1. Pennsylvania’s Standards Aligned System Keystone Exams & Proposed Standards Overview Jo Beth McKee Pennsylvania Department of Education English Language Education Advisor jobmckee@state.pa.us 717-525-5981 Edward G. Rendell, Governor Dr. Gerald L. Zahorchak, Secretary of Education

2. Session Objectives Keystone Exam Development Update Overview of the Standards Aligned System Proposed Revised Standards

3. Going Green This PowerPoint and documents related to it can be found online on http://rwslpd.wikispaces.com/ http://rwslpd.wikispaces.com/

4. Keystone Exams On January 8, 2010, following approvals by the state’s Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015.

5. beginning the 2012-13 school year, three Keystone Exams in algebra I, literature and biology will replace the 11th grade Pennsylvania System of School Assessment (PSSA) tests. This change will reduce annual testing time by approximately 18 hours – the equivalent of three school days.

6. Meeting Graduation Requirements 1. Successful course completion, with Keystone final exam 2. Rigorous, independently-validated local assessments 3. AP or International Baccalaureate exams OR ANY COMBINATION =

7. Option One DEMONSTRATE PROFICIENCY CORE SUBJECTS: For the class of 2014-15, students will demonstrate proficiency in English composition, literature, algebra I and biology, with a Keystone final exam counting for one-third of the final course grade.

8. 2017 Requirements Requirements under option one will be expanded to include: passing 2 English courses (composition and literature); passing 2 math courses (algebra I, algebra II, or geometry); passing 1 science course (biology or chemistry); and passing 1 social studies course (options include civics, American history or world history).

9. Option Two PASS LOCAL ASSESSMENTS that have been independently validated. This regulation preserves local control but sets consistent standards for locally-developed measures to ensure rigorous assessments, fair administration, and reliable results. The state will share validation costs with local districts.

10. Option Three PASS RIGOROUS NATIONAL ASSESSMENTS such as Advanced Placement or International Baccalaureate exams.

11. Keystone Design Keystone Exams will be short (approximately 2 to 2 ½ hours), subject- specific assessments that students take at the end of a course.

12. Design Continued students will be able to retake the assessments in whole or in part

13. Design Continued no student will be denied a high school diploma based on test scores alone!

14. Design Continued students who do not test well can complete a project-based alternative assessment.

15. Future of the PSSA The PSSA will be retained for use in the elementary and middle grades. 2012-2013 PSSAs will be replaced in 11 th grade This year’s (2009-2010) 8 th graders Literature Algebra I Biology

16. 2014-2015 This year’s (2009-2010) 7 th graders Literature Composition Algebra I Biology

17. Keystone FAQ 1. Can students retake a Keystone Exam? Yes. Students who do not score proficient or above may retake the exam (or exam module) at the next available testing date. 2. Can a student who scores proficient or advanced retake a Keystone Exam? Yes. The regulation does not preclude proficient or advanced students from re-taking a Keystone Exam. 3. Can students “test-out” of a course by passing a Keystone Exam? Yes, at the district’s discretion and provided that the student scores “Advanced” on the related Keystone.

18. Keystone FAQ 4. Will Keystone Exam scores for students in middle school count toward high school graduation requirements? Yes. For example, if a student takes the Keystone algebra I exam in 8th grade, it will count for one-third of that final mark. If the student passes the course, he/she will have met the requirement for graduation. 5. When will the Keystone Exam scores for students in middle school count toward AYP? For purposes of AYP, Keystone Exam scores will be attributed in 11th grade – even though students may – and likely, will – take the relevant courses and Keystones in an earlier grade. 6. What score is required on an AP or IB test to satisfy graduation requirements? The Department will issue policy guidance on this question by July 1, 2010.

19. Keystone FAQ 7. How will students qualify to complete a project-based assessment? Any student who does not score proficient on a Keystone Exam after two attempts will be eligible to complete a project-based assessment, provided the student has taken the course and met local attendance and supplemental instruction requirements. 8. Can a student who scores proficient or advanced complete a project- based assessment to raise their score? No. The project-based assessment is designed expressly to help students supplement a Keystone Exam score in order to meet the graduation requirement of proficiency. A project-based assessment can raise a student’s Keystone score to the proficient cut score, but not beyond it 9. If a project-based assessment raises a student’s Keystone score, will that proficient score count toward AYP? No. The score from a student’s original exam is used for the purpose of determining AYP.

20. KEYSTONE EXAM DEVELOPMENT SCHEDULE Keystone ExamField Test Available for all schools … Algebra I, Biology, Literature Fall/Winter 2010Spring 2011 Algebra II, Geometry, Composition, US History Spring 2011Winter 2011/2012 Chemistry, Civics & Government, World History Spring 2015TBD

21. Keystone Questions? You may download the Keystone Fact Sheet from the workshop wiki: http://rwslpd.wikispaces.com/ http://rwslpd.wikispaces.com/

22. Standards Aligned System Background and history

23. SAS Competencies Observe and practice navigation of the PA Standards Aligned System (SAS) web portal to enhance effective instructional practices Explore the relationship between SAS, Response to Instruction and Intervention, and the Resiliency framework Apply the six elements of the Standards Aligned System in schools to increase student achievement Demonstrate a thorough understanding of the overall features, functions and resources of the Standards Aligned System (SAS)

24. Break Time! When you return please group by educational roles. For example: Superintendents, principals, curriculum directors, teachers

25. Supports for Pennsylvania Educators Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

26. SAS www.pdesas.org

27. Standards Pennsylvania’s approved standards are the foundation of the Standards Aligned System

28. Standards

29. Reading, Writing, Speaking & Listening Mathematics RWSL and Math standards have alternate standards for students who take the Pennsylvania Alternate System of Assessment (PASA)

30. Proposed RWSL and Secondary Standards Revised RWSL New Composition and Literature Anchors and Essential Content have not changed.

31. Standards Science and Technology Economics Civics and Government Arts and Humanities Family and Consumer Sciences World Languages Environment and Ecology History Geography Health, Safety and Physical Education Career Education and Work

32. Additional Supporting Standards English Language Proficiency Early Childhood Education

33. Proposed Revised RWSL, Composition and Literature Standards Proposed/Revised RWSL, Math and Voluntary Composition, and Literature standards are available on SAS and the workshop wiki.

36. Clear Standards I do, we do, you do

37. Curriculum Framework Identify standards, anchors, EC Big Ideas Concepts Competencies Essential Questions Vocabulary

38. Big Idea Declarative statement that describes concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.

39. Concept Describe what students should know and understand (key knowledge) as a result of this instruction specific to grade level

40. Competency Describe what students should be able to do (key skills) as a result of this instruction

41. Essential Question Questions connected to the SAS framework that are specifically linked to the Big Ideas. Essential questions frame student inquiry, promote critical thinking, and assist in learning transfer

42. Vocabulary Coming soon to SAS Brick and Mortar words: Tiers 2 & 3

43. Big Idea, Concept, Competency, Vocabulary or Essential Question? Plays reflect time, place and culture in elements of staging and playwriting Think, Pair, Share

44. Big Idea, Concept, Competency, Vocabulary or Essential Question? Staging -the process or manner of putting on a play Think, Pair, Share

45. Big Idea, Concept, Competency, Vocabulary or Essential Question? Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays Think, Pair, Share

46. Big Idea, Concept, Competency, Vocabulary or Essential Question? Humans have expressed experiences and ideas through the arts throughout time and across cultures. Think, Pair, Share

47. Big Idea, Concept, Competency, Vocabulary or Essential Question? How do plays reflect time, place and culture?. Think, Pair, Share

48. Curriculum Framework: Example for 6 th grade theatre BIG IDEA (enduring understanding) Humans have expressed experiences and ideas through the arts throughout time and across cultures. ESSENTIAL QUESTION How do plays reflect time, place and culture? CONCEPT (what students will know) Plays reflect time, place and culture in elements of staging and playwriting. COMPETENCY (what students will be able to do) Read plays from varied time and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays. STANDARD 9.2.8.C – Relate works in the arts to varying styles and genre and to the periods in which they were created. EXEMPLAR COMING SOON! VOCABULARY Staging Playwriting ANCHOR ANCHOR DESCRIPTOR ELIGIBLE CONTENT

49. Activity Using the previous Fine Arts example, identify cross curricular standards that could be included in the model.

50. Using the Curriculum Framework to Guide Instruction  Start with standard/anchor/big idea  Keep the essential question in mind throughout instruction  Focus instruction by targeting concepts  Identify what students need to do to demonstrate competency  Design classroom instruction that will result in student proficiency in the academic standard/eligible content

51. Curriculum Framework Portal Time

52. Assessment Fair assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement. In Pennsylvania the four types of assessment are summative, formative, benchmark, and diagnostic

53. Summative: Assessment in Pennsylvania Benchmark/ Interim: Formative: Diagnostic:

54. Summative Often used for grading, accountability and or research/evaluation Seeks to make an overall judgment of progress made at the end of a defined period of instruction PSSA Keystone Standard Aligned Systems

55. 55 PSSA, PSSA-M (modified) PASA (adapted) Final Exams-Keystones ACCESS for ELLs(WIDA) End of Unit Exams TerraNova Stanford 10 Examples of Summative Assessments

56. Benchmark Assessment Benchmark Provide feedback to both the teacher and the student. Findings are reported by referencing the standards, not other students’ performance Measure performance regularly Examples: 4Site AIMSweb District Designed Benchmark

57. Diagnostic Assessment Diagnostic Students’ strengths, weaknesses, knowledge, and skills before and during instruction Allows for remediation or intervention PA will use a Computer- Adaptive testing approach Examples: Running Records DRA G-Made

58. Computer-Adaptive Testing CLASSROOM DIAGNOSTIC TOOLS DEVELOPMENT SCHEDULE Content AreaField Test Available for all schools … MathematicsSprings 2010Fall 2010 Literacy: Literature Fall 2010Winter 2010/2011 ScienceFall 2010Winter 2010/2011 Literacy: Composition Spring 2011Fall 2011 Social StudiesSpring 2011Fall 2011

59. Formative Assessment In Pennsylvania we are defining formative assessment as classroom based assessment that allows teachers to monitor and adjust their instructional practice in order to meet the individual needs of their students.

60. Six Attributes of Formative Assessment from CCSSO Learning Progressions Learning Goals Embedded Specific Feedback Collaboration Peer & Self Assessment

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64. 64 Assessment Builder Allows teachers to create customized assessments Can be formative, summative, diagnostic, or benchmark

65. 65 PORTAL TIME Assessment Builder Demonstration

66. 66 PORTAL TIME Independent Practice

67. Instruction

68. Differentiated Standard aligned At instructional level (not frustration level) Scaffold support

69. Instruction

70. Materials & Resources Learning progressions Units Lesson plans

71. Materials & Resources

72. Intervention Response to Instruction and Intervention

73. What is NOT RTII? Interventions are not Remediation RTII is not a product

74. What is RTII? Intensive Quick At or above grade level Based on data

75. Where does RtII Happen?

76. Tier I of the RtII framework provides access to high quality standards based curriculum and instruction for all students. RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, PVAAS Benchmark: 4 Sight Diagnostic: GRADE, GMADE Formative: Formal and Informal (progress monitoring, ticket out the door) RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum. High quality instruction is at the heart of RtII. The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity. ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition. Research-validated interventions are implemented based on the type, level and intensity of student need. SAS and RtII: The Connection

78. From Risk to Resiliency Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

79. Components of the Resiliency Framework HIGH EXPECTATIONS MEANINGFUL STUDENT ENGAGEMENT CONNECTIVENES S & BONDING SKILLS FOR LIFE CLEAR & CONSISTENT BOUNDARIES UNCONDITIONAL SUPPORT Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

80. Resiliency in the Standards Aligned System Fair Assessments School Climate Metrics Locally Relevant Data Outcome data including increased graduation and attendance and decreased detentions, suspensions and expulsions Improved overall school climate data via school climate surveys Instruction Embedded into materials and resources to maximize effectiveness http://www.pdesas.org/Main/ Instruction http://www.pdesas.org/Main/ Instruction

81. Resiliency in the Standards Aligned System Materials and Resources Grade appropriate resources for both student and school level Professional development geared toward the understanding, implementation, and evaluation of individual and school level ‘wellness’ Framework for implementing a wide range of programs designed especially for the school setting Interventions Identified interventions to promote protective factors with the most at-risk students and school communities differentiated for multiple needs

82. RICULUM FRAMEWORK BIG IDEA: Recognizing thoughts, feelings, and perspectives of self and others enables one to cooperate, communicate, and constructively interact with others. CONCEPT:COMPETENCY: A Effective Communication includes verbal and nonverbal language used to convey meaning from the sender to the receiver. B.Respecting the attitudes, opinions and beliefs of others even when they differ from personal attitudes, opinions, and beliefs is essential for social growth. C.Cooperating with others within and outside of one’s current social network maximizes opportunities to expand understanding of self and others. D. Self-awareness is the foundation to awareness and acceptance of others. Analyze ways their behavior may affect the feelings of others and adjust accordingly (B, D) Provide support and encouragement to others in need (C) Show respect for other people’s perspectives (B) Employ positive communication and social skills to interact effectively with others (A) Develop constructive relationships (C) Demonstrate the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways (A, C)

83. Teacher Tools To preview what we are going to do, please go to this website http://websites.pdesas.org/shunt Read the announcement on the first page, and follow the instructions in RED on each page in the website. If you finish early, take some time to gather some more Materials & Resources.

84. SASIT Training http://www.pattan.net/

85. SASIT 1 Training

86. Admin Tools A collection of administrative tools for those users who will have administrative access to SAS User Management Content Submission Peer Review

87. My Profile The information provided in this section will be used to manage your SAS account: Manage personal information Identify professional interests Change a password

88. Portal Time – My Profile Click on Teacher Tools Select My Profile

89. My ePortfolio A web-based, portable filing cabinet Create organizational folders Add resources Add to My ePortfolio Upload File Add Bookmark

90. Portal Time – My ePortfolio Click on Teacher Tools Select My ePortfolio

91. My Website Develop a classroom website to enhance communication between students, parents, and colleagues Modify the site to reflect: Specific classes you teach Events relevant to your class or school Resources you want available for yourself, colleagues, students, and/or parents

92. Default Website

93. Your Website Address Betty Teacher’s email address, and therefore username, is bteacher@mydistrict.com bteacher@mydistrict.com SAS website addresses are all similar http://websites.pdesas.org/username Betty’s website address would be http://websites.pdesas.org/bteacher

94. Disabled Websites All websites are disabled by default Educational Use Only Does not violate the rights of others Does not contain abusive, vulgar, or objectionable language Does not encourage conduct that would be considered a criminal offense Does not contain any solicitation for products or services

95. Portal Time – My Website Click on Teacher Tools Select My Website

96. Custom Page Header and Copyright

97. SAS Rich-Text Editor

98. Teacher Tools: Check For Understanding Create a website Include (at minimum): 1 page 1 sub-page 2 images 2 hyperlinks (1 to SAS content, 1 to a site on the Internet) 1 uploaded file 1 announcement Be prepared to share with the group!

99. For Help… Click on Help in the upper right hand corner of any page in the portal The SAS Portal Help Desk will open System Requirements FAQS About SAS

100. Questions?

101. The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.

102. Office of Elementary and Secondary Education Diane Castelbuono, Deputy Secretary Bureau of Teaching and Learning Support Dr. Edward Vollbrecht, Director Division of Standards and Curriculum Tim Foley, Interim Division Chief