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
Engagement
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
