Lynda Lupp
Richard Maraschiello
Amy Morton
Adam Schott
John Weiss
Big Picture: How Does It All Connect?
Two-thirds of all new jobs require
at least some postsecondary education
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
Graduation Requirements
School district graduation policies must at least include:
Graduation Policy Phases
PHASE ONE: Students graduating in
2015 and 2016 must demonstrate
proficiency in:
PHASE TWO: Students graduating in
2017 and beyond must demonstrate
proficiency in:
•
•
•
•
•
English Composition
Literature
Algebra I
Biology
•
•
•
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)
Keystones as % of Course Grade
In addition to scale scores, each Keystone Exam is
graded on a 100-point scale:
Performance Level
Points
Below Basic
0
Basic
50-69
Proficient
70-89
Advanced
90-100
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.
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
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
2011
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
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.
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.
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.
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
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.
Adequate Yearly Progress:
The transition from the
11th Grade PSSA to Keystones
Planning for 2012-13:
Keystone Exams:
– Algebra 1
•
In place of 11th grade Mathematics PSSA
– Literature
•
In place of 11th grade Reading PSSA
– Biology*
•
In place of 11th grade Science PSSA
*Not included in calculation for AYP
USDE Decisions
• Petition U.S. Department of Education
to allow the Keystone Exams to replace
the 11th grade PSSA.
• Submit standards and assessment peer
review packet to USDE for approval.
USDE Decisions
• Bank scores
– Student’s 8th or 9th grade score not used for AYP until
student is in 11th grade
• Use scores from 2013 administration
– Student’s 8th or 9th 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?
Contact Us:
For more information, questions,
or comments about
Pennsylvania’s new Graduation
Requirements email
ra-gradreq@state.pa.us