Overview of Math COE 2013-2014. Kim Andersen, OSPI Science & Mathematics Specialist September 17, 2013. Topics for Today’s Webinar. 2. Eligibility Calendar Augmentation Policy & Guidelines Classroom Instruction Test Administration & Security Teacher Assistance
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Kim Andersen, OSPI Science & Mathematics Specialist
September 17, 2013
Policy & Guidelines
Test Administration & Security
Content Year 1 & Year 2 (On Demand/Extended Time)
New Inclusion Bank Tasks
Resources & Contact Information
A student must have attempted and not met standard on a mathematics EOC two times (either a Year 1 and a Year 2 EOC or the same EOC twice) before being eligible to submit a COE.
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.
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.
January 22, 2014: First submission deadline 2013-2014, 12th graders only
March 28, 2014: Results back to districts on WAMS
April 30, 2014: Augmentation deadline for those who qualify
May 30,2014: Results back to districts on WAMS
June 11, 2014: Next full submission deadline
August 8, 2014: Results back to districts on WAMS
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. Students may augment if their score is 22-23.
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. Students may augment if their score is 12-13.
Students not meeting standard, but within the 2 point augmentation band, may submit 4 new tasks for scoring.
There is no requirement for “on-demand” tasks but these tasks may be included.
The 4 new tasks, combined with the original COE, are used to determine whether the student meets standard.
Qualifying students get a single opportunity to augment.
Augmentations may be submitted in any subsequent scoring window.
Guidelines & Policy for the Mathematics COE can be referenced on the OSPI sponsored COE Webpage:
Topics covered in the Guidelines include: components; eligibility; strands; tasks; inclusion bank; teacher assistance; scoring; augmentation; and more!
One of the benefits to students accessing the collection of evidence is thattasks 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:
Teachers should thoughtfully review the task and performance expectations using the content (PE’s) to guide instructional decisions.
Teach & reteach the performance expectations included in the tasks in various contexts in the classroom until the students demonstrate proficiency.
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.
Provide a secure testing environment that includes:
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
Maintain an appropriate testing atmosphere by proctoring.
Support students to do their best work in a secure and quiet classroom setting.
Teacher feedback on COE tasks
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.
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
The Collection Must Include
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
Any inclusion task may be selected by the teacher or student as on-demand
Students & teachers may opt to complete more than two samples as on- demand
An extended time task:
Is completed over more than one class period or session
Is supervised by a teacher or education professional
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.
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
This October we are excited to introduce many new tasks to the Year 1 Inclusion Bank
These tasks will be available for use in the January 22 submission for 12th graders
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 and networking
Questions about the submission process can be directed to the COE office at ESD 113
Monday – Friday, 8:00 am – 5:00 pm
If you have a mathematical content related question, do not hesitate to contact me at OSPI:
or call 360-725-6237
If you have an operation (logistical) question, please contact:
or call 360-725-6037