1. KIM ANDERSEN, OSPI MATHEMATICS SPECIALIST SEPTEMBER 11, 2014 MATHEMATICS COE: PLANNING FOR SUCCESS

2. 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 9/11/20142

3. 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. 9/11/20143

4. 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 9/11/20144

5. 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. 9/11/20145

6. 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. 9/11/20146

7. 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. 9/11/20147

8. 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! 9/11/20148

9. 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 9/11/20149

10. 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 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 9/11/2014 10

11. 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 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. 9/11/2014 11

12. 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. 9/11/2014 12

13. 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. 9/11/2014 13

14. PLAN TEACHING TO THE STANDARDS IN CHUNKS – LOOK AT THE CROSSWALK PERFORMANCE EXPECTATIONS TO GUIDE CURRICULAR PLANNING 9/11/2014 14

15. ANOTHER POSSIBLE CALENDAR 9/11/2014 15

16. 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 9/11/2014 16

17. 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 9/11/2014 17

18. 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 9/11/2014 18

19. 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. 9/11/2014 19

20. 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. 9/11/2014 20

21. 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. 9/11/2014 21

22. 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! 9/11/2014 22

23. 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 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 http://www.coe.k12.wa.us/Page/271 9/11/2014 23

24. 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. 9/11/2014 24

25. 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. 9/11/2014 25

26. 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 9/11/2014 26

27. 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 9/11/2014 27

28. 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. 9/11/2014 28

29. SAMPLE SCORE SLIDE 9/11/2014 29

30. 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. 9/11/2014 30

31. 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. 9/11/2014 31

32. 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! 9/11/2014 32

33. RESOURCES FOR EDUCATORS The COE Website is the resource for up-to-date Mathematics Year 1 & Year 2 information http://wwwcoe.k12.wa.us 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 9/11/2014 33

34. 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.us or call 360-725-6037 9/11/2014 34

35. 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 coe@esd113.org Monday – Friday, 8:00 am – 5:00 pm 9/11/2014 35

36. THANK YOU! 9/11/2014 36