1. Mathematics Collection of Evidence Scott Brittain for OSPI October 12, 2012

2. Graduation Requirements New Requirement How does COE fit in?

3. Question – Can our Collection of Evidence class count as the third math credit for those students who have not yet met standard on the state assessment and are working to develop a collection? YES! The COE Class as the 3 rd Math Credit

4. State Board Reference And the answer is….

5. Yes, with some understandings Two conditions allow for the class to count as the third math credit This issue is a data processor issue of coding the course, but clearly the course must be different

6. House Bill 1412 reads in part, “…require students in the classes of 2013 and 2014 to meet the standard on only one assessment. Students in subsequent classes will be required to meet the standards on both assessments.” In the end, students must pass one of the assessments or an alternative. Assessment Required

7.  Great work was done aligned to previous standards  Teacher created tasks  Teachers scored the collections  Holistic scoring  8 – 12 tasks in a sample Prior COE Efforts

8. Performance Assessment Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. Why do we use this? Because they require students to actively demonstrate what they know, performance assessments may be a more valid indicator of students' knowledge and abilities in an alternative setting. Why Performance Assessments

9. Our Approach to the Math COE That’s what happens when decisions are made in a castle!

10.  Align the COE content areas  Provide a more uniformity between content area  Provide an assurance that all students have access to quality materials and programs  Maintain an assessment that is rigorous yet allows for student choice – Not just another state mandated assessment  Follow the legislative mandates COE Goals

11. Submission Details (Sufficiency Issues) “The difference between something good and something great is attention to detail.”

12. Submission Requirements Where do I go for the latest and correct information related to the COE program? COE Policies and Guidelines cover the majority of all issues that arise. http://www.coe.k12.wa.us/domain/22

13. Submission Requirements What students will be allowed to submit collections in this first submission? The February submission is currently intended for 12 th grade students(Cohort Class of 2013).

14. Submission Requirements Are Algebra and Geometry considered separate content areas and as a result can a student submit a collection for each of these areas? Algebra and Geometry are considered two separate content areas in Mathematics. For the classes of 2013 and 2014 however, students may only submit one math content area collection since they are required to pass a single Math EOC to meet graduation requirements.

15. Submission Requirements What does it mean when I read, “One of the attempts must have occurred the year prior”? The COE is an alternative to the EOC or HSPE. In order to assure full access to all possible testing opportunities, one attempt must come from the previous school year. For the 2013-13 school year seniors may use the January Retake as an attempt for the June submission

16. Submission Requirements How many EOC attempts must a student have prior to submitting a Math COE? Beginning with the class of 2013, students must have at least two failed attempts and score reports prior to submitting a Math COE.

17. For the February and June 2013 submission windows, OSPI will allow an exception for a limited group of students who meet these criteria: 1.Must be a 12 th grader (CEDARS) 2.Must have at least one (1) attempt 3.The student’s score has been posted prior to the COE submission date. Please note that this exception applies only to 12 th graders and is in effect only for the 2012-2013 school year. Submission Addendum for 12 th Graders in 2013

18. Submission Requirements Do the EOC attempts have to come from the content area of the collection students are submitting? At least one of the EOC attempts must be from the content area for which the student is submitting the Math COE. The other attempt can be from the same or another math content area.

19. For the February and June 2013 submission windows, OSPI will allow an exception for a limited group of students who meet the previous criteria. For mathematics, students may choose to submit either a Year 1 or Year 2 collection regardless of the end of course exam attempted. Please note that this exception applies only to 12 th graders and is in effect only for the 2012-2013 school year. Submission Addendum for 12 th Graders in 2013

20. Collection Requirements

21. How many work samples or tasks are required in a collection? A minimum of 6 and a maximum of 8 work samples are required in a Math COE. All tasks submitted in a student collection must come from the state Inclusion Bank.

22. Collection Requirements How many ‘On-Demand’ Tasks must be included in a Math COE? Two tasks or work samples must be ‘On-Demand’. These tasks are designed to be completed in a single class period or session under the supervision of an education professional. Any Inclusion Task may be selected by the teacher or student as ‘On-Demand’.

23. Collection Requirements What is meant by “Extended time” response? Extended time responses may be done over a period of time. Usually this is multiple days or class sessions. These responses must continue to be only student work but it is expected that appropriate teacher assistance is provided. Students are allowed to edit their responses over time. Extended time response are not to be taken home or worked on outside of class.

24. Collection Requirements Can notes be used on any of the tasks? The “On-Demand” tasks are designed to be more traditional test like task. All helps associated with the EOC may be used. Extended time responses do allow for appropriate teacher assistance and support materials (class notes). Any notes or support materials used must be concept or process based rather than sample tasks which may represent the Inclusion task students are working on.

25. Collection Requirements Can work be included from other math classes? Can the work already be graded? No. Work samples must be the student’s original responses to the Inclusion Tasks available on the COE website. The work samples may be completed in any setting under the supervision of an educator. Work samples must not include grades, teacher comments, or scoring guides.

26. Collection Requirements Can group work be included in the Math COE? No. The Math COE, like the EOC, is an assessment of an individual’s skill and knowledge. There is no reliable way to ensure that work from a group project represents what an individual student knows and can do.

27. Task Understanding What are Inclusion Tasks? Inclusion Tasks have been created and reviewed by a team of math teachers and education professionals throughout the state. This process assures that tasks are aligned to our state math standards, they meet the required cognitive complexity, are unbiased, and each provides for the required reporting strands and performance expectations.

28. Task Understanding Where can I find the Inclusion Tasks Inclusion tasks can be found at the COE website: http://www.coe.k12.wa.us/domain/31 Inclusion tasks have been divided up by content area. Only inclusion tasks may be included in student collections submitted for scoring.

29. Task Understanding Why does the Math COE have to include work samples from each of the Reporting Strands? According to the original legislation, a COE must be comparable in rigor to the state assessment (End of Course). This EOC exam includes items used to assess a student’s skills in each of the Reporting Strands. A COE must also include work samples that represent these same strands.

30. Task Understanding How can students include 6-8 work samples while still providing representations from each Reporting Strand twice and two Process PEs, as well as two Course-Specific content PEs? Each Task includes multiple PEs representing two or more of the stated requirements. For example, one Algebra Task may address two different Reporting Strands and a Process PE. The Work Sample Documentation Planning Form will assist students in selecting tasks to meet sufficiency requirements.

31. Work Sample Documentation Planning Form

32. Algebra Task Matrix

33. Geometry Task Matrix

34. Math Tasks and Development

35. The Quick Overview All Tasks will:  Reflect a real-world task and/or scenario-based problem  Integrate knowledge and skills from at least two (2) different reporting strands  Focus on no more that three (3) PEs  Lend themselves to multiple approaches  Include language that is clear, unbiased, and scoreable  Take a hard-working, C-level student 30-45 minutes to complete

36. Let’s Review a Sample Task Reporting Strands/PEs On Demand Check Box Title of Task The Setup and Background Data and Information Question – Labeled with #’s. Multiple part questions use 1a, 1b, ect. Return to Main Menu

37. On Demand Check Box Title of Task Reporting Strands/PEs The Setup and Background Data and Information Question – Labeled with #’s. Multiple part questions use 1a, 1b, ect

38. Task Review Identifies the specific PE this question addresses. This must match with one of the PEs listed in the header Questions. Notice these questions do not both need PE references as both address the same PE. Be sure to provide adequate space for students to produce work. Provide lined space as needed or open space for diagrams and drawings This footer will be added by OSPI when the tasks has been edited and ready for uploading

39. Examples of Math Questions or Statements in Tasks Describe what the slope of the line represents in the situation Predict the greatest number of tracks (songs) you can record with a maximum of 50 minutes of playing time. Show how you used the equation to make your prediction. Describe why a linear function best models the indicator you chose and why the other indicators are not best modeled by a linear function. Using the equation of the line you wrote, predict how many seconds would pass between the lightning and thunder when the distance to a lightning strike is 4,500 meters. Show the steps you used to solve the equation.

40. Characteristics of a High-Quality Task Creating quality tasks is challenging. Once written, pilot your tasks with colleagues and students. Revise your tasks based on responses from students colleagues. You do not have to start from scratch. Here is a good website to use as a resource for task development: http://www.learner.org/workshops/missinglink/resources

41. Task Development For Math Collection of Evidence A Moodle Course

42. What is a Moodle? Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a web application that almost anyone can use to create effective online learning sites. Many institutions or organizations use it as their platform to conduct online courses, while some school districts use it simply to augment face-to-face courses (known as blended learning).

43. What is a Moodle? Many users become involved in the activity modules (such as forums, databases and questionnaires) to build richly collaborative communities of learning around their subject matter, while others prefer to use Moodle as a way to deliver content and assess learning using assignments or quizzes.

44. Course Modules  Review of a Sample Task Review of a Sample Task  Examples of Math Questions or Statements Examples of Math Questions or Statements  Cognitive Complexity Cognitive Complexity  Characteristics of a High Quality Task Characteristics of a High Quality Task  Drafting a High-Quality Task Drafting a High-Quality Task  Mathematics Vocabulary by Grade/Course Mathematics Vocabulary by Grade/Course  Let’s Build a Task Let’s Build a Task  Uploading Your Task for Review Uploading Your Task for Review  Task Answer Key Task Answer Key

45. http://moodle.ospi.k12.wa.us/course/view.php?id=44 Mathematics Moodle Creating Tasks

46. New Online Printing and Sufficiency System

47.  Used for printing and tracking tasks  Assists with all sufficiency issues in submission  Requires an EDS account for staff  Classes are loaded into the online system  Tasks may be printed for individual students, groups, or assigned by whole classes  All student work will be done on paper and submitted as hard copies Blended Online System

48. Online Task Process Overview

50. PEs included in this Task Student Name Barcoding to identify student, school, task, and task properties

51. Resources

52. OSPI Mathematics Moodle

53. OSPI Moodle Address http://moodle.ospi.k12.wa.us/course/view.php?id=44 http://moodle.ospi.k12.wa.us/

54. Becoming a User on the Math COE Moodle As first time user on the Math COE Moodle you will need to establish a login: New users go here to establish a new account

55. COE Website http://www.coe.k12.wa.us

56. Course Concepts for a Mathematics COE class

57.  Most schools are using the COE course as a stand- alone math class.  Students may have passed Algebra and Geometry courses.  New course code is required for COE class to qualify for the third math credit (02999) Course Concepts and Outlines Stand Alone COE Course

58.  First Instruction followed by standards based examples  Examples can present the concepts of math but may not duplicate the inclusion tasks.  The tasks are generally multi-part questions which address a number of PEs. COE Course Concepts

59.  Using the following task, outline the main teaching concepts and the instructional time needed for of those concepts.  Be sure to review the required PEs and include the necessary components listed.  Give an two or three example task type questions that may be given to students when helping review prior to assigning the task. A Specific Example Building a House

60.  Some schools are using the COE course as an after school math program.  Students may have passed Algebra and Geometry courses.  If the course is offered for credit, a new course code is required for COE class to qualify for the third math credit (02999) Course Concepts and Outlines After School COE Course

61. Advantages:  One extra course in the schedule if being offered for credit  Easier on current master schedule  Staffing  Space available Disadvantages:  Attendance  First instruction is often difficult  Time availability  Commitment level of students

62. Successes:  Packet learning designed  Collection drives the credit and grade rather than time based  Flexibility with increasing time needed as collections become due Course Concepts and Outlines After School COE Course

63.  October 1 – 5 Instruction and Practice  Graphing, Writing equations (both forms), Evaluating expression  October 8 – 12 Task #1 Assigned and Completed  October 15 – 19 Instruction and Practice  Systems of equations, Data tables, Explaining  October 22 – 26 Task #2 Assigned and Completed October Planning

64. Top 10 ideas for a Successful COE Course 1.An Example Task 2.Guidelines for Developing a Sufficient Math COE – 1 page 3.Work Sample Documentation Planning Form 4.Task Matrix 5.Monthly Calendar 6.One page sample of each student choice task 7.Course syllabus 8.Organization system – Hanging folders 9.Math support materials (Textbooks – handouts) 10.EDS Accounts