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Overview of Math COE 2013-2014

Kim Andersen, OSPI Mathematics Specialist September 11, 2014Mathematics COE:Planning for success1Topics for Todays WebinarOverview: Eligibility, calendar, guidelines & more

Understanding Subsequent Submissions

Classroom Instruction/ Daily lesson planning

Best Practices

Test Administration, Security, Scoring & Irregularities

Resources & Contact Information9/11/201422Math COE Eligibility A student must have attempted and not met standard on a mathematics EOC one time (either a Year 1 OR a Year 2 EOC ) before being eligible to submit a COE. ANDStudents are eligible to work on a mathematics year 1 COE if they have taken or are currently enrolled in a high school algebra 1 or integrated mathematics course. ORStudents are eligible to work on a mathematics year 2 COE if they have taken or are currently enrolled in a high school geometry or integrated 2 mathematics course.

9/11/201433Calendar for the Math COEJanuary 28, 2015: First submission deadline 2014-2015, Students in the graduating cohort of 2015.March 25, 2015: Results back to districts on WAMSSubsequent Submission Seniors Only Deadline: April 29, 2015 (results to districts on WAMS May 29)June 10, 2015: Next full submission deadline, all eligible students July 24, 2015 (R/W); August 14, 2015 (M/S) : Results back to districts on WAMS9/11/201444Proficiency on the math coeThe Year 1 Cut Score is 24 points out of 32.A student must earn 24 out of 32 points on a Year 1 Math COE to meet standard or demonstrate proficiency. The Year 2 Cut Score is 14 points out of 24.A student must earn 14 out of 24 points on the Year 2 Math COE to meet standard or demonstrate proficiency.

9/11/20145Subsequent submissionsStudents not meeting standard may submit a subsequent COE; they must submit 4 new tasks.Examples of every strand must be present in the collection.

There is no requirement for on-demand tasks but one or more on-demand tasks are highly recommended.The 4 new tasks, combined with the original COE, tasks are then used to determine whether the student meets standard.Subsequent submissions may be made in any regular scoring window. (January/June)An opportunity for submitting a subsequent COE will be available for the 2015 graduating cohort submission deadline is April 29, 2015.

9/11/20146Expanded subsequent submissionsAn expanded subsequent COE may be submitted if the students full collection has a score that is 50% or less of the proficient cut-score for the content area (e.g., Year 1 Math proficient cut-score is 24 and the students submission is 12 or less). An expanded subsequent collection contains 5 or 6 new work samples with two on-demand tasks required.

Examples of every strand must be present in the collection.9/11/201477Policy & GuidelinesGuidelines & Policies for the Mathematics COE can be referenced on the OSPI sponsored COE Webpage:www.coe.k12.wa.us

Topics covered in the Guidelines include: COE calendar; eligibility; strands; tasks; inclusion bank; administration; scoring; irregularities; and more!9/11/20148Math COE Sufficiency The Full Collection Must Include

At least six and no more than eight separate, unique work samples (tasks)

A collection must have each strand represented at least twice with two different PEs

There must be at least two on-demand tasks9/11/20149On-Demand TasksTwo tasks or work samples must be on-demand

These tasks are designed to be completed in a single class period under the supervision of an educatorSee test administration: http://www.coe.k12.wa.us/Page/271

Any inclusion task may be selected by the teacher or student as on-demand

Students & teachers may opt to complete more than two tasks as on-demand

9/11/2014 10Extended Time TasksAn extended time task:Is completed over more than one class period or sessionIs supervised by a teacher or education professionalSee test administration: http://www.coe.k12.wa.us/Page/271May not leave the classroom Allows the students multiple opportunities for editing and revision. The editing is self-directed over the semester or school year as student learning deepens.9/11/2014 11Preparing students for the math coe planning is key!One of the benefits to students accessing the collection of evidence is that tasks may be administered in parts. Teachers may elect to teach a standard and then when students are ready administer part of a task (one or more questions) that align to that standard.Before administering the COE in the classroom:Teachers should thoughtfully review the task and performance expectations using the content (PEs) to guide instructional decisions.Teachers should thoughtfully review calendar, policies, and information related to the assessment.

9/11/2014 12BEFORE TESTING/TEACHINGDaily lesson planningSet up a teaching calendar by Performance Expectations. Set up daily classroom expectations/routines.Set up a weekly classroom assessment schedule including: assignments, guided practice, weekly quizzes, and standards based in class testing.Set up an COE assessment schedule in your classroom.Set up protocols around your classroom tests and giving the state test.

9/11/2014 13

Plan teaching to the standards in chunks Look at the crosswalk Performance Expectations to guide curricular planning

9/11/2014 14Looking at the standards one could easily set up a calendar for teaching Numbers, operations, expressions, and variables during September, LE & I in October & etc. There are 44 standards and 90 days in the semester. You will need to average 2days teaching, reviewing, classroom testing per standard.14Another possible Calendar

9/11/2014 15Come up with a calendar suitable for you class based on the planning matrix.15Using the second approach for SeptemberSeptember 3-5 Day One Introductions, handouts(grading, expectations, attendance, routines, etc.) Begin Pretesting (diagnostic screen)Day Two Finish Testing/ Screening Also collect class contracts, etc.Day Three Introduce A1.2.A / Tier 1 Instruction/ Academic Vocabulary/ Guided Practice/ Independent Practice/ Look fors for Monday9/11/2014 16Possible Instruction CalendarSeptember 8-12 (A1.2.A ,A1.2.B, A1.1A) Class Test Friday (Begin Tiers 2 & 3 this week)

September 15-19 ( A1.8.G, 1.7C) & Review of Week 1 with Class Test on Friday

September 22-26 (A1.4.A, A1.7.D, A1.8.B) Review, Class Test #2, Review For those ready

September 26 Task 1 COE (Buying a Car) Assessment

9/11/2014 17Remember, both calendar approaches can be successful. Just count your standards and think about how many days for teaching, testing, and review will be needed?17Incorporate Best PracticesTeaching to the 2008 Crosswalk Standards

Tiered Teaching (Incorporate grouping as needed)

Academic Vocabulary

Good Instructional Practices


Teach for meaning

Multiple classroom testing opportunities

9/11/2014 18Tiered classroom instructionTier One All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.Tier TwoIn Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.Tier ThreeAt this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.

9/11/2014 19Prepare with academic vocabulary Instruction is Key!!In addition to teaching to the standards, teachers will want to prepare students by:Teaching & re-teaching the related academic vocabulary.Increasing student understanding of the context by teaching and re-teaching the general vocabulary and/ or specific academic vocabulary. 9/11/2014 2020Students engaged in learningSet clear, high expectationsHave students reflect on their own work and/or topics introduced in classCreate a culture of explanation giving rather than just giving the correct answerDevelop strategies which increase student self-awareness and motivation of their own learningUse Questioning strategies that require that all students are thinking/answering questions posedUse proven instructional techniques: collaboration, feedback, organizers, etc.9/11/2014 21Many in class assessment opportunitiesTeach/Review/Test/Reteach/Review/RetestMastery-based testing practices in classroom can help students reach proficiency with multiple opportunities to test/practice/ and engage in activities based around learning the content or process. Prepare for a performance based test with many classroom performance based tests and practiceHave students earn the opportunity to work on a COE task by showing you they have reached proficiency!9/11/2014 22Programs in math such as Accelerated Math can be a great tool for mastery of concepts in the classroom. Teachers will need to have a computer, printer, and the software package from the principal or district manager.22When students are ready to assessProvide a secure testing environment that includes:Working independentlyNo books, notes, or other materialsProctoring by professional educatorCalculators used according to OSPI policy http://www.k12.wa.us/Mathematics/CalculatorPolicy.aspxPlease check COE Math Webpage for more details at http://www.coe.k12.wa.us/Page/271

9/11/2014 23Very similar to EOC or HSPE. Exception that math is still in print form.23Teachers role during assessmentsMaintain an appropriate testing atmosphere by proctoring.

Support students to do their best work in a secure and quiet classroom setting.

Follow all testing protocols outlined in mandatory training.9/11/2014 24Teacher assistance = Preparing student to succeed on the COETeachers may not provide any specific feedback on a COE task. All completed work samples must represent the students independent work.Editing done on extended time tasks must be solely based on the students independent review and evaluation of their own work as they gain proficiency throughout the school year.9/11/2014 25Test Security Keep tasks in a secure location. Between assessments, work with your building administrator to have a locked location to store tests safely, accessible only to district staff.Extended response tasks may be taken out later for student edits; however, on-demand tasks may not. Both need to be stored securely.More information available at COE Websitehttp://www.coe.k12.wa.us/Page/271 9/11/2014 26Scoring the Math COEProfessional scorersTrain using an exemplar paper, student responses, and a task-specific rubricScorers must qualify to scoreOngoing validity and reliability checksCalibration training as neededScore each question within a task independentlyBurst scoring score a single task at a timeNo scorer ever views a complete COE9/11/2014 27Assigning a SCORE to the COECollections of Evidence are currently assigned an overall score based on a best works model.The computer will take the two best scores in each strand.The maximum strand score is 8.The computer takes the on-demand scores twice in two different strands and this score trumps all other scores to give the final COE total.As in any state assessment scoring rubrics are confidential, secure materials.

9/11/2014 28I think this bullet needs to be explained well during the webinar or rewritten to provide more clarity in meaning.I will insert a sample slide for discussion here.Sample score slide

9/11/2014 29City Parking & If I only had a Car were on-demand tasks.Lets talk about how to get this score-29ALERTSTroubled Child Alert

Typically, there is written evidence that a student is making a threat to himself or herself or to someone elseor possibly a description of a violent event. Notice sent to the district so that they can follow up with the child/family. No response to OSPI is required.

Inauthentic Student Work Alert

Student Assistance

A work sample has writing directing a student to change or edit their work or work within a student collection appears to not be of the students origination (i.e., it possibly comes from an outside source).

Group Work

One or more student work samples with exact or near word-for-word copy on tasks While math is very objective this would go beyond simple correct math responses.

9/11/2014 30More information on alerts/irregularities will be posted to the COE website soon.30ALERTSCompromise of Secure Assessment Materials/protocols

Assessment security compromised by inappropriate viewing, transmission, or copy for use in part or whole for any other purpose than its designed assessment. Insecure handling or storage of assessment items. Assessment protocols compromised by inappropriate administration or lack of proctoring of any task of the Collection of Evidence in part or entirety.

9/11/2014 31District informed by OSPI investigates alerts and reports back within the time limit. OSPI makes final decision on alerts to determine what is/is not an irregularity.31Year 1 & Year 2 Mathematics COELast October we introduced many new tasks to the Year 1 Inclusion Bank

These tasks are available through Winter submission, January 2016

We are transitioning to the Common Core State Standards. More information to be released. Ongoing information posted on Moodle!9/11/2014 32In addition, A lot of information on the COE CCSS will be released at WERA in December.32Resources for EducatorsThe COE Website is the resource for up-to-date Mathematics Year 1 & Year 2 information http://wwwcoe.k12.wa.us

The COE Mathematics Moodle is the resource for information around instructional practice, networking & CCSShttp://moodle2.ospi.k12.wa.us/course/view.php?id=56

9/11/2014 33Contact Information OSPIIf you have a mathematical content or instructionally related question, do not hesitate to contact me at OSPI:[email protected] or call 360-725-6237

If you have an operation (logistical) question, please contact: [email protected] call 360-725-60379/11/2014 34Technical supportQuestions (technical) about the submission process can be directed to COE Tech Support at ESD 113

#360-464-6708 or [email protected]

Monday Friday, 8:00 am 5:00 pm

9/11/2014 35Thank you!9/11/2014 3636