Transcript Overview of Math COE 2013-2014

MATHEMATICS COE:
PLANNING FOR SUCCESS
KIM ANDERSEN, OSPI MATHEMATICS SPECIALIST
SEPTEMBER 11, 2014
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 Information
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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 educator
See 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 professional
See 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/TEACHING
DAILY 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 opportunities
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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 Two
In 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 Three
At 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 selfawareness 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 Website
http://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 COE
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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:
[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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TECHNICAL SUPPORT
Questions (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
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THANK YOU!
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