K I M A N D E R S E N , O S P I M AT H E M AT I C S S P E C I A L I S T S E P T E M B E R 1 1 , 2 0 1 4

MATHEMATICS COE:PLANNING FOR SUCCESS

TOPICS FOR TODAY’S WEBINAR

• Overview: Eligibility, calendar, guidelines & more

• Understanding Subsequent Submissions

• Classroom Instruction/ Daily lesson planning

• Best Practices

• Test Administration, Security, Scoring & Irregularities

• Resources & Contact Information9/11/2014 2

MATH 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.

AND• Students 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.

OR• Students 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.

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CALENDAR FOR THE MATH COE

• January 28, 2015: First submission deadline 2014-2015, Students in the graduating cohort of 2015.

• March 25, 2015: Results back to districts on WAMS

• Subsequent 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 WAMS

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PROFICIENCY ON THE MATH COE

• The 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.

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SUBSEQUENT SUBMISSIONS

• Students 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.

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EXPANDED SUBSEQUENT SUBMISSIONS

• An expanded subsequent COE may be submitted if the student’s 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 student’s 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.

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POLICY & GUIDELINES

Guidelines & 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!

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MATH 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 PE’s

• There must be at least two on-demand tasks

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ON-DEMAND TASKS

• Two 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

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EXTENDED TIME TASKS

An extended time task:

• Is completed over more than one class period or session

• Is supervised by a teacher or education professionalSee test administration: http://www.coe.k12.wa.us/Page/271

• May 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.

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PREPARING 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:

1. Teachers should thoughtfully review the task and performance expectations using the content (PE’s) to guide instructional decisions.

2. Teachers should thoughtfully review calendar, policies, and information related to the assessment.

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BEFORE TESTING/TEACHINGDAILY LESSON PLANNING

• Set 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.

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PLAN TEACHING TO THE STANDARDS IN CHUNKS – LOOK AT THE CROSSWALK PERFORMANCE

EXPECTATIONS TO GUIDE CURRICULAR PLANNING

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ANOTHER POSSIBLE CALENDAR

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USING THE SECOND APPROACH FOR SEPTEMBER

September 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 Monday

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POSSIBLE INSTRUCTION CALENDAR

• September 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

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INCORPORATE BEST PRACTICES

• Teaching to the 2008 Crosswalk Standards

• Tiered Teaching (Incorporate grouping as needed)

• Academic Vocabulary

• Good Instructional Practices

• Engagement

• Teach for meaning

• Multiple classroom testing opportunities9/11/2014 18

TIERED CLASSROOM INSTRUCTION

• Tier 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.

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PREPARE 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.

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STUDENTS ENGAGED IN LEARNING

• Set clear, high expectations

• Have students “reflect” on their own work and/or topics introduced in class

• Create a culture of explanation giving rather than just giving the correct answer

• Develop strategies which increase student self-awareness and motivation of their own learning

• Use Questioning strategies that require that all students are thinking/answering questions posed

• Use proven instructional techniques: collaboration, feedback, organizers, etc.

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MANY IN CLASS ASSESSMENT OPPORTUNITIES

• Teach/Review/Test/Reteach/Review/Retest

• Mastery-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 practice

• Have students “earn” the opportunity to work on a COE task by showing you they have reached proficiency!

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WHEN STUDENTS ARE READY TO ASSESS

Provide a secure testing environment that includes:

• Working independently

• No books, notes, or other materials

• Proctoring by professional educator

• Calculators used according to OSPI policy http://www.k12.wa.us/Mathematics/CalculatorPolicy.aspx

• Please check COE Math Webpage for more details at http://www.coe.k12.wa.us/Page/271

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TEACHER’S ROLE DURING ASSESSMENTS

• Maintain 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.

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TEACHER ASSISTANCE = PREPARING STUDENT TO SUCCEED ON THE COE

• Teachers may not provide any specific feedback on a COE task.

• All completed work samples must represent the student’s independent work.

• Editing done on extended time tasks must be solely based on the student’s independent review and evaluation of their own work as they gain proficiency throughout the school year.

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TEST 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

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SCORING THE MATH COE

• Professional scorers

• Train using an exemplar paper, student responses, and a task-specific rubric

• Scorers must qualify to score

• Ongoing validity and reliability checks

• Calibration training as needed

• Score each question within a task independently

• “Burst” scoring – score a single task at a time

• No scorer ever views a complete COE9/11/2014 27

ASSIGNING A SCORE TO THE COE

• Collections 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.

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SAMPLE SCORE SLIDE

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ALERTS

• Troubled Child Alert

Typically, there is written evidence that a student is making a threat to himself or herself or to someone else

• or 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 student’s 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.

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ALERTS

• Compromise 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.

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YEAR 1 & YEAR 2 MATHEMATICS COE

• Last 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!

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RESOURCES FOR EDUCATORS

• The 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 & CCSS

http://moodle2.ospi.k12.wa.us/course/view.php?id=56

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CONTACT INFORMATION OSPI

If you have a mathematical content or instructionally related question, do not hesitate to contact me at OSPI:Kim.andersen@k12.wa.us or call 360-725-6237

If you have an operation (logistical) question, please contact: Amanda.mount@k12.wa.usor call 360-725-6037

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TECHNICAL SUPPORT

Questions (technical) about the submission process can be directed to COE Tech Support at ESD 113

#360-464-6708 or coe@esd113.org

Monday – Friday, 8:00 am – 5:00 pm

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THANK YOU!

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