students to use materials from another subject against the Community Studies subject requirements.
-Establishing an effective communication pathway with your SACE Officer Schools will ensure that someone is available to support you with queries, clarification and advice.

25. SACE Pattern for students completing in 2017
Refresher – SACE certificate. Comprised of 200 credits
compulsory subjects required at C or better; still get 10 credits for E or E-
students must complete 40 credits of the compulsory Stage 1 subjects (PLP, numeracy and literacy subjects – but lit/num can be Stage 2) at C or better to achieve the SACE
In addition:
students must complete 60 credits from Stage 2 at C- or better and these don’t need to be 3 x 20 credit subjects (could be 10-credit subjects, VET, exit assessment, community studies – not self-directed community learning)
students need to receive a C- or better in the Research Project
VET – Certificate 3 – do they need to complete the certificate – ATAR – yes, SACE completion – no.

26. SACE Officer Role First point of contact with SACE Board
Advice on policy and procedures
Working with schools to develop, monitor and improve their SACE management systems.
Working with schools to develop, monitor and improve the SACE Management Systems that support the integrity of school assessment results in Stage 1 and Stage 2 subjects.

27. What are Special Provisions?
Reasonable adjustments (special arrangements or varied assessment conditions)
Examples:
extension to an assessment deadline
enlarged print or Braille
rest breaks, extra time
reduced number of tasks
Forms for Requesting Special Provisions
Students who are unable to participate in, or comply with the requirements or conditions of the assessment on the same basis as other students, due to illness, disability, impairment, misadventure, or personal circumstances, are eligible for reasonable adjustments in curriculum and/or assessment. Grounds for special provisions include: physical disability, vision or hearing impairment, psychological illness, specific learning disability, medical condition, misadventure and certain personal circumstances.
Reasonable adjustments might include, for example:
Extensions – for short term issues such as a medical condition
Enlarged print/Braille – for students with vision impairment
Extra time – significant reading difficulty or a physical disability
Rest breaks – fatigue, need to stand and stretch, loss of concentration.
Reduced number of tasks – eg for a short term medical condition or a long term physical disability.
Refer to forms for requesting special provisions document on 14/26 of booklet.

28. Policy - Guiding Principles
Unable to participate in or comply with assessment requirements/ conditions “on the same basis” as other students
Same standards, skills and knowledge
Decisions based on evidence
Provisions address disadvantage
Schools recommend reasonable adjustments
Principles
SP are for students who are unable to participate in or complying with the requirements and/or conditions of an assessment “on the same basis” as other students due to one or more of the grounds for eligibility in the Special Provisions policy.
Special provisions do not exempt a student from meeting the skill or knowledge requirements of a course. The same standards must be used to assessed all students. They may complete less tasks than specified, but must be assessed against the performance standards and complete at least one task in each assessment type.
Special provisions are available for school assessment at Stage 1 and for school and external assessment at Stage 2.
The decision to apply for special provisions ultimately rests with the student – the school supports students by providing information about special provisions, by establishing processes for managing special provisions within the school and by providing and/or guiding students to provide evidence for applications to the SACE Board for special provisions in external assessments.
Eligibility for special provisions is based on evidence including information from the student and the school. In some cases there does not need to be a diagnosis from a professional, for example a school may impute that a student has a specific learning disability on the basis of the observations of teachers and learning support staff etc.
The provisions granted should be the reasonable adjustments that most appropriately address the disadvantage the student is/will experience in curriculum or assessment due to their condition if adjustments are not made.
Reasonable adjustments may vary from subject to subject due to the nature of the curriculum or assessment requirements in a subject (e.g. a student with a broken leg may need provisions for a PE practical task, but may not need the same adjustments for a Maths exam).
For external assessment tasks, the principal or principal's delegate, recommends to the SACE Board the reasonable adjustments that are most appropriate for a student.
Update page refs (refer to flyer on website as a useful communication to students) . The school however, is responsible for ensuring students are aware that special provisions are available – see the student flyer on the website and sent to schools later this term.

29. Policy – who makes decisions?
For school assessments at Stage 1 & 2
the school is responsible
For external assessments at Stage 2
SACE Board considers the application for reasonable adjustments on the basis of recommendations from the school (and professional, if appropriate)
It is important for students that there is as much continuity as possible between the reasonable adjustments provided by schools and the SACE Board in curriculum and assessment.
If a student is successfully using particular provisions for school assessment the school is likely to recommend the same provisions for comparable external assessments in the application to the SACE Board.
If a student has special provisions approved by the SACE Board for external assessment, it would be assumed that the school would grant the same provisions for similar school assessments.
Schools should submit applications for eligible students requiring special provisions for external assessments as early as possible (i.e. as soon as the need for special provisions is identified).

30. What special provisions are available?
For:
External Assessment
School Assessment
Refer to the table page 17 in your booklet – this gives some general ideas, but is not an exhaustive list of available provisions
The School Assessment Adjustments information sheet on the Special Provisions minisite provides some suggestions for school assessment adjustments. Advice is available from the SACE Board for specific cases or possibilities within a subject or assessment type

31. School Assessment School process – reasonable adjustments
Based on a range of evidence
Health professional report
Student work
Teacher observations – what works?
Record keeping at the school
Form 24/17
Variations – Moderation Materials
Schools should have a process to receive requests and decide on special provisions for students so that they are applied fairly and consistently across a student’s subjects and for all students. Some schools have the SACE Coordinator or other nominated person that all students and teachers know to direct queries to.
It should be clear to students what evidence they need when requesting reasonable adjustments to school assessments, for example, your school may have a policy of requiring a medical certificate if a student is absent for a summative test.
Record keeping is important – what has been granted, when, which subjects etc – Form 24 is recommended, but not a requirement (schools may already have a workable system of record keeping). If Form 24 is used, it is kept at the school – it does not need to be submitted to the SACE Board.
If a student’s, work is different to others in the group due to the special provisions granted (i.e. reduced number of tasks, alternative task etc) it is preferable that the student NOT be included in the sample selected by the teacher for moderation. However, if the student needs to be included in the sample to meet the sample selection parameters (i.e. has an A+ or is the only student on a particular grade level for the assessment type) the Variations – Moderation Materials form must be completed and included with the moderation materials.

32. Externally Assessed Tasks
Exams, External Performances, Investigations
Applications before the end of Term 1
Include:
principal’s declaration
all required evidence/information
Information Sheets provide advice
For changes to conditions for externally set tasks e.g. rest breaks for an exam, extensions to submission dates for investigations or the use of a moderated predicted result for an examination or performance, an application form is required to be submitted to the SACE Board for consideration.
Applications for students with long-term or pre-existing conditions – applications are due before end of term 1
Please use the current Form 17 as this has been amended.
Include all required information and evidence – see page 5 of Form 17
For students with a learning disability Form 28 is available to provide a history of the learning support the student has received and the results of reading tests and/or evidence used to impute a learning disability, if appropriate – see Form 28 – Additional Information for External Assessment Adjustments.
See page for further information and advice.
When wondering what provisions to request for eligible students in external assessments the key questions or long-term or pre-existing conditions are:
What adjustments is the student using in school assessments?
Are these adjustments applicable to external assessment?
The key question for ALL students is:
Which reasonable adjustments most appropriately allow this student to participate in or comply with the conditions or requirements of this external assessment on the same basis as other students without this student’s particular condition?

33. More information SACE website:
Contact the SACE Board:
Help line – (08)
Policy, Information Sheets and Forms are available on the SACE website. Refer participants to information provided in the booklet.