1. New SACE Coordinators Conference
Term 1, 2018
Welcome
As a means of introduction, determine:
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 session is to provide new SACE coordinators with information to support them in their new role.

2. SACE Coordinator Role Communication Managing enrolments
Managing collection of results
Coordinating collection of student materials
Liaising with SACE Board staff
The SACE Coordinator manages the dissemination of SACE Board information to school staff.
The SACE Coordinator is the designated SACE contact person in a school.
The SACE Coordinator is responsible for the return of materials to the SACE Board.
This role involves:
Managing enrolments,
Managing collection of results for Stage 1 and Stage 2 of the SACE,
Coordinating the collection and packaging of student materials for moderation and external assessment,
liaising with the relevant SACE Board Officers who, in turn, provide advice and support to the SACE coordinator, other school administrators, and teachers.

3. Communication Subject Outlines – for teaching in 2018
Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2018
SACE Policies and Procedures
Information Sheet 57 – Learning and Assessment Plans – Stage 1 and Stage 2
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
2018 Subject Outlines (note that it is useful for teachers to access the 2018 Summary of Subject Outline Changes document)
2018 Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2018
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.
For example one of the processes you may be currently managing
In school:
Ensuring Quality Assurance processes are in place for the management and storage of Stage 1 and Stage 2 LAPs – pre-approved/school developed.
Ensuring schools manage the QA process for changes to the intended LAP and use of addendums
Information Sheet 57

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

5. 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.
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6. The calendar maps the key operational tasks throughout the year
The calendar maps the key operational tasks throughout the year. The calendar will 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.
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7. 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.
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8. Have you done this?
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9. 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.

10. 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.

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. Information Sheets are now electronic and the format is different
Information Sheets are now electronic and the format is different. Information is provided in layers that you click to reveal. Click ‘Show all’ to scroll through all at once.

13. The Role: Managing enrolments and the collection of results
Calendar
Schools Online
Student registration and transfers
Subject enrolment – class and individual
Confirmation Class Lists
Resulting into Schools Online
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 Schools Online minisite – Schools Online Guides under the Schools Online documentation.
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
What quality assurance practices do you have for entering results, double checking process. Errors in Stage One results can be addressed by a Change of Results form, 3/18. Errors made in Stage Two results, and caught before the final results release, can be addressed with an exceptional circumstances request made through the school principal
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
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, check the SATAC guide or website
Don’t assume you know- double check
Dangerous and high stakes - see it written to be sure
Stage Two Self Directed Community Learning does not count within the 60 Stage 2 credits needed. Check if the student’s learning could be accommodated through one of the flexible subject outlines such as Integrated Learning, Community Studies or Cross Disciplinary Learning.
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 05/18
Language eligibility
Learning and assessment plans approval process in schools
Compulsory subject requirements
PLP, Literacy, Numeracy
Stage 1 Information and Guidelines 2018 – available on website.
Wednesday 4th April 2018: Due date for final enrolments for Stage 1 subjects (results due June) and all Stage 2 subjects except Stage 2 Dance and Drama. Schools should work towards this date. Mid-year moderation is based on this data.
Friday 22rd June 2018: Semester 1 enrolment cut-off date (no new enrolments for Semester 1 after this date).
Stage 1 Moderation and Review – information was sent to schools in the week beginning 5 February.
Are teachers of subjects requested for moderation aware that moderation and review is required in 2018?
Teachers may need to adjust their assessment program to ensure sufficient student work is available for moderation: Three of the four tasks should be available.
Teachers need to ensure that the file type for electronic materials is accessible during moderation.
Where possible, plan to participate in Semester 1 moderation.

16. Schools Online Eligibility and enrolment
Schools are responsible for ensuring that:
each subject has a LAP,
the LAP meets the requirements of 2018 Subject Outlines,
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 eligibility
before you are able to proceed.
By confirming, you are acknowledging that your school has quality assurance processes in place, eligibility requirements have been met, and the school could provide evidence of this if there was a query.

17. The Role: Stage 2 Managing LAPs Enrolments and Assessment Groups
Clarifying Forums - PLATO
The SACE Board has developed A3 sheets as snapshots of cut-off and due dates.
You may wish to download and display in staff/classrooms. These show the immediate enrolment cut off dates published in the schedule for schools and the Schools Online Cycle 2018 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.
Encourage attendance at Workshops and Meetings – implementation workshops
-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.
New feature
All Stage 2 subjects will have clarifying online courses.
Who is familiar with PLATO?
What is PLATO?

18. The Role: Student Management
SACE Board policies and procedures
Special Provisions
Word-count
Supervision and Verification
Breaches of Rules
Deadlines policy
Need to be aware of SACE Board Policies and Procedures so that you can support teachers to manage students and their responsibilities.
SACE Board policies include
-Word-count
-Supervision and Verification
-Breaches
-Working with students and parents
-accessible to all – good communication practices.

19. SACE Board policies and procedures
Website address
Policies are available to support schools, parents and students.

20. 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 Roanne Berekmeri 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.

21. 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.

22. SACE Board School Support
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 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.
Call or – subject expert
Assessment Operations:
Provide operational advice
Register students in the SACE
Communicate processes eg Stage 1 Moderation and Stage 1 and 2 Review
Send and collect school assessment and external assessment materials to and from schools
Contacting Assessment Operations by or phone
Special Provisions
Specific details provided later in the workshop
VET - Next slide

23. SACE Board Role Contact SACE Officer for subject specific inquiries
Assessment Operations provide advice on procedures
To work 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.

24. SACE Officer Curriculum and Assessment
VET
Management
Resulting in Schools Online
Verification
VET data
For specific enquiries regarding qualifications and competencies e.g. additions to Schools Online and the VET Recognition Register, please
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.
Adele Broster
SACE Officer Curriculum and Assessment

25. The Role: Good practice
Quality Assurance of Stage 1 and Stage 2 Learning and Assessment Plans
Regularly review students at risk in Stage 1 and Stage 2
Seek advice
LAP Quality Assurance
Reminder: This is now an internal school process.
LAPs - moderation and review
For Stage 1 and Stage 2 subjects, teachers have the option of using pre-approved Laps, school-developed LAPs, or a combination of these two options.
Teachers can adapt pre-approved LAPs by using the addendum to describe any changes made to the plan.
After ensuring that LAPs meet the requirements of relevant 2018 subject outlines, your Principal or Principal’s delegate approves school-developed LAPs, and adapted pre-approved LAPs.
LAPs are not submitted to the SACE Board for approval. Refer to Information Sheet 13 for further clarification.
Note: Stage 1 and 2 Modified subjects use school-developed learning and assessment plans only.
Monitoring students at risk
Intervention points:
First assessment ‘hot spot’- look at intervention strategies (i.e. adjust LAP, additional support, use a flexible subject framework eg Integrated Learning, Scientific Studies)
By the end of Term 1 – schools may consider changing a students enrolment from one subject to Community Studies A/B. Louise Johnson can provide advice on supporting students to use materials from another subject against the Community Studies subject requirements.
Establishing an effective communication pathway with the SACE Board will ensure that someone is available to support you with queries, clarification and advice.

26. 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.

27. Case management - Retention and Completion
Awareness of students’ involvement in activities outside of school (including work)
Awareness of flexible subject options and recognised learning
Appropriate use of VET
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

28. Equal opportunity + Equitable outcomes Excellence
Potential completers
Actual completers
Stage 2 subject achievement
equality of opportunity + equitable outcomes + excellence.
What would indicate at the whole of school level whether you succeeded in maximising the success of students at your school?
Improvements in the total number of potential SACE completion, PLUS
Improvements in the number of potential SACE completers that actually complete their SACE, PLUS
Improvements in Stage 2 subject achievement
Therefore success is about completion and achievement
It is important to recognise that a primary focus on C ‘pass’ level grades may improve completion at the expense of achieving excellence. A primary focus on excellence however will always support completion!
Results reports available in Schools Online can help schools evaluate their plans to maximise student success.

29. Student management Maximising student success
Monitoring for student achievement and completion
Flexible subject options and recognised learning
Flexibility within the subject
VET
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
Appropriate use of VET
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

30. 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
Form 31
Form 32
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 /25 of booklet.

31. 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
Consultation with student
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 (currently being updated) 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.

32. SP 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) that affect SACE Board processes
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.
Schools are responsible for identifying and implementing reasonable adjustments that can be managed within the school context. For example, decisions about adjustments to school set assessment deadlines, adjustments to the number or format of tasks in a school assessment type or the granting of extra time, rest breaks or word processors in tests and examinations can be determined and managed by schools.
The SACE Board is responsible for considering and approving requests for reasonable adjustments for eligible students in external assessments at Stage 2 that affect SACE Board processes. For example, adjustments to the font size, length, format or colour of a SACE Board examination, extensions to the submission of results or collection of materials for external investigations.
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).
The SACE Board is also responsible for considering requests for special provisions in examinations on the grounds of misadventure and personal circumstances.

33. What special provisions are available for School Assessment and External Assessment?
Refer to page 9 in your booklet for the Special Provisions in Curriculum and Assessment Policy and page 12 gives some ideas for school managed provisions, but is not an exhaustive list.
The School Assessment Adjustments information sheet on the Special Provisions minisite provides similar information. Advice is available from the SACE Board for specific cases or possibilities within a subject or assessment type

34. 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
Special provisions for school assessment - (Form for school use only) [DOC 709KB]
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 – the EXCEL workbook, but not a requirement (schools may already have a workable system of record keeping). If the workbook is used, it is kept at the school – it does not need to be submitted to the SACE Board. Also available for internal school use is the Special provisions for school assessment - (Form for school use only) [DOC 709KB] document.
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.

35. Externally Assessed Tasks
Exams, External Performances, Investigations
Applications before the end of Term 1 for long term or pre-existing conditions – Form 31
Include:
principal’s declaration
all required information
Refer to Information Sheet 58
For changes to conditions for externally set tasks, extensions to submission dates for investigations, or the use of a derived result for an examination or performance, an application form is required to be submitted to the SACE Board for consideration.
Requests for special provisions for students with long-term or pre-existing condition – are due before end of term 1
Copies of Form 31 and Form 32 are on pages
For further information and advice check out the case studies.
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?

36. More information SACE website: Contact the SACE Board:
Information Sheet 58
Case Studies
EXCEL Workbook for recording Special Provisions
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.