Introduction to the ELA COE: For New COE Teachers LESLEY KLENK, ELA COE SPECIALIST AUGUST 2016 Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution LicenseCreative Commons Attribution License

Note to Educators This PowerPoint/presentation is designed to provide introductory information to new ELA COE educators. The information is intended to be an overview. Slides from previous presentations have been included in order to establish context. All ELA COE educators can access training modules on the individual components of the ELA COE on the COE training page and the ELA COE Moodle. They are short (10-15 minutes) and designed to give specific feedback and answer questions from new and experienced ELA COE educators. 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 2

Overview of Presentation History of ELA COE development Connection to the Smarter Balanced ELA assessment Construct of the ELA COE Item types of ELA COE tasks Number of points and scoring process for the ELA COE Teacher involvement in student work Extended-time and on-demand tasks Security protocols 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 3

History of ELA COE Development July 2014Item writing for reading tasks, brief writes, research questions and full writes began Spring 2015ELA COEs piloted Summer 2015Pilot rangefinding September 2015Task bank for the ELA COE opened. 1,500 students began working on their collections. June 2016Collections submitted by 350 students August 2016Achievement level (cut score) set by the State Board 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 4

ELA COE Aligns With the ELA Smarter Balanced Assessment Tasks match Claims 1, 2, 4 (Claim 3 Speaking and Listening is not assessed) Tasks use the same language for item stems and content Reading passages and research sources were selected to match the content, readability, vocabulary level and depth of knowledge as the ELA SBA The reading and research items are scored with specific evidence detailed on the rubrics. 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 5

ELA COE Combines Reading, Writing and Research Into One Collection Students read: literary and informational passages brief write stimuli research sources Students write: answers to reading questions brief writes for organization and elaboration answers to research questions full-writes for explanatory and argumentative purposes Students research information examining credibility and relevancy 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 6

Two Segments of the ELA COE Rationale: To establish an organizational format where educators can choose tasks deliberately and plan instructional support on one item type at a time Segment 1: 4 Reading tasks with 4 questions each 4 Brief writes--organization and elaboration Segment 2: 4 Research question (2 per full write) 2 full writes—explanatory and argumentative 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 7

ELA COE: Segments, Claims, and Tasks ELA COE Claim 1 Claim 2 Claim 4 Reading Writing Research Segmen t 1 Claim 1 Claim 2 4 short responses per reading task 2 brief writes organization/2 elaboration 4 Reading Tasks 4 Brief Writes Segmen t 2 Claim 2 Claim 4 2 Performance Tasks (explanatory argumentative) 2 full writes 2 research short responses per task 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8

New to the ELA COE Task-specific rubrics for reading and research Holistic rubrics for brief writes and full writes Brief writes for organization and elaboration Research-oriented full writes Research questions Limited access to the task bank All points count towards final score Single scoring 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9

ELA COE Claim 1: Reading Requirements Segment 1 1 Literary 1 Literary/Informational pair 1 Informational 1 1 Informational 2 4 questions per task 2 points possible per question 32 points total 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 10

ELA COE Claim 2: Writing Requirements Segment 1 Informational Introduction Narrative Conclusion Informational Elaboration Argumentative Elaboration 4 brief writes 2 points each 8 points total Segment 2 Explanatory full write Argumentative full write 2 full writes 10 points each 20 points total 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 11

ELA COE Claim 4: Research Requirements Segment 2 Analyze/integrate information Evaluate information/sources Use evidence to support arguments 2 questions per task 2 points possible per question 8 points total 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 12

Scoring the ELA COE Scoring involves reading and assigning scores to items/brief writes/performance tasks by trained, professional scorers Reading and research items: task-specific scoring guide (0-1-2) Brief writes: a holistic scoring guide (0-1-2) Full writes: a holistic guide: (0-1-2 for Conventions; for Organization/Purpose; Evidence/Elaboration) The total collection score is determined by using a comprehensive model where every score contributes to the total score 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 13

Number of Points in the ELA COE 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 14 Segment 1 Claim 1 Reading—32 points Claim 2 Brief Writes—8 points Segment 2 Claim 4 Research—8 points Claim 2 Full Writes—20 points Total—68 points To meet standard, students must earn a minimum of 24 points

Achievement Level Set by State Board On August 15, 2016, the State Board of Education set the cut score for the ELA COE Students meet standard by earning 24 points (or more) out of 68 points The process of “equal impact” was used to establish the cut score 80% of students met standard on the reading and writing COE over the last 3 years—to make it “equal” and not penalize the first group who submitted ELA COEs, the State Board determined how many points 80% of the students would have to earn 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 15

Teacher Involvement With Students Working on the ELA COE The ELA COE is a state-approved alternative assessment accessed by students to show they possess the level of skills and knowledge in ELA to graduate from high school. Teacher involvement is limited to appropriate instruction and interaction with students working on an ELA COE. 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 16

Working in The Classroom With ELA COE Students APPROPRIATE Sit with a student and choose a task/brief write/performance task together Teach the independent skills assessed in a task before students begin working Teach the use of graphic organizers and other strategies with passages outside of the task bank Use general reminders about working with texts and using writing skills Check student work in the system (extended- time only) and re-teach concepts/skills outside of the task Use practice tasks to teach students about the expectations for the ELA COE INAPPROPRIATE (Would result in invalidation of student work) Allow a student to look at the entire task bank alone Teach to the content/question before/during/after the task Help students fill in the graphic organizers or tell students what strategy to use based on content while working on a task Tell students specifically where to go back to the text or correct their writing Review and correct student work Use an extra task bank task for practice 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 17

Extended-time Work on the ELA COE Develop mini lessons on the skills students will work on in a task Lesson must use curriculum from the classroom Students can use multiple opportunities to read/annotate/develop answers to questions Support student with general reminders Re-teach concepts/skills Inform student it is their decision to submit the task 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 18

On-demand Work on the ELA COE Teacher must choose task for the student Student may not see the task before the on-demand setting Student must complete the on-demand task in one setting—may not not leave room, be unattended, take a break for lunch, etc. Teacher may not talk to student while the on-demand is taking place The reading on-demand and the brief write on-demand can be taken at the same time or on separate occasions Student submits the on-demand regardless of quality or quantity of work If the student is struggling, the teacher may make the decision to remove it from on-demand status and allow work on it as an extended time However, an on-demand reading and brief write must be completed 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 19

Security Protocols for Reading and Writing Assessment materials: COE inclusion bank passages and tasks are secure state test materials Test materials are never left unattended by building educators As the COE allows for multiple opportunities for students to review and revise these materials, they must be kept in a secure location between administration sessions Passages, tasks, brief writes, prompts, and research sources may be printed for one student at a time for marking text, developing responses, and reviewing their work Passages and tasks may not be duplicated for a class, or held in a file for future COE work 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 20

Additional Trainings on the ELA COE Available on the COE Website Training PageTraining Page Training provided: Claim 1 Reading Claim 2 Brief Write ELA COE On-demand Performance Task 1 Performance Task 2 Lessons Learned from Scoring Instructional Strategies 8/31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 21

COE Contacts Lesley Klenk ELA COE Specialist (360) Lindsey Bullough Graduation Alternatives Assessment Specialist (360) Cindy Jouper, ESD 113 COE Program Director (360) Fax: (360) /31/2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 22 Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution LicenseCreative Commons Attribution License