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

Mathematics Collection of Evidence

Scott Brittain

for OSPI

October 12, 2012

Graduation Requirements

New Requireme

nt

How does COE fit in?

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 3rd Math Credit

State Board Reference

And the answer is….

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

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

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

Performance AssessmentPerformance 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

Our Approach to the Math COE

That’s what happens when decisions are made in a castle!

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

Submission Details(Sufficiency Issues)

“The difference between something good and something great is attention to

detail.”

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




What students will be allowed to submit collections in this first submission?

The February submission is currently intended for 12th grade students(Cohort Class of 2013).


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.


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


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.

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 12th grader (CEDARS) 2. Must have at least one (1) attempt3. The student’s score has been posted prior

to the COE submission date.Please note that this exception applies only to 12th graders and is in effect only for the 2012-2013 school year.

Submission Addendum for 12th Graders in 2013


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.

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 12th graders and is in effect only for the 2012-2013 school year.

Submission Addendum for 12th Graders in 2013

Collection Requirements


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.


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’.


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.


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.


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.


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.

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.

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.



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.

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.

Work Sample Documentation Planning Form

Algebra Task Matrix

Geometry Task Matrix

Math Tasks and Development

The Quick Overview

All Tasks will:Reflect a real-world task and/or scenario-based

problemIntegrate knowledge and skills from at least two (2)

different reporting strandsFocus on no more that three (3) PEs Lend themselves to multiple approachesInclude language that is clear, unbiased, and scoreableTake a hard-working, C-level student 30-45 minutes to

complete

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

On Demand Check Box

Title of TaskReporting Strands/PEs

The Setup and Background

Data and Information

Question – Labeled with #’s. Multiple part questions use 1a, 1b, ect

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

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.

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






Task Development For Math Collection of

EvidenceA Moodle Course

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).

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.

Course Modules

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

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

Mathematics MoodleCreating Tasks



New Online Printing and Sufficiency System

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

Online Task Process Overview

PEs included in this Task

Student Name

Barcoding to identify student, school, task, and task

properties

Resources

OSPI Mathematics Moodle

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

http://moodle.ospi.k12.wa.us/




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

COE Websitehttp://www.coe.k12.wa.us

Course Concepts for a Mathematics COE class

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 OutlinesStand Alone COE Course

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

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 ExampleBuilding a House

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 OutlinesAfter School COE Course


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

Successes: Packet learning designed Collection drives the credit and grade rather

than time based Flexibility with increasing time needed as

collections become due


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

Top 10 ideas for a Successful COE Course

1. An Example Task2. Guidelines for

Developing a Sufficient Math COE – 1 page

3. Work Sample Documentation Planning Form

4. Task Matrix5. Monthly Calendar

6. One page sample of each student choice task

7. Course syllabus8. Organization system

– Hanging folders9. Math support

materials (Textbooks – handouts)

10.EDS Accounts

Documents

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