1. New SACE Coordinators February 2015
Does the new SACE coordinator have contact details for the school’s SACE Officer – Schools (SOS)?
Encourage the SACE Coordinator to make contact with their SOS asap (refer to School contact information to determine who their allocated SACE Officer- Schools 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- Schools
This session is aimed at providing new SACE coordinators with information to support them in their new role.

2. SACE Board School Support
Curriculum Services
SACE Officers - Curriculum
School Assessment Services
SACE Officers - Schools
Assessment Operations
Special Provisions
VET
SACE Officer – Curriculum (SOC)
the first person to contact for a query on a particular subject
SOCs are responsible for building teachers’ capacities to implement and assess the curriculum as specified in each subject outline and in the subject operational guidelines.
Contact details for subject-specific SOCs are on each subject minisite
SACE Officer – Schools (SOS)
Supports SACE Coordinators
SOSs 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
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
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.

4. The Role: Information Distribution
Subject Outlines
Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2015
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:
2015 Subject Outlines (note that it is useful for teachers to access the 2015 Summary of Subject Outline Changes document)
2015 Stage 2 Subject Operational Information
Stage 1 Information and Guidelines 2015.
SACE Policies, for teachers information, share links to location of SACE Board policies. A one page snapshot page 2 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 minisite
Accessing the SACE operation minisite.
The next slide shows the home page of SACE Operations minisite page on the SACE website.

6. The SACE Operations minisite can be accessed via the school leaders page of the website.

7. Refer to red arrows on screen to show where to click to access the South Australian online calendar.

8. The calendar maps the key operation tasks throughout the year
The calendar maps the key operation 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.

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.

10. Information Sheets are organise alphabetically
Information Sheets are organise alphabetically. Information can be easily printed or ed to colleagues.

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 can be downloaded here, it 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 - Schools
SACE News
SACE Officer - Schools are available to support 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
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 Record of Achievement 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 their own enrolments and results
A series of Schools Online reports can be run to check 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. Especially when Stage 2 results sheets are in the school.
Ensure:
Pattern Check = enrolled to complete SACE
ATAR = eligible for ATAR with enrolments
Use SATAC booklet to check:
Precluded combinations
Counting restrictions
Don’t assume you know- it is important to double check
Organise for parents/students to approve enrolments if SACE completion pattern has limitations or is against school advice. Suggest that they sign off on the changes.
Reprint and revisit these reports regularly. Reprint after student enrolment changes.

15. The Role: Stage 1 Managing students’ SACE requirements and enrolments
Management of learning and assessment plans approval process
Compulsory subject requirements
PLP
Literacy
Numeracy
Stage 1 Information and Guidelines 2015 – on website.
Note: schools complete enrolments in Stage 1 subjects (results due June) from week beginning 18 May 2015.
The enrolment cut-off date is Friday 19th June.
Stage 1 moderation – information was sent to schools in the week beginning 2 February. Are teachers of subjects requested for moderation aware that moderation is required in 2015?
Teachers may need to adjust the assessment program to ensure student work is available for moderation.
Where possible plan to participate in semester 1 round of moderation.

16. The Role: Stage 2 Enrolments and Assessment Groups Clarifying Forums
Refer to booklet Page 3 these show the immediate enrolment cut off dates published in the schedule for schools and the Schools Online Online Cycle 2015 document.
20 Feb is the database cut-off date for final enrolments for: Stage 2 Dance, Drama, and Stage 1 ESL subjects, and Stage 1 language subjects that require eligibility approval.
1 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.

17. Student management Retention and completion Special Provisions
Case management
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

18. 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.
See page 2 for a snapshot of the policies. Contact your school SOS for further advice.

19. The Role: Student Management
Managing recognition of other learning
VET
Community Learning
Other Recognised Learning
Recognising students’ other 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:
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.

20. The Role: Stage 2 Examination management (IS 46 to 49)
Results submission (IS 28 to 30 and IS 41)
Collection of moderation materials (IS 50)
Collection of investigations materials (IS 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 (IS 50) and materials for externally assessed investigations (IS 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.

21. SACE Officer Recognised Learning
VET
Management
Resulting on Schools Online
Verification
Adele Broster
SACE Officer Recognised Learning
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.
Management of VET and resulting is facilitated by Schools Online. It is important that principals verify completed Cert III VET qualifications. Evidence of completed Cert III VET qualifications is also required if it is to contribute to a student's ATAR.
Please contact Adele Broster with specific VET questions. 21

22. 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
Schools can access the Learning and Assessment Plan Status Report in Schools Online to identify plans that are currently approved. For Stage 1 subjects, the SACE Board will approve up to two Learning and Assessment Plans per subject.
Schools can use the Enrolments Against Learning and Assessment Plan Status Report available on Schools Online to identify subjects that need a new learning and assessment plan. Note, this report is based on current classes that have been created by a school. The status of learning and assessment plans for classes that have not yet been created will not be shown.
Stage 2 LAPs
In 2015, new learning and assessment plans are required to be submitted for any Stage 2 subject offered by a school for which the school does not have a currently approved learning and assessment plan. New St. 2 plans are required for Dance, Maths Apps, Outdoor Ed and Religion Studies. Page 4 and 5 provide checklist that can be used to support the development of quality learning and assessment plans.
new plans need to align with the 2015 subject outline, ask teachers to check their plans against the subject outline.
Changes to tasks or assessment conditions on an approved plan can be made without resubmission of the entire plan. Changes should be made and recorded on the addendum section of the plan and approved at the school. When significant changes are made to Stage 2 plans the school is encouraged to submit a new plan.
Checklist to support plan approval can be found on pages 4 & 5.
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 . Joy Cresp and 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.

23. SACE Pattern for students completing in 2015
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.

24. SACE Officer- Schools 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.

25. Special Provisions
First point of call for any special provisions is the policy – Special Provisions in Curriculum and Assessment Policy – available on the Special Provisions minisite. All 2015 information sheets and forms also available.

26. What are Special Provisions?
Special arrangements or varied assessment conditions
Examples:
extension to an assessment deadline
enlarged print or Braille
rest breaks, extra time
reduced number of tasks
Categories
For a small proportion of students who are significantly disadvantaged due to one or more of the grounds of the policy (physical disability, psychological impairment, learning disability, medical condition, vision, hearing, misadventure etc) and require varied conditions to be able to participate or comply with the requirements or conditions of the assessment on the same basis as other students.
Extensions – for short term issues such as a medical condition
Enlarged print/Braille – for students with vision impairment
Extra time – sig 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 categories on page 6 of booklet

27. Policy - Guiding Principles
Participate or comply with assessment requirements/ conditions
Same standards, skills and knowledge
Student responsible for initiating special provisions
Evidence vs diagnosis
Most appropriate, reasonable provisions
Principles
Special Provisions are for students with a demonstrated significant disadvantage in participating or complying with the requirements and/or conditions of an assessment. Students with a diagnosis or disability are not automatically entitled to special provisions – it depends on the impact. E.g. a student with a broken leg may need provisions for a PE practical task, but may not for a Maths exam.
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.
The student is responsible for initiating an application for special provisions – the school supports students with information and processes to initiate applications (refer to page 7-8 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.
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 if there is strong evidence of a significant impact of a student’s condition on assessment. If there is a recommendation from a professional, these are not automatically granted, as there is much variation and understanding from doctors etc. as to what is available and possible within the policy. Evidence of the disadvantage in an assessment condition e.g. student tasks and teacher observations are more informative to allow the most appropriate provisions to be granted fairly across all students.

28. Policy – who makes decisions?
For school assessments at Stage 1 & 2
the school is responsible
For external assessments at Stage 2
SACE Board decides via an application process
If a student has been granted special provision by the SACE Board, it would be assumed that the school would grant the same provisions for similar school assessments.
The reverse would be true too. If a student has not been granted requested special provisions by the SACE Board for external assessment, then the school should not provide these provisions for similar school assessments e.g. the use of a word processor in examinations – it could disadvantage the student if they are allowed to use a word processor in school tests, when this has been declined for examinations.

29. What special provisions are available?
For:
External Assessment
School Assessment
Refer to the table page 9 in your booklet – this gives some general ideas, but is not an exhaustive list of available provisions.
Information Sheet 39/15 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.

30. School Assessment School process - applied fairly
Based on a range of evidence
Medical report
Student work
Teacher observations – what works?
Record keeping
Form 24/15
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 student what evidence they need, for example if they require an extension for a deadline e.g. medical report
Record keeping is important – what has been granted, when, which subjects etc. – Form 24/15 is recommended, but not a requirement (schools may already have a workable system of record keeping). Form 24/15 if used, is kept at the school – do not submit to the SACE Board.
If a student, whose work is different to others in the group (i.e. reduced number of tasks, alternative task etc.) is selected in the sample for moderation, the Variations – Moderation Materials form must be completed and included in the moderation bag. If not, the moderator may assume that the student has not done the work and this may impact on the students result.

31. Externally Assessed Tasks
Exams, External Performances, Investigations
Applications before the end of term 1
Include all required evidence/information
Read Information Sheets
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 approval.
Applications for students with long-term or pre-existing conditions – applications are due before end of term 1
Include all required information and evidence – see the front of Form 17/15
See page for further information and advice.
When wondering what provisions to apply for, the first key questions is “what is the impact of the student’s condition on the assessment”?

32. More information SACE website Contact the SACE Board
Contact the SACE Board
Lisa Wills – (specific information)
Help line – (general information)
Policy, Information Sheets and Forms are available on the SACE website. Further information provided in the booklet.