READING AND WRITING COLLECTION OF EVIDENCE: THE INCLUSION BANK Lesley Klenk, COE Administrator Office of the Superintendent of Public Instruction September

READING AND WRITING COLLECTION OF EVIDENCE:THE INCLUSION BANKLesley Klenk, COE AdministratorOffice of the Superintendent of Public Instruction

September 19, 2013

Reading and Writing COEInclusion Bank Topics• Inclusion Bank

• Description and history• Retiring, keeping, and creating new passages and prompts

• Students and the Inclusion Bank• Selecting passages and prompts• Tools to use to support inclusion bank choices• List of targets and modes to ensure instructional alignment

• Teacher Support for Reading and Writing COE Students• Instructional strategies• Security instructions

Inclusion bank description and history• The reading and writing COE inclusion banks were

implemented in the 2012-2013 school year.• The inclusion banks contain reading passages and tasks

and writing prompts that all COE students must use in their collections.

• They were developed to ensure consistent quality of the assessment materials.

• They provide a set of passages, tasks, and prompts that are aligned to the same standards and have the same rigor as the HSPE.

Elements of the reading inclusion bank

• Literary and informational passages that contain a similar number of words, readability level, and content accessible to students

• A variety of literary passages, including essays, short stories, poems, autobiographies, and biographies

• A variety of informational passages that have science, history, functional, and CTE content

Inclusion bank development process• Passage and prompt selection and/or development by OSPI staffoResearch authors and publishers for appropriate, copyright-free

passagesoResearch other states’ prompt banks for use in developing

writing COE prompts oWrite passages, tasks, and prompts that fit the criteria for the

inclusion bank• Content reviewsoReview of alignment by OSPI language arts assessment staff oReview of content and grade-level appropriateness by grade-

level, language arts teacher committee • Bias and sensitivity review committee, lead by an outside

facilitator• Revisions made based on committee recommendations • Passages, tasks, and prompts are added to the inclusion bank

Teacher Support for Creating a COE Through the Inclusion Bank

Be sure students understand the differences among:

• Literary and informational passages• Canonical and contemporary passages • Literary genres (stories, poems, essays, autobiography, biography)

Selecting Passages and Prompts• Review the purpose of the titles and the first paragraphs

of the passages and prompts with students:

• What do the titles tell you about the subjects?• Which title is most interesting to you?• What do you think about the language in the first paragraphs? • What informational topics interest you?• What type of literary passage appeals to you? • What prompt topic, audience, and purpose appeals to you?

http://www.coe.k12.wa.us/Page/171


Literary Passage Titles and First Paragraphs Webpage


Literary Task Matrix Webpage


Informational Passage Titles and First Paragraphs Webpage


Informational Task Matrix Webpage


Reading COE Passage and Task Selections Based on Student Interest


Common themes• Cultural diversity• Sports/Nature• Math/Science

Importance of Helping Students Select Passages and Prompts

• Students are more successful in their responses when the passage’s content or the prompt’s topic is engaging

• Some passage types are easier than others for some students to understand (i.e., narration styles speaks to some students more than others)

• Students may like literary more than informational passages or expository more than persuasive prompts.

• It is especially important to review the passage paragraphs and the prompt’s topic, audience and purpose.

Expository Inclusion Prompts

• http://coe.k12.wa.us/Page/204

Persuasive Inclusion Prompts

• http://coe.k12.wa.us/Page/205

Teacher Support for Assisting Students• Teach the reading learning targets through examples and

reading strategies

• Teach writing prompt language COS and CONV through the High School Writing Checklist http://www.coe.k12.wa.us/Page/262

• Develop COE-like assessments with classroom passages and prompts

• Provide opportunities to discuss, analyze, and think critically about passages and prompts developed for instructional use

• The online COE system ensures all sufficiency requirements are met (target coverage, passage type, number of expository and persuasive prompts, etc.)


Security Issues (more on the topic in the Testing Irregularities webinar)

• Only teachers may print the passages and prompts for review.

• All passages, tasks and prompts must be kept in a secure location in the classroom.

• Inclusion bank passages and prompts may not be distributed to students prior to starting their work sample—either extended time or on-demand.

• Students may not receive any direct instruction on the actual passages, tasks, or prompts from the inclusion bank

• Printed passages, tasks, and prompts must be collected each day and destroyed after students have completed their online work sample.

• Students can only highlight, write in the margins, and underline their own copy of the passage, task, or prompt.

COE ContactsLesley Klenk, Reading and Writing

Email: [email protected]

Phone: 360-725-6330

Amanda Mount, COE Operations Specialist


Phone: 360-725-6037

Kim Andersen, Mathematics and Biology


Phone: 360-725-6237

ESD 113 - Technical Support for the COE


Phone: 360-464-6708

mailto:[email protected]




Documents

READING AND WRITING COLLECTION OF EVIDENCE: THE INCLUSION BANK Lesley Klenk, COE Administrator Office of the Superintendent of Public Instruction September