Presentation on theme: "Reading and Writing Collection of Evidence: The Inclusion Bank"— Presentation transcript:
1 Reading and Writing Collection of Evidence: The Inclusion Bank Lesley Klenk, COE AdministratorOffice of the Superintendent of Public InstructionSeptember 19, 2013
2 Reading and Writing COE Inclusion Bank Topics Description and historyRetiring, keeping, and creating new passages and promptsStudents and the Inclusion BankSelecting passages and promptsTools to use to support inclusion bank choicesList of targets and modes to ensure instructional alignmentTeacher Support for Reading and Writing COE StudentsInstructional strategiesSecurity instructions
3 Inclusion bank description and history The reading and writing COE inclusion banks were implemented in the 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.
4 Elements of the reading inclusion bank Literary and informational passages that contain a similar number of words, readability level, and content accessible to studentsA variety of literary passages, including essays, short stories, poems, autobiographies, and biographiesA variety of informational passages that have science, history, functional, and CTE content
5 Inclusion bank development process Passage and prompt selection and/or development by OSPI staffResearch authors and publishers for appropriate, copyright-free passagesResearch other states’ prompt banks for use in developing writing COE promptsWrite passages, tasks, and prompts that fit the criteria for the inclusion bankContent reviewsReview of alignment by OSPI language arts assessment staffReview of content and grade-level appropriateness by grade- level, language arts teacher committeeBias and sensitivity review committee, lead by an outside facilitatorRevisions made based on committee recommendationsPassages, tasks, and prompts are added to the inclusion bank
6 Teacher Support for Creating a COE Through the Inclusion Bank Be sure students understand the differences among:Literary and informational passagesCanonical and contemporary passagesLiterary genres (stories, poems, essays, autobiography, biography)
7 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?
8 Literary Passage Titles and First Paragraphs Webpage
12 Reading COE Passage and Task Selections Based on Student Interest Common themesCultural diversitySports/NatureMath/Science
13 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 engagingSome 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.
16 Teacher Support for Assisting Students Teach the reading learning targets through examples and reading strategiesTeach writing prompt language COS and CONV through the High School Writing ChecklistDevelop COE-like assessments with classroom passages and promptsProvide opportunities to discuss, analyze, and think critically about passages and prompts developed for instructional useThe online COE system ensures all sufficiency requirements are met (target coverage, passage type, number of expository and persuasive prompts, etc.)
17 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 bankPrinted 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.
18 COE Contacts Lesley Klenk, Reading and Writing Phone:Amanda Mount, COE Operations SpecialistPhone:Kim Andersen, Mathematics and BiologyPhone:ESD Technical Support for the COEPhone: