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WERA: CAA Options

WERA: CAA Options. Lesley Klenk and Amanda Mount CAA Options Office OSPI December 2006. State Board Approval of the COE. The State Board of Education gave its formal approval to the COE program on October 27, 2006.

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WERA: CAA Options

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  1. WERA: CAA Options Lesley Klenk and Amanda Mount CAA Options Office OSPI December 2006

  2. State Board Approval of the COE • The State Board of Education gave its formal approval to the COE program on October 27, 2006. • They determined that the COE meets professionally accepted standards for reliability and validity. • They also approved the COE’s comparability with the WASL in terms of rigor, acknowledging that approval of the cut scores for the COEs will be the final step in the process.

  3. Additional recommendations from the State Board • Move the timeline for the first COE submission to June 15, 2007. The timeline for the second submission will also move to February 15, 2008. A new schedule will be implemented in Fall 2008. • Create a “bank” of prototype work samples for all of the content areas that can be used by teachers working with COE students • Build capacity through creating an Implementation Advisory Board that will assist OSPI in addressing implementation issues

  4. DFA Incorrect Dates • Pg. 2 Registration window • Pg. 2 Local Sufficiency Review • Pg. 2 Submission Deadline • Pg. 2 Return of Scores • Pg. 5 CAA Options Timelines • Item #9 • Item #17-#25

  5. The Collection of Evidence • A Collection of Evidence is a selection of student work in a specific content area that the student has gathered over the course of several months. It clearly demonstrates a breadth and depth of the WASL skills and knowledge in the content area. The student work is referred to as a set of “work samples” and each work sample is accompanied by a signed affidavit that it is the student’s work. The work samples are always written products in all of the content areas. They may be on-demand samples, independent samples, or classroom samples with limited teacher direction.

  6. Guidelines and protocols • Content guidelines are the “requirements” for submitting a COE. They inform teachers, students and parents how many work samples should be submitted, what kind of work samples are to be submitted, and what state standards will be measured across the collection. • Administrative protocols are the “rules” for submitting a COE. All supervising teachers, participating students, and building principals sign paperwork on each COE to ensure that the work is representative of the skills and knowledge of the student

  7. Overview of the COE Implementation • Students must have taken the WASL twice in order to be eligible for the COE • Districts and buildings must identify students who are eligible • Educators must review the Student Learning Plan of each student who is eligible—address attendance and remediation opportunities

  8. Who are the students who should do the COE? • The COE is not an easier way to earn a CAA. The expectations for the skill level and the knowledge are the same as the WASL. • The COE is designed for students who have the skills to meet proficiency, but have not been able to demonstrate them on a large scale test. • Some students may use the COE as way to show their level of skill and knowledge on Career and Technical Education courses and/or culturally relevant work samples

  9. Registration for ’07-’08 scoring • Students must indicate to their school district that they plan to complete a COE • Registration will be through OSPI • After registering, districts will be sent a note book that contains information regarding the COE. The empty notebook will then used to collect all of the work samples and submit them to the State.

  10. Registration dates… The new registration window:

  11. Sufficiency reviews • Sufficiency reviews are held at both the local and state level. A sufficient collection contains the right number and types of work samples, and it demonstrates the appropriate coverage of strands, targets, and checklists. It also contains all of the signatures from the student, teacher, and building educator. By completing a local sufficiency review, students have time to gather additional elements prior to the submission window.

  12. Terms to know… • Look in your DFA manual. What are the definitions of the following terms? • Strands, Targets, Checklists • Augmented Collection • On-demand work samples • Teacher Supervision

  13. CTE COEs • The Legislature made provisions for Career and Technical Education (CTE) students to complete a COE that reflects their work interests and their standards-based skills in non-core classes. All collections produced by CTE students must still meet the same content guidelines and administrative protocols that core-class students must meet. The parallel COEs reflect the same skills and knowledge, just in different contexts.

  14. How to build your district timeline • Examine the CAA Options timeline. You now know that the submission date will be June 15. What do you need to do in order to be ready for that day? • What resources (technical assistance, training, materials, publications) do you need? • What “gaps” do you see that OSPI needs to address?

  15. Roles, Responsibilities, Tasks • In pages 7-11, there are a list of roles, responsibilities, and tasks for all of the people involved in the COE. Find your “role” in the list, and read the tasks. • District • Building • Teacher • Student • Parent

  16. Questions about the Tasks • Who will I need for a contact person to maintain communication? • What resources mentioned here will I need as a “must-have” document? • What can I use or modify in my “toolkit” to help me be successful in this endeavor?

  17. Contact Us • Lesley Klenk, CAA Options Administrator • Amanda Mount, CAA Options Analyst • lesley.klenk@k12.wa.us • amanda.mount@k12.wa.us • CAA Options Webpage: • www.k12.wa.us/assessment/CAAoptions

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