We asked our Enrollment/Recruitment Specialist, Lou , “What are the most commonly asked questions of prospective parents and students?” He had a lot to say! But here are a few things that he feels may help you as you look for the best school option for your child!
What Parents Want to Know:
1.) What separates 21CCCS from the other cyber schools?
There are a few things that we do differently here at 21CCCS. Our teacher-developed curriculum can be easily modified to meet students’ needs.
Teacher communication and availability are our greatest strengths. Teachers are constantly reaching out to students to touch base, check for understanding and progress, and keep a strong working relationship.
Finally, 21CCCS has a proven academic track record. We have made AYP 9 out of 8 years, and continue to provide exceptional learning for a variety of student needs.
2.) Do we provide all necessary school equipment?
We provide a MacBook computer, which we feel offers high quality, as these are reliable machines. We also provide textbooks, calculators, physical education kits, art kits, and more. Finally, we offer Internet connection reimbursement for students in need.
3.) How is the course material presented to the students? Is it all just text on a website?
Teachers use a variety of web-based platforms to deliver content in various ways. Students will receive audio, video, interactive presentations, and text through their learning management system. They will also receive interactive, collaborative learning through synchronous class sessions and one-on-one tutoring.
4.) Can a student work ahead? Can they work ahead only in a particular subject or can they also work through different grade levels as well?
Student learning is entirely self-paced. Students may opt to work ahead or take more time to complete assignments in any subject. Should they work faster through a certain grade level, that is allowed as well. Some of our students have completed grade work in less time than their peers. It is entirely up to you!
5.) What happens if my child has a question regarding an assignment? What if there is a problem with his/her computer?
Teachers are available by phone from 8 a.m. – 8 p.m. Monday through Thursday. They are available from 8 a.m. – 4 p.m. on Fridays. There are Virtual Office links provided through our Learning Management System so students may also enter the Virtual Office space for tutoring at any of these times.
Our technology team provides support via telephone or Virtual Office as well. If our tech team is not able to solve a computer problem on the day requested, they will gladly ship out a replacement computer while they troubleshoot the issue.
The school is always willing and able to assist those in need!
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Anna Siftar, a senior at 21CCCS and member of National Honor Society, organized and lead a group of youth and adults in a “Maze Garden Clean Up Day” as a part of Bethlehem’s First Friday Festivities. The group and community enjoyed DJ Arm 18 and DJ Marcelino’s spinning while uprooting out of control thistles, taming overgrown grass and clearing weed-filled brick paths. At the end of the day, the group’s hard work was rewarded with a beautiful garden for all the community to enjoy. Mr. Miller, Mr. Petters and all the staff at 21CCCS would like to thank and congratulate Anna and her workers for their efforts in making their community a better place. Check out some photos of the event below!
Veteran cyber school teacher, Monica Frank, has an interesting perspective on cyber charter school. Not only has she been a cyber school teacher for the past 5 years. She also opted to enroll her son, Stephen, into a cyber charter school in 2012. Her experience and the path she’s taken with her son has not been easy. Read below for a touching account of what cyber school has meant to her and her family.
In Monica’s words:
I remember the moment my child was born. I held Stephen in my arms and told him that I was his mom. I talked to him about the amazing journey of life he was about to embark upon.
I promised him, and myself, that I would be there every step of the way: encouraging him, protecting him, keeping him safe, and pushing him to reach for the stars.
Along Stephen’s life journey, I have been challenged to keep that promise. Unfortunately, my decision-making has been especially difficult in cases when it comes to my son’s education.
Because I am a teacher, I could not wait to help Stephen reach his potential in school. He loved elementary school and before long, he was ready to enter middle school. Stephen was nervous and excited for the transition and immediately asked me if he could play midget league football. My husband and I agreed, thinking the experience would help Stephen build connections and make friendships before entering school. I did not realize how this decision would dramatically change our lives.
A month into the football season, Stephen was no longer as enthusiastic as he had been. He complained that the other boys picked on him. A few weeks later, he was threatened through a Facebook post. I found the post and took it to the coaches, who ignored the severity of the situation. His father and I instructed Stephen to delete all school friends from his Facebook account, hoping it would take care of the situation.
My husband and I thought to use the situation as a learning experience, and simply move on. But the boys continued to pick on Stephen once school began. The taunting and teasing worsened, and slowly, my child began changing in front of my eyes.
Once we recognized that this was a serious instance of bullying, we needed to do more. Being an educator in the state of Pennsylvania, I know about the laws pertaining to education. I knew that our home school district was responsible for providing a free and appropriate education for my child. When a child is being bullied day after day and no longer feels safe in his learning environment, that education is no longer appropriate.
I contacted individuals at the school whom I thought could help. I reached out to the vice principal in our school. He told me that if Stephen did not react to the bullying, and ignored the other boys when he was picked on, it would make things easier on him. The guidance counselor seemingly grew tired of hearing Stephen’s complaints and threatened Stephen with detention with the other boys if he continued to discuss what was going on.
As things became progressively worse, I asked that my son’s class schedule be changed. To my surprise, I was told this could not be done. So, things went unchanged for a while.
With the passing of more time, Stephen stopped eating. When we took him to the doctor, he had lost 40 pounds. It was at that time that we learned he had an eating disorder.
The doctor wrote a note to the school stating that he had been diagnosed with an eating disorder due to bullying.
I also wrote a letter to the school, this time demanding that Stephen’s classes be changed. I became increasingly vigilant. Through many emails and phone calls, I re-stated the law and fought for my son. By the time the school agreed to change his classes, the damaged had already been done.
By February of that year, my vibrant, funny child had no desire to do anything. I had let him down on the promises I made to protect him and keep him safe. I continued to try and work with the vice principal, but it was not getting us anywhere.
Then, one night changed things for us. While Stephen and I were chatting, he said,
“Mom, I now understand why kids kill themselves from being bullied.”
Talk about someone socking you in the stomach. I found myself on high alert because my son had made the connection between his pain and the pain of others who had been bullied. Something had to be done. My husband and I needed to keep our son safe. We decided he would go to the 21st Century Cyber School in the fall.
Fast-forward a year. Stephen now attends 21CCCS. He enjoys school again. He is able to complete schoolwork on a schedule that works best for him and really enjoys the interaction with his teachers and classmates. He has made distinguished honor roll each quarter because he is able to focus on his academics.
Most importantly, I have my son back. He is so happy and full of life. His smile lights up a room. I took that smile for granted until nearly a year passed before I saw it again. When I look at him today, I am reminded of where he was a year ago. While he has emotional scars that still need to heal, I know he is in a much better place.
This situation ultimately became a learning experience for my husband and me. I learned that there is hope even in the darkest moments. I learned that I have choices, even when the school district tells me I don’t. I learned that I need to be my child’s advocate and fight for what I feel is best for him. I learned the importance of knowing the law. Stephen attends 21CCCS without paying tuition. He is receiving an education that is safe, appropriate, and high quality. Sending our child to 21st Century has been one of the best decisions we could have made for our son. I’m glad we made it.
I’ve heard a lot of words floating around recently, to describe what’s missing in cyber charter schools.
Transparency.
Accountability.
There are plenty of efforts across the legislative landscape that are aiming to attack cyber charter schools, claiming that they lack these two things. This assumption can be easily rectified. How does 21CCCS create transparency and accountability within its school? Read below to learn how we do it!
1.) Annual Report (Comprehensive Planning)
This is submitted to the state each year to show that we are meeting annual goals and objectives identified by the state. The document is constructed with the help of staff and administration, to illustrate the ways in which we tackle things like: curriculum and instruction, assessment, safety and security, materials and resources, special education, future goals, facilities, staffing, and more.
2.) Teacher & Staff Evaluations
These are given twice a year. Our initial evaluation process was developed in-house. However, in 2014, we will utilize a tool developed and distributed by PDE. These evaluations are used to assess teacher performance, progress, and growth. It is also used as a tool to help determine merit-based salary increases.
3.) School Board & Meetings
Our board consists of Intermediate Unit Executive Directors, School Superintendents, and devoted parents. Each of these individuals are consulted as decisions are made within our school. In fact, board approval is required for budgetary, marketing, scheduling, and overall school value decision making. These contributors help to deliver the goals and objectives of our school’s mission. We also abide by the “Sunshine Act,” which means we publicly announce all board meetings, making them assessable by the public.
4.) iNACOL Teacher Training Program
Each of our beginner teachers are inducted into a two year training program. The program we use is based from Charlotte Danielson’s work, which is nationally recognized as the expert in teacher effectiveness. Our teachers learn how to teach effectively in an online environment, and become acclimated to our web-based learning platforms.
5.) Curriculum Aligned to PA State Standards and the Common Core
Our curriculum is written by 21CCCS highly qualified, state certified teachers and instructional systems designers. Teams construct the best possible curriculum for our students, while aligning instruction to state standards as well as the Common Core.
6.) PDE State Mandated Assessments: PSSA and Keystone Exams
All of our students are required to take all state assessments given each year in the grades required. Our students are accountable for their learning, as they are held to the same standards as students in traditional bricks-and-mortar schools. Further, this information is used to calculate our AYP status, which contributes toward our school and LEA assessment scores.
7.) Regular Budgetary Approval
The system of approvals is the same as those found in public school districts. There is a transparent process, which is evaluated and voted on each year. Decisions are made to determine what the school should spend its dollars on, based on what is appropriate for a public institution.
8.) Strict Attendance/Enrollment Policy
Our students’ progress, growth, and participation in lessons and assignments are vigilantly monitored by the school. This means that should a child not regularly contribute as a student of our school, he/she is immediately contacted. In extreme cases, students are removed from our school if they are unable to meet working expectations.
9.) Pennsylvania System of Cyber Charter Review (PASCCR)
Each year, PDE visits charter schools to check on their operations, curricula, and overall planning for the future. In preparation of these visits, our school constructs a 500 page document to support each component of our school. We detail, and are thus held accountable for, our student learning, how student learning is measured, technological support, staffing information, and more.
10.) Highly Qualified Teachers
100% of our staff is highly qualified and state certified. While the state of Pennsylvania only requires 75% of a charter school’s faculty to carry this distinction, we have maintained such a credential for several years. In addition, many of our teachers hold certifications in more than one content area.
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What does earning a 21CCCS diploma really mean? We get this question often. Parents will ask, “Will my child’s diploma from 21st Century Cyber Charter School be viewed differently on the outside.” Parents have heard about complications regarding students who have tried to get into different colleges or military services. So, what is the truth about this?
Some schools across the nation have an accreditation granted to them by outside accrediting organizations, such as The North Central Association of Colleges and Schools. These organizations perform a rigorous analysis to provide a sense of quality control within education. Curriculum, school operations, and school services are all assessed. While these organizations are helpful, they are not used by all states for middle and secondary schools. Many states do not seek accreditation because they instead follow the standards designated by the state education departments within their respective states. For example, 21CCCS strictly follows the PA State Standards, and the Common Core, using them as guidelines for curricular development.
All of the curriculum at 21CCCS is written by our staff and faculty. Extensive curriculum maps are built so lessons will be interactive, engaging, and aligned to standards. Further, 21CCCS is a cyber charter school. As a charter school, our students take the same state assessments as students in traditional brick-and-mortar schools (PSSAs, Keystones, etc). That being said, when a student graduates from our school, he/she has earned a diploma recognized as a public school credential by the state of Pennsylvania.
In spite of this, some students have met contention pursuing to enlist for military services. Examples can be see in various newspaper articles, some of which have been more recently released.
However, denying a student to enroll in military services is illegal. The U.S. Department of Defense released information in 2012 which states, “The Department of Defense announced that eligible students with diplomas from home schools, virtual/distance learning and adult/alternative schools, who score 50 or above on the Armed Forces Qualification Test (AFQT), will now receive Tier 1 enlistment priority.” The Department of Defense went on to say that, “Tier 1 graduates are more likely to complete their first term of enlistment, department benchmarks require that at least 90 percent of recruits enlisting possess a Tier 1 credential.” This means that a student from a cyber charter school will ultimately receive the same considerations as a student from a traditional brick-and-mortar school.
Other parents have asked how a cyber school diploma may affect a student’s ability to earn admission to a prestigious college or university. Most higher education institutions now offer online coursework. Further, they recognize diplomas from cyber charter schools across the U.S., as they are fully cognizant of the fact that online learning is by no means inferior to traditional on-ground instruction. Our graduates will not and have not faced challenges when seeking to enter higher education. For examples of some of the schools to which our students have been accepted, CLICK HERE.
If you have more questions about this topic, feel free to give us a call! Or comment on our Facebook page.
There are plenty of misconceptions about cyber schooling. Unfortunately, one of the biggest misconceptions is that our teachers are vastly different from those in traditional brick-and-mortar schools. In reality, 100% of our teachers are PA state- certified, highly qualified, and highly credentialed in their subject areas. In fact, many of our teachers hold more than one certification, and continue to pursue higher educational opportunities after they begin working here.
Our teachers, much like our students, choose 21CCCS for a variety of reasons. But, what keeps them here is a variety of things. Teacher retention is affecting the country negatively, mostly for a general lack of support and organization. One recent Huffington Post article by Aaron Pallas said, “Teachers are more likely to consider leaving their classrooms if they believe they aren’t getting adequate support, and if they believe the school doesn’t function well as an organization.”
Several teachers at 21CCCS agree that one of the things that sets our school apart is its commitment to our beginner teacher mentorship program. It provides that added layer of support and organization that says, “We care about your progress, and we want to help you succeed in your virtual classroom.”
In an article recently published by Education Week, author Peter DeWitt explored the importance and benefits of “Instructional Coaches,” as he calls them. The overarching premise of his article expressed that individuals best learn develop in a new environment when they are shepherded by an older, wiser, more experienced mentor. Instructional coaches offer novice employees an opportunity to learn and grow as a result of intentional, regular, standards-based collaboration.
It’s no secret that the most critical years for a new teacher are the first two (if not a few years thereafter as well). In an effort to provide an adequate support system to welcome teachers into a new school, and aid their transition into the new environment, 21CCCS utilizes a set of on boarding standards outlined by iNACOL.
But how does this program work? What specific benefits do they provide? What is the big deal?
All beginner teachers are enrolled in a mandatory two-year induction program. He/she is paired with a veteran, master’s-degree-holding teacher, with whom the beginner teacher will meet outside of work for one hour per week. As the program’s leader, Mrs. Frank explains, “We pair new teachers with other teachers who can provide a nice compliment to his/her skills.”
Mentor time must be face-to-face, offering the opportunity to truly reflect and collaborate. Discussion may include lesson plan differentiation, cyber bullying, current educational events, and other valuable resources (to name a few). In addition to this, all new teachers meet every other Friday as a group. Sitting over lunch, they are able to discuss what they’re learning and engage in a relevant dialogue about teaching in their new environment.
Over time, new teachers compile a reflective presentation of their skills, strengths, weaknesses, and best lessons. These components are artfully woven together to construct a portfolio and presentation. In its largest sense, the portfolio catalogs what an individual has learned, and identifies what he/she still seeks to learn. It is an outline of growth and how that growth will continue and progress in the years to come.
The presentation and portfolio are given to 21CCCS’ curriculum committee, which is comprised of the school’s CEO, principal, and various teachers and staff members. The presentation and group help teachers to identify how they’ve cultivated a skillset, and masterfully woven it into a personalized teaching style.
When I asked teachers what they appreciate about this mentoring/onboarding process, they express: “It’s nice to meet with other teachers who are also getting their feet wet. There is a supportive structure in place here, so that teachers see and learn of the frustrations encountered in the first year.”
Another teacher said, “It’s great to have a designated go-to person to help me with the transition from brick-and-mortar to cyber.” Recognizing the differences between teaching models and strategies is important. Helping teachers to see how to integrate a new skill set into what they already do well is what really helps student success in the long run.
Other teachers have added that what is really special about the program is the fact that it is structured. “It wasn’t always like this,” one teacher commented. “We’ve made it more structured, and it makes a difference.” The prescribed organization not only adds value for its participants. It is also what sets the program from programs in other schools like it. 21CCCS has worked to build a support system that can inspire teachers and help them to achieve success here. They work together to become the best teachers they can be, while constructing a way to highlight and showcase their skills.
What have been the results of the program? For starters, we do not see a ton of turnover in our teaching staff. Folks return, year after year. This isn’t a definitive correlation, but it may say something about what we’re doing right.
Others will argue that the very best part about the program has less to do with just the teachers themselves. The program is great because the students are the ones who ultimately benefit. They have great, self-reflective, constantly growing teachers at their disposal. They get to learn from great people who are interested in making themselves better over time. That is something that makes us really special.
21CCCS is proud to announce the launching of our very own Pinterest page. Thanks to the hard work of Ms. Vice and Ms. Kennelly, there is now a space where parents and students can browse articles, events, educational resources, and more. Our teachers have developed separate “Pinboards” for each content area within our school, along with a few other areas of interest. Some of the boards include: Humanities, Student Showcase, Parent Resources, Math Department, Science Department, and Exceptional Learners. But, don’t take our word for it! Check out our page for yourself by CLICKING HERE. Enjoy!
For spring break this year, I decided to visit my alma mater. Since graduation was more than a few years ago, I felt ridiculously old walking around the old buildings where I once studied as a twenty-something and younger. While it was really fun to reminisce about the good old days, I got a chance to see something else special that I wanted to share with our seniors who are preparing to enter a college or university this coming fall. There was something more to college that I couldn’t quite put my finger on until now.
While on campus, I decided to attend a student-run event called “Homebrew.” It features student musicians, who play a set of about 45 minutes or so. I would venture to guess that around 150-175 students gathered that night (last Thursday) around the modest stage space to cheer on his/her classmates. The atmosphere was incredible. The crowd shifted throughout the night, welcoming newcomers, waving out folks with other places to be. Students brought homemade signs on neon tag paper with catchy phrases and accolades for their friends. One poster read, “I mean, I guess you sound ok #Sarcasm!” Screams and yelps cheered performers on as they hit beautiful high notes, masterfully strung guitar chords, or forgot lyrics. Encouragement was offered, regardless of the performance itself. Before a new performer got onto the stage, a circle of friends waited alongside the stage, offering hugs, smiles, waves, and joyful hoots. Everyone simply seemed happy to be there.
Between songs, performers also shared news about upcoming events across campus. “Don’t miss the baseball game tomorrow!” “New show at the Art Museum!” It was such a great out pour of community support. But somehow, it went beyond that. The encouragement was mind blowing. The acceptance, enthusiasm, and overall joyfulness permeating the room made me feel young again. And that’s when I realized that THIS is what I loved so much about college. The willingness, the acceptance, and the freedom from discouragement.
The students performing were welcomed by a crowd that was just dying to hear them. And I wondered what creates that sense of community. When students live together in a dorm, they have an opportunity to spend more time getting to know one another. They live and breathe together, often sharing many meals, and, in the case of a musician, hearing their friends practice for hours on end. As students in the same community, they become intertwined in one anothers’ lives. And wanting to support each other becomes a more natural happening.
This got me to thinking. Do we really get to know one another nearly as well as we do when we’re in college? Because when we stop experiencing that kind of closeness, the unconditional support and encouragement becomes much more difficult to come by.
Now, I’m not saying we all need to live on a socialist commune. That is not the idea at all. I love my home. I love having graduated and become a “grown-up.” But, perhaps there is something we can all take away from the community of a college campus. In the super fast, high-speed lifestyles that often follow the college years, how can we find a way to harness that incredible feeling of community support? One way to do that is to start the pattern early. Like, say, while in high school.
One of the things I hear all the time about our cyber school is that students and teachers feel very close to one another. There is something about your cyber presence that is very different from what is created in a brick-and-mortar environment. We get to know one another. We learn about each others’ passions and dreams. Teachers don’t just learn “what you want to be when you grow up.” They find students’ strengths and help hone them by modifying assignments that speak to students. Then, students utilize different forms of media to explore and show their passions and creative abilities to others. The social media explosion, especially, has made sharing information easy, fast, and much more common.
So, what is the moral of the story? What am I getting at here? I encourage students to take what they’ve learned here at 21CCCS, and let it carry with them into college and anything else they pursue thereafter. Support, engagement, and enthusiasm for your community can go a long way. It may make one brave performer a little more at ease for his first night on the stage. And it will definitely unite you with a larger body of people and make you feel at home.
LITITZ, PA, When Liam Blevins was denied eligibility to participate in Warwick School District’s school play this past fall, he and his parents were more than disappointed. The district contested that students who attend cyber charter schools, though they are public schools, are not eligible for a variety of extracurricular activities.
Per Pennsylvania’s Charter School bill, students are eligible to participate in all after-school extracurricular activities provided within a resident’s home school district, so long as those activities meet after the school day.
When a child leaves his home district, taxpayer dollars used to pay for various school needs are transitioned from the home school district to the charter school. So, is a student who chooses to attend a cyber or a charter school no longer a member of his community? The student is no longer a citizen of education, but a dollar amount floating amidst a rocky educational landscape.
In their conception, charter schools were intended to serve the greater community by introducing innovative teaching and learning models to benefit students. Instead, competition and tension have resulted, driving the different types of schools apart. But who has been left feeling the most divided? Students like Liam Blevins.
When I asked the Blevins’ what led them to choose 21st Century Cyber Charter School (21CCCS) for Liam’s schooling, they were adamant to express support for their school district.
“We would have kept Liam in his district. But, he was not being challenged. Liam’s competitive, and an avid learner. His school [did not] build a curriculum that could recognize his abilities,” Mr. Blevins said.
When Liam became negative about school, the Blevins’ sought an alternative education at 21CCCS, where individualized instruction was available. It was not anticipated that such a decision would lead Liam to be disenfranchised in other ways.
Through various emails and communications, Warkwick Assistant Superintendent for Secondary Education, Dr. Robin Felty, stated that students must partake in the school’s choral program to participate in the play. Interestingly, this policy was more clearly defined to Warwick residents in the fall of 2012, not long after Liam’s request to join the play. The Blevins’ requested further information.
In a letter written from the superintendent, indicators and anchors were detailed to outline which music skills are assessed for 5th grade students. But, Liam had already passed the 5th grade as a student of Warwick SD. Further, the 6th grade curriculum was not provided as an entity separate of the 5th grade curriculum. It was also explained that Liam failed to meet the 6th grade music curriculum standards as a member of the charter school. However, Liam is required to participate in music courses as a 6th grader in a cyber charter school. Additionally, Liam had been eligible to participate in the play the year before at Warwick. In fact, he had been given the play’s leading role– an honor typically reserved for older students.
Liam and his family went on to address the school board. At the meeting, Superintendent, Dr. April Hershey said, “Warwick School District is committed to providing educational opportunities including academics, the arts and athletics to all eligible Warwick School District students. District residents, students and families who have chosen alternative school options have limited access to programs and services based on Pennsylvania law and district policy.”
Ultimately, in spite of efforts, Liam was not permitted to participate in the school play. He was, however, contacted by the Day Spring Christian Academy. He was offered a chance to participate in their school’s play and he accepted. The play will open on April 12th.
Through this experience, Liam learned to stand up for himself and has brought attention to an issue that will assumedly persist. He learned how to make lemonade from lemons, and hopes to use this experience as something to learn from.
The fact remains that students throughout the commonwealth have been granted the right of choice in education. They may find the instructional means, in a public charter school such as 21CCCS, to support their vision of learning. But how can students maintain a place within their communities? Is this not the intention of public schooling? Perhaps only time can tell.
We all know that students are asked to take standardized state exams each year. But, what are they? Where do they come from? And what is their purpose?
I’m glad you’re asking yourself these questions! I’m even more glad that I have some answers!
The Pennsylvania System of School Assessment (PSSA) is set in place to distribute various assessments and produce reports based on assessment scores. The state does this to unify what is taught to students throughout the commonwealth, ensuring that all students meet a general set of standards, and making them prepared citizens who can tackle life after school. Students in grades 3, 4, 5, 6, 7, 8, and 11 are assessed in mathematics and reading skills. Writing skills are then assessed in grades 5, 8, and 11.
While testing is mentally taxing for all involved, these assessments assists schools in determining student proficiency in basic subjects that will serve them well later in life. Test scores have been linked to graduation requirements, so that students must pass these exams, showing advanced or proficient understanding of the subjects tested, in order to graduate.
What the state finds especially helpful is that these exams not only prepare students from an academic standpoint. But, the scoring and reporting structure set in place helps the state to recognize how schools are performing. Student scores are utilized to calculate an Annual Yearly Progress score, or AYP. The state mandates that schools must meet a determined AYP score each year, to validate that their teaching practices are aligned to state standards, and produce results in student performance.
PSSA exams cost time and money to distribute to students. For a cyber school such as 21st Century, teachers are sent to various locations throughout the state to distribute and proctor exams. It is a wonderful opportunity for teachers to see their students, and help make students as comfortable as possible before engaging in such a robust testing process.
Students in traditional brick-and-mortar schools have the afforded benefit of space and facility availability for testing purposes. They have gymnasiums, libraries, cafeterias, and large classrooms. Cyber schools, such as 21CCCS, need to rent space and send teachers and staff to man those spaces. Many teachers and staff make overnight trips, staying in hotels. Due to the disparity in expense, cyber schools provide testing in just one day. This means students must take each examination in one sitting, as opposed to taking them over the course of a few days, which traditional students are able to do).
What material is assessed in PSSA exams? In Pennsylvania, there are two sets of standards: the Common Core, and the PA State Standards. These standards contain skills, anchors, and the indicators of those skills. They are helpful guidelines that assist educators by defining what skills students should have, and how students can show their knowledge of those skills. The information outlined in our state standards reflects many of the subjects and topics that will be tested in the exams.
For more information on how to best prepare for the exams, CLICK HERE!
