Transcript Overview of Math COE 2013-2014

THE UPDATED MATHEMATICS
INCLUSION BANK
KIM ANDERSEN, OSPI SCIENCE & MATHEMATICS
SPECIALIST OCTOBER 22,2013
TOPICS FOR TODAY’S WEBINAR
• New Task Development
• Calendar for Implementation & Retirement of Tasks
• New Task Matrix
• Understanding the Matrix
• Summary of Tasks
• Highlights of New Inclusion Bank Tasks
• Best Practices in Instruction
• Resources
• Contact Information
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TASK DEVELOPMENT
• High school Algebra & Geometry teachers from across
Washington State met in the Summer 2013 to write COE
Tasks for Inclusion Bank
• Tasks from workshop went to OSPI for editing and
internal review
• Tasks from OSPI went to Content Review
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TASK DEVELOPMENT
• Content Review Educators from Washington State
further edited tasks, exemplars, and rubrics
• Tasks went back to OSPI for revisions
• Tasks went to Sensitivity and Bias
• Tasks released to Educators across Washington State
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CALENDAR FOR IMPLEMENTATION
New Inclusion Bank Tasks soon!
• January 22, 2014: First submission deadline
2013-2014, 12th graders only
• June 11, 2014: First submission for all other students
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RETIREMENT OF COE TASKS
• Formal retirement of COE Tasks will occur on
January 22, 2014.
• Students who have already been assigned retired
tasks may continue to work on tasks and submit
when ready.
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TASK MATRIX FOR NEW INCLUSION
TASKS
Draft Inclusion
Task
Buying a Car
Chubby Bunny
City Parking
Numbers,
Operations,
Expressions
and Variables
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If I only had a car!
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Process
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Manufacturing
Tolerances
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Medical Maggots
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Musical Scales
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Nursing Kaleb to
Health
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Pyramid Project
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Radioactive
The Tour de Frank
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Data and
Statistics
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How Tweet it is
Joshua Coe High
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Delicious Food
Hazardous
Materials
Linear
Equations and
Inequalities
Characteristics
and Behaviors
of Linear and
Non-Linear
Functions
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The Weather
Outside
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Toothbrush
Science Lab
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A CLOSER LOOK AT THE MATRIX
Draft Inclusion
Task
Buying a Car
Chubby Bunny
City Parking
Delicious Food
Hazardous
Materials
How Tweet it is
If I only had a car!
Joshua Coe High
Manufacturing
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Tolerances
Numbers,
Operations,
Expressions
and Variables
A1.2.B/M1.6.C
A1.2.A/M1.6.A
A1.2.B/M1.6.C
Linear Equations
and Inequalities
A1.4.A/M1.3.A
A1.2.B/M1.6.C
A1.7.D/M1.6.D
Characteristics
and Behaviors
of Linear and
Non-Linear
Functions
A1.1.A/M1.1.A
Data and
Statistics
A1.7.C/M1.7.D
Process
A1.8.G/M1.8.G
A1.8.B/M1.8.B
A1.3B/M1.2.B
A1.1C/M1.1.C
A1.2.C/M1.7.C
A1.3.A/M1.2.A
A1.6.C/M1.5.B
A1.1A/M1.1.A
A1.1.B/M1.1.B
A1.1.B/M1.1.B
A1.2.B/M1.6.C
A1.3C/M1.2.C
A1.6.D/M1.3.F
A1.6.B/M1.5.C
A1.7.A/M1.7.A
A1.4.A/M1.3.A
A1.4.E/M1.3.B
A1.6.B/M1.5.C
A1.8.G/M1.8.G
A1.8C/M1.8C
A1.8A/M1.8.A
A1.8.G/M1.8.G
A1.8.B/M1.8.B
A1.8.B/M1.8.B
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UNDERSTANDING THE MATRIX
• Every question is scored.
• Every question has a 4-point rubric
• All process is embedded in content.
• There is no course-specific content strand
coverage.
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SUFFICIENCY IS UNCHANGED
The collection must include:
• Choose 6 to 8 tasks
• Cover each strand, including process, twice with
two different PE’s
• Choose at least two tasks as on-demand
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SCORING IS UNCHANGED
• Each task scored on a task specific rubric
• Points earned by students go toward a final score
• The total score on the collection is determined
using a “best works” model
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SUMMARY OF TASKS
Buying a Car
(A1.2B/M1.6C, A1.1A/M1.1A, A1.8G/M1.8G)
Antonio and Alicia have both been saving money to purchase a car. Both
plan to make down payments on their vehicles of choice and borrow the
rest from their parents with no interest.
Chubby Bunny
(A1.2.A/M1.6.C, A1.1.B/M1.6.C, A1.4.A/M1.3.A,
A1.7.C/M1.7.D,A1.8.B/M1.8.B)
You are playing a new video game called “Chubby Bunny”. The game is
about a bunny that grows each time you feed it a marshmallow and the
bunny explodes when it gets to a set weight.
City Parking
A1.2.B/M1.6.C; A1.7.D/M1.6.D, A1.3.B/M1.2.B)
When you park a car in the downtown area of a city, you often have to use
a paid parking lot. Two different parking lots charge according to the data
shown below
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HIGHLIGHTS USING THE MATRIX FOR
INSTRUCTION
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BEST PRACTICE
• Find out where your students are in relationship to
the standards (pre-test).
• Select 2-3 related standards and begin instruction.
• Review matrix and take a close look at the tasks.
• Note concepts and vocabulary that might need
development in your classroom.
• Provide instruction in varying contexts.
• Provide instruction rich with academic vocabulary.
• Provide many assessment and feedback
opportunities.
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STUDENTS NEED MORE SUPPORT?
• Provide Tier 2 Instruction:
This may include: Small group work, pull out, push
in, cooperative teaching teams, etc.
Adjust your support to accommodate each
student.
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WHEN STUDENTS ARE READY
• Administer the assessment as on-demand or
extended-time response
If you choose to administer as an on-demand and
student do not do well, then you may choose to
change the task to an extended-time response.
Make the instructional decisions that support your
learners.
The matrix is not final until the collection is
submitted
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RESOURCES FOR EDUCATORS
• The COE Website is the resource for up-to-date
Mathematics Year 1 & Year 2 information
http://www.coe.k12.wa.us
• The COE Mathematics Moodle is the resource for
information around instructional practice and
networking
http://moodle2.ospi.k12.wa.us/course/view.php?id=56
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TECHNICAL SUPPORT
Questions about the submission process can be directed
to the COE office at ESD 113
#360-464-6708 or [email protected]
Monday – Friday, 8:00 am – 5:00 pm
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CONTACT INFORMATION OSPI
Questions: Please 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]
or call 360-725-6037
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THANK YOU!
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