1. Curriculum Coordinators Council March 22, 2011

2. Big Picture: How Does It All Connect? It’s critical that we prepare all students to graduate high school with the potential to continue their studies and grow their skills. New Graduation Requirements and Assessments: Designed to help all students, beginning with the class of 2015, demonstrate proficiency in state academic standards Complement the standards that guide instruction in Pennsylvania’s high schools Grounded in Pennsylvania’s comprehensive approach to supporting student achievement using the Standards Aligned System (SAS) portal Two-thirds of all new jobs require at least some postsecondary education

3. Graduation Requirements School district graduation policies must at least include:

4. Graduation Policy Phases PHASE ONE: Students graduating in 2015 and 2016 must demonstrate proficiency in: English Composition Literature Algebra I Biology PHASE TWO: Students graduating in 2017 and beyond must demonstrate proficiency in: Both English Composition and Literature Two of three Mathematics (Algebra I, Algebra II, or Geometry) One of two Sciences (Biology or Chemistry) One of three Social Studies (American History, Civics and Government or World History)

5. Keystones as % of Course Grade In addition to scale scores, each Keystone Exam is graded on a 100-point scale: Performance LevelPoints Below Basic0 Basic50-69 Proficient70-89 Advanced90-100

6. Test Format Keystone Exam Questions: Includes multiple-choice questions and constructed-response, or open-ended questions. Algebra I and Biology: 60%-75% of the total score from multiple-choice questions and; 25%-40% of the total score from constructed-response questions English Composition: 20% of the total score will come from multiple-choice, and 80% from constructed-response questions Keystone Exam Scoring: Each correct multiple-choice question is worth one point Partial credit could be given on constructed-response questions, depending on the rubric Keystone Exam Format: Online and paper/pencil formats available for all Keystone Exams Each district will individually determine if online, paper/pencil or both formats will be used Each exam will take approximately 2 to 2.5 hours to complete

7. Constructed Response Items: Math 1.Scaffolding Completion Items: elicit 2 to 4 distinct responses from a student 2.Extended Scaffolding Completion Items: respond entirely or in part with extemporaneous text/explanation/show work All Math CR items are scored on a 0 – 4 scale

8. Preparation Resources Item and Scoring Sampler: Sample questions and scoring for each Keystone Exam will be available to help prepare both students and teachers. The Item and Scoring Sampler will include: – Multiple-choice and constructed-response practice questions – Examples of how constructed-response questions will be scored The Item and Scoring Sampler will be available on the SAS website (www.pdesas.org) by the end of February.www.pdesas.org PA Online Assessment Student Tutorial: Each online Keystone Exam will have a PA Online Assessment Student Tutorial – Learn the properties and features of the PA Online Assessment system – Full exploration of the system will take 30 minutes

9. Preparation Resources Online Tools Training: Each online Keystone Exam will have an Online Tools Training – Provide an introductory experience using the online assessment software – Sample questions allow students to use and familiarize themselves with the online tools available while taking the exam – Students should be given at least 30 minutes to go through all the sample questions User Guides and Directions for Administration Manuals: User guides will be delivered as hard copies to the administration building of each school district Guides also will be available online on the PA eDIRECT website (www.pa.drcedirect.com)www.pa.drcedirect.com Students are strongly encouraged to use both the PA Online Assessment Student Tutorial and the Online Tools Training prior to taking any online Keystone Exam

10. Recent State Board Actions Stand-Alone Option: Some districts may choose to require proficiency on a Keystone Exam as a stand-alone graduation requirement. This allows: District discretion on how to weigh the assessment in course grading – meaning that the 33% weight is not required. Districts to be deemed approved for validation requirements in a content area without having to undergo a local validation process.

11. Recent State Board Actions State Assessment Validation Advisory Committee: Task: Could the NOCTI serve as an alternative pathway to state graduation requirements? Findings: – NOCTI is a rigorous assessment for purposes of determining readiness for an occupation; – Though it is NOT aligned with academic content; – And end-of-program administration creates a very high-stakes dynamic Not a substitute, but rather a last chance

12. Local Assessments Validation Requirements: To meet the state graduation requirements all local assessments must: -Align with state academic standards -Meet rigorous expectations, comparable to those used for the Keystone Exams -Be administered to all students Validation Cost Share: For districts creating local assessments, the state will provide: -Technical assistance to help meet criteria -Half the cost of the assessment validation Validation Timeline: A detailed timeline will be available on the SAS website (www.pdesas.org) in spring 2011www.pdesas.org

13. Project-Based Assessment A student who does not achieve proficiency on a Keystone Exam after 2 attempts will be eligible to complete a project-based assessment. Projects will be: Aligned with Keystone Exam modules Developed by the department and administered by school staff Scored by regional panels of educators

14. Guidance for IEP Teams Students with Individualized Education Programs (IEPs) should participate in the Keystone Exam or the local assessment with accommodations as necessary immediately following completion of the related course. Students can retake the exam during any subsequent administration.

15. Guidance for IEP Teams Students with IEPs enrolled in courses designed to replace Algebra I, Biology, or Literature shall have their participation in the Keystone Exams, local assessment, or another assessment (alternate) as determined by the IEP Team. Students with IEPs not enrolled in related courses assessed by the Keystone Exams or local assessment would be required to participate in another assessment (alternate) as determined by their IEP Team.

16. Guidance for IEP Teams A student with a disability will have the same opportunity as the non-disabled student to “test out” of the course by passing a Keystone Exam and scoring “advanced” if the school district has made this allowance. The student may be awarded credit for the course without actually taking the course.

17. Consistency in Policy The revised Chapter 4 regulations maintain the same graduation requirements for students with IEPs as the prior Chapter 4 regulations. Students with disabilities who satisfactorily complete a special education program shall be granted a high school diploma. 4.24. High school graduation requirements. http://www.pacode.com/secure/data/022/chapter4/ s4.24.html

18. Planning for 2011 and Beyond By early 2011, expect the following: 1.notice to the field about participation in the Keystone Exams, local assessment, or other local assessment (alternate) through a Penn Link. 2.statewide training on inclusion of students with IEPs in the Keystone Exams, local assessment, or other local assessment (alternate). 3.guidance documents including a revised Section IV of the IEP and annotated IEP that allows IEP Teams to select and document the appropriate assessment option.

19. Adequate Yearly Progress: The transition from the 11 th Grade PSSA to Keystones

20. Planning for 2012-13: Keystone Exams: – Algebra 1 In place of 11 th grade Mathematics PSSA – Literature In place of 11 th grade Reading PSSA – Biology* In place of 11 th grade Science PSSA *Not included in calculation for AYP

21. USDE Decisions Petition U.S. Department of Education to allow the Keystone Exams to replace the 11 th grade PSSA. Submit standards and assessment peer review packet to USDE for approval.

22. USDE Decisions Bank scores – Student’s 8 th or 9 th grade score not used for AYP until student is in 11 th grade Use scores from 2013 administration – Student’s 8 th or 9 th grade score is used in the same year the student completes the Keystone Retest – Should student’s retest score be included in AYP? – Can higher score be used for AYP?

23. Classroom Diagnostic Tools: Overview Provide a diagnosis of student’s strengths and weaknesses to guide instruction and/or remediation Available in grades 6 through high school Online assessments delivered in a Computer Adaptive Test (CAT) format Multiple-choice items Multiple assessments per year Real-time reporting linked dynamically to curriculum resources in SAS

24. CDT Reporting Reporting for the CDT will be available on DRC’s eDirect system Results will be linked to Materials and Resources on SAS Three types of reports will be provided 1.Group Diagnostic Map 2.Student Diagnostic Map 3.Learning Progression Map

25. Group Diagnostic Map – Algebra I 25

26. Common Core Standards What is Common Core?

27. 27 Common Core Overview Prepares students with the knowledge and skills they need to succeed in college and work Ensures consistent expectations regardless of a student’s zip code Provides educators, parents, and students with clear, focused guideposts Offers economies of scale

28. 28 SAS and the Common Core SAS Resources: http://www.pdesas.org*http://www.pdesas.org –Clear Standards Tab Common Core Tab * Also located in PLC

29. 29 Common Core Organization English Language Arts Strands –Reading –Writing –Speaking and Listening –Language

30. 30 English Language Arts New Emphasis Reading –Balance of literature and informational texts –Text complexity Writing –Emphasis on argument and informative/explanatory writing –Writing about sources http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards/college-and-career-readiness-anchor-standards-for- language/ http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts

31. 31 English Language Arts New Emphasis Speaking and Listening –Comprehension and collaboration –Inclusion of formal and informal talk Language –Stress on general academic and domain- specific vocabulary http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards/college-and-career-readiness-anchor-standards-for- language/ http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts

32. Design and Organization Three Main Sections K-5 Cross disciplinary 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science/Technical Subjects 32

33. Design and Organization Appendices AResearch Supporting Key Elements BText Exemplars/Sample Performance Tasks CSamples of Student Writing 33

34. Anchor Standards Four sets of College and Career Readiness Anchor Standards: Reading (Page 10) Writing (Page 18) Speaking and Listening (Page 22) Language (Page 25) 34

35. From Anchors to Grade Level Standards Grade level standards derive from the Anchor Standards. K-2 3-5 6-8 9-10 and 11-12 35

36. 36 SAS and the Common Core SAS Resources: http://www.pdesas.org*http://www.pdesas.org –Clear Standards Tab Common Core Tab * Also located in PLC

37. 37 Common Core Organization Mathematics Standards for Mathematical Practice Standards for Mathematical Content

38. 38 Common Core Organization Standards for Mathematical Practice –Carry across all grade levels –Describe habits of mind of a mathematically expert student

39. 39 Common Core Organization Standards for Mathematical Content –Presented by grade level, K-8 –Organized into domains progressing over several grades –Introduced at each grade level by 2–4 focal points –Presented by conceptual themes at high school

40. Standards for Mathematical Practice Describe varieties of expertise that should be developed in students Rely upon longstanding important processes and proficiencies Articulate the behaviors of truly mathematically competent citizens 40

41. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 41

42. Standards for Mathematical Practice 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. 42

43. Mathematical Content: Domains 43 Grades K-8 Counting and Cardinality Operations and Algebraic Thinking Ratios and Proportional Relationships The Number System Number and Operations in Base Ten Number and Operations—Fractions Measurement and Data Statistics and Probability Expressions and Equations Functions Geometry High School Number and Quantity Algebra Functions Geometry Statistics and Probability Modeling

44. 44 Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades http://www.corestandards.org/about-the-standards/key-points-in-mathematics

45. 45 Reading A Standard http://www.corestandards.org/about-the-standards/key-points-in-mathematics

46. 46 Key Advances Focus and coherence  Focus on key topics at each grade level.  Coherent progressions across grade levels. Balance of concepts and skills  Content standards require both conceptual understanding and procedural fluency. Mathematical practices  Foster reasoning and sense-making in mathematics. College and career readiness  Level is ambitious but achievable. http://www.corestandards.org/about-the-standards/key-points-in-mathematics

47. 47 Key Changes Focuses in early grades on number (arithmetic and operations) to build a solid foundation in math Evens out pace across the grades Focuses on using math and solving complex problems in high school math - the real world emphasis Stresses problem-solving and communication http://www.corestandards.org/about-the-standards/key-points-in-mathematics

48. 48 Contact Information Jo Beth McKee Language Education Advisor Bureau of Teaching and Learning Division of Curriculum Pennsylvania Department of Education 333 Market Street, 8 th Floor Harrisburg, PA 17126 Phone: 717.525.5981 jobmckee@state.pa.us Kevin M. Mauro Mathematics Education Advisor Bureau of Teaching and Learning Division of Curriculum Pennsylvania Department of Education 333 Market Street, 8th Floor Harrisburg, PA 17126-0333 Phone: 717.772.6904 kmauro@state.pa.us

49. Contact Us: For more information, questions, or comments about Pennsylvania’s new Graduation Requirements email ra-gradreq@state.pa.us