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Reading and Writing COE Guidelines

Reading and Writing COE Guidelines. Lesley Klenk Collection of Evidence OSPI, September 18, 2013 . Overview of the COE Reading and Writing Guidelines. Eligibility Sufficiency requirements

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Reading and Writing COE Guidelines

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  1. Reading and Writing COEGuidelines Lesley Klenk Collection of Evidence OSPI, September 18, 2013

  2. Overview of the COE Reading and Writing Guidelines • Eligibility • Sufficiency requirements • Assessment of reading strands/targets and writing skills content, organization, and style (COS) and rules of Standard English (CONV) • Extended-time and on-demand tasks • Inclusion bank passages and prompts • Professional scoring • Proficiency cut scores • Augmentation bands • Teacher assistance • Testing irregularities

  3. Eligibility • Students must take the High School Proficiency Exam two times before being eligible to submit a reading and/or writing COE • The student must have two reported scores • January: 12th grade or direct access • June: any eligible student

  4. Sufficiency Requirements Reading and Writing • 6 to 8 work samples • At least two on-demand tasks/prompts • All tasks and prompts from inclusion bank

  5. Reading Sufficiency The online reading COE system will check the following sufficiency requirements before the collection can be submitted: • A minimum of three and a maximum of four literary work samples • A minimum of three and a maximum of four informationalwork samples • Complete answers to all three questions on each task – does the online system really check for this? • At least two different targets from each strand across the whole collection • At least two on-demand work samples, one literary and one informational • For more information about the reading COE rubrics, strands, and targets visit: http://www.coe.k12.wa.us/Page/165

  6. Writing Sufficiency The online writing COE will check the following sufficiency requirements before the collection can be submitted: • A minimum of three and a maximum of four expository work samples • A minimum of three and a maximum of four persuasive work samples • Complete responses for each prompt in the collection Does the online system really check for “complete” responses? • At least two on-demand work samples, one from expository and one from persuasive • For more information about expository and persuasive writing, visit: http://www.coe.k12.wa.us/Page/176

  7. Reading Strands and Targets Reading COE Literary Strands and Targets Comprehension LC01 Theme LC02 Summary LC03 Inference LC04 Vocabulary Analysis LA05 Literary Elements LA06 Compare and Contrast LA07 Cause and Effect Thinking Critically LT08 Author’s Purpose LT09 Evaluation LT10 Extending Beyond the Text

  8. Reading Strands and Targets Reading COE Informational Strands and Targets Comprehension IC11 Main Idea IC12 Summary IC13 Inference IC14 Vocabulary Analysis IA15 Text Features IA16 Compare and Contrast IA17 Cause and Effect Thinking Critically IT18 Author’s Purpose IT19 Evaluation IT20 Extending Beyond the Text

  9. Writing COS and CONV Content, Organization and Style: (COS) refers to the level of detail and elaboration, organizational pattern or sequence, word choice, sentence fluency, and voice/audience awareness Conventions: (CONV) refers to the degree to which each work sample follows the rules of Standard English for grammar & usage, spelling, punctuation, capitalization, sentence completeness, and paragraph indications

  10. Extended-Time taskReading and Writing COE • May be completed over more than one class period • All work is completed under the supervision of a teacher or education professional • Allows multiple opportunities for editing and revising prior to submitting their final work sample • Provides some opportunity for appropriate teacher assistance, but all work on the extended time work samples will be the sole work of the student.

  11. On-demand tasksReading and Writing COE • Students complete the task independently in a single, continuous session • Students may not leave and then return to complete the task later in the day or on another day • All work is completed under the supervision of a teacher or education professional • Students may not review on-demand tasks prior to receiving them • On-demand work samples serve as touchstones in the collection for comparison to other work samples.

  12. Inclusion bank passages and prompts • COE students are required to select writing prompts and reading passages from the OSPI inclusion bank. • The prompts and passages are typical of material commonly assigned in high school. • These prompts and passages are written by published authors or have been created by trained teachers and OSPI staff. • The prompts and passages are authentic, relevant to students’ lives, and culturally diverse.

  13. Inclusion bank updates • Each fall about one-third of the reading and writing passages and prompts are retired. • One-third of the reading passages and writing prompts will be new and available at the end of October. • If students started working on a passage or a prompt that has since been retired, they can still submit that passage/prompt.

  14. Reading and WritingProfessional scoring • Scoring involves reading student responses and assigning scores to indicate the quality of work in each work sample • Scoring is done by trained, professional scorers • The scoring training process maintains consistency, reliability, and validity within and across scoring events • Each work sample is independently scored by two scorers. • Collections receive one total score for a student collection. Strand scores are not provided.

  15. Scores Indicating Proficiency Reading: A reading collection is worth a maximum of 96 points. A collection earning 72 points or more meets standard in reading and is considered proficient. Writing: A writing collection is worth a maximum of 72 points. When the final score is tallied, it is divided by 3 to place it on 24-point scale, just like HSPE. A collection earning 17 points or more meets standard and is considered proficient.

  16. Augmentation Eligibility • Collections that do not meet standard but earn a number of points very close to meeting standard are eligible for augmentation. • A student whose score falls into the “augmentation band” may submit an additional small, representative set of work samples. • This augmented collection is scored and may possibly earn enough additional points to meet standard. • Augmentation collections may be submitted in any subsequent scoring window.

  17. Augmentation Details • Reading • The augmentation band is 66-71 points. • An augmentation collection must include two literary work samples and two informational work samples. • All six strands must be represented. • Writing • The augmentation band is 15-16 points. • An augmentation collection must consist of two expository work samples and two persuasive work samples. • Both reading and writing: • On-demand work samples are not required in augmentation collections. On-demand work samples may be included and could replace the original on-demand work samples. • All work samples must be new and come from the inclusion bank.

  18. Teacher Assistance: Reading • For extended-time student responses, an appropriate amount of teacher assistance is expected. This assistance may include: • teaching the skills that will be addressed on the reading tasks prior to administering the tasks, • helping a student clarify support for their answer by asking them to return to the text • asking students to independently confirm that they have selected appropriate text-based evidence to support their answers. • teaching instructional strategies such as note taking, highlighting, underlining, reading journals, and using graphic organizers • reviewing how to understand the requirements of tasks

  19. Teacher Assistance: Writing • Once a student has begun work on a writing COE work sample, teacher assistance must be limited to general advice and reminders (e.g., ‘Don’t forget to check your work for sentence completeness’) • Appropriate teacher assistance supports and clarifies the student’s writing process. • No direct, explicit assistance that changes the outcome of student work is permitted.

  20. Testing Irregularities • A testing irregularity is evidence of inauthentic student work discovered in a student’s COE during scoring. • COE testing irregularities are defined as a Level 1or Level 2 alert. • Level 1 alert is labeled as “highly likely inauthentic student work” due to the fact that one or more work sample(s) is a copy of another student’s work or a retrievable copy of material from the Internet. • Level 2 is labeled as “suspected inauthentic student work” because one or more work sample(s) in question is quite different and unusually strong as compared to the other work samples in the collection.

  21. COE Contacts Lesley Klenk, Reading and Writing Email: lesley.klenk@k12.wa.us Phone: 360-725-6330 Amanda Mount, COE Operations Specialist Email: amanda.mount@k12.wa.us Phone: 360-725-6037 Kim Andersen, Mathematics and Biology Email: kim.andersen@k12.wa.us Phone: 360-725-6237 ESD 113 - Technical Support for the COE Email: coe@esd113.org Phone: 360-464-6708

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