Math Night

1
Math Night

• 2007 2008

2
Agenda

• WASL Information
• Curriculum Implementation Status
• Practice Scoring WASL Test Items
• Online Resources
• CT Algebra
• Parent Conferences
• Questions

3
2007 Legislature

• The legislature made significant changes to the
  high school graduation requirements for the class
  of 2008 and beyond, including
• New math credit requirements for students who
  have not met standard on the high school math
  WASL
• Changes/additions to the approved alternatives to
  earn a Certificate of Academic Achievement (CAA
  Options)
• Focus remains on providing options students can
  use to show they have met rigorous academic
  standards that prepare them for college and
  careers

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New Math Credits and Assessments

• For mathematics, for the Classes of 2008-12,
  students must
• Meet the standard on the WASL or a CAA Option or
  CIA for eligible students in special education
  or
• Earn additional mathematics credits and annually
  retake the WASL or a WAAS Special Education
  assessment
• One math credit after 11th grade, Class of 2008
• Two math credits after 10th grade, Classes of
  2009 12
• May use equivalent CTE classes that increase
  math proficiency
• Will NOT earn a CAA, but is eligible to graduate

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• APPROVED
• Certificate of Academic Achievement
• Options
• Students meet standards for
  purposes of a CAA (or a CIA)

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Approved CAA Options

• Collection of Evidence (COE)
• WASL/Grades Comparison
• Scores from College Admission and Advanced
  Placement Tests

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Collection of Evidence

• The Collection of Evidence (COE) option allows a
  student to compile a set of classroom work
  samples with the assistance of a teacher(s)
• This option may be used for meeting the
  mathematics, reading and/or writing standards
• COE submissions must follow state guidelines
  stipulating how many work samples are needed and
  the knowledge and skills they need to cover
• To meet standard, the work samples must
  demonstrate proficiency at a level of difficulty
  comparable in rigor to meeting standard on the
  WASL

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Eligibility for the COE

• Students are eligible for the COE if they have
  taken the WASL once and did not meet standard, as
  long as attendance and remediation requirements
  in their Student Learning Plans (SLPs) have been
  met
• SLPs are required for students grades 8-12 who
  did not meet standard in one or more content
  areas on the 7th grade and/or high school WASLs
  including any subsequent retakes and must be
  maintained until students meet standard
• SLPs are designed to make sure students get the
  support and intervention needed to stay on track
  and graduate from high school
• Students may be waived from the
  attendance/remediation requirement for special or
  unavoidable circumstances
• To meet the WASL testing criterion, a student
  must have taken the WASL and generated a scale
  score
• Students in 5th grade would be required to have
  an SLP if they do not meet standard in one or
  more content areas on the 4th grade WASL and must
  be maintained until students meet standard

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COE Submission Process

• February 15, 2008 submission
• Pre-registration window October 15 through
  December 14
• Districts receive results in early May
• June 16, 2008 submission
• Pre-registration window January 15 through April
  15
• Districts receive results in mid-August

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WASL/Grades Comparison

• Compares grades of the student with the grades of
  other students in the school
• Who took the same mathematics or English/language
  arts courses in the high school AND
• Who met or slightly exceeded the standard (Level
  3) on the WASL
• If the students grades in the classes are above
  the mean grades of this comparison cohort, the
  student meets the standard

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WASL/Grades Comparison

• Highest Math WASL score 390
• Took Algebra I and Geometry
• Average grades for the two classes 2.9

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WASL/Grades Comparison continued

• Guidelines require the following
• Student must be in 12th grade
• Student must have a cumulative GPA of 3.2 or
  higher
• of courses equivalent of two annual high school
  credits
• Courses must be eligible for mathematics or
  English/Language arts credits
• Must use most recent courses
• Level 3 students used to define the comparison
  cohort
• Level 4 may be used if not enough students in
  cohort using just Level 3
• Must be 6 or more students in cohort

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Scores on College Admissions and Advanced
Placement Tests

• A student's SAT, ACT or AP test score may be used
  to meet the reading, writing, or math standard
• PSAT mathematics scores may be used until August
  31, 2008
• Mathematics cut scores have been set
• PSAT 47
• SAT 470
• ACT 19

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Scores on College Admissions and Advanced
Placement Tests

• Advanced Placement Examinations
• Students must score at least a three (out of
  five)
• Approved AP tests are
• For mathematics Calculus Statistics

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Scores on College Admissions and Advanced
Placement Tests

• Tests scores may be earned before or after taking
  the WASL
• A form used to verify the students score and
  record it in the state student information system
  is available at www.k12.wa.us/assessment/CAAoptio
  ns/Equivalency.aspx
• Fee waivers/reimbursement are available for
  students taking the PSAT, ACT, SAT, and AP Exams
• Intend to use the test as a CAA Option
• One-time use
• How to apply
• PSAT School proctor indicates the number of
  eligible students on the form that is returned
  with the tests
• SAT/ACT Student sends in waiver form with
  mail-in registration
• AP Reimbursement form to be developed prior to
  spring testing

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• Certificate of Individual Achievement Options

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Certificate of Individual Achievement (CIA)

• Students in special education who are not
  appropriately assessed on the WASL or CAA
  Options, even with accommodations, may earn a
  Certificate of Individual Achievement (CIA)
• The CIA may be earned using multiple ways to
  demonstrate skills and abilities commensurate
  with students Individual Education Programs
  IEPs
• The CAA or CIA are required for graduation from
  a public high school

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Appropriate Assessments for Students in Special
Education Federal Purposes

• The federal Individuals with Disabilities
  Education Act (IDEA) and No Child Left Behind
  (NCLB) require that students in special education
  enrolled in grades 3-8 and once in high school
  participate in statewide assessments
• To meet federal purposes, students in special
  education may be assessed by the WASL or approved
  alternate assessments from the following
• WASL with accommodations
• WASL-Modified (HS WASL at Level 2)
• Washington Alternate Assessment System-Portfolio
  (WAAS-Portfolio)

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Appropriate Assessments for Students in Special
Education State Graduation Purposes

• Neither IDEA nor NCLB require that the statewide
  assessment be used for high school graduation
• For state graduation purposes, IEP teams may
  determine the most appropriate assessments
  including the following
• WASL with accommodations
• WASL-Modified (high school WASL at Level 2)
• WAAS-Portfolio
• Developmentally Appropriate WASL (DAW)
• Level 3 on a WASL from grades 3-8 taken after
  grade 10
• Available for students in grades 11 and 12 ONLY
• Locally established measures

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Any Questions?
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Curriculum ImplementationStatus
Pre Algebra Implementing current year
Algebra Implemented last year
Geometry Implementing current year
Algebra II Implementing next year
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WASL Test Time!
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Scoring Guide for question number 9 A 2-point
response The student shows understanding of how
to do multiple step computations in a real-world
context by doing the following explains or
shows how to correctly calculate the cost for
driving indicates that driving would be more
expensive or that flying would be less
expensive. Example (29/day)(3 days) 87 for
car rental (0.19/mi)(1970 mi) 374.30 for
mileage 87 347.30 461.30 cost to
drive Driving is more expensive. Note Rounding
or estimation is acceptable. Also, allow
round-trip calculations 800 for flying,
748.60 174 for driving. A 1-point response
The student does one of the following shows the
correct procedure to determine the cost of
driving, but makes one or two errors
(computational or transcription), and the
conclusion is consistent with the computation
shown shows that the cost to drive is 461.30,
but does not state which is more expensive or
concludes that flying would be more expensive. A
0-point response The student shows very little
or no understanding of how to do multiple step
computations in a real-world context.
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• Scoring Guide for question number 12
• A 2-point response The student shows an
  understanding of determining the size of
• a sample space and/or listing all possible
  outcomes of an experiment to determine
• the probability of a certain outcome by doing the
  following
• shows all 12 coin/number cube combinations (1 H,
  1 T, 2 H, 2 T, ) OR
• all the correct possible game point totals 1, 2,
  3, 4, 5, 6, 8, 10, and 12
• indicates that the probability of getting 6
  points is

• .
• NOTE If the student doubles the tails column
  instead of the heads column,
• that alone will not affect the students score.
• A 1-point response The student does one of the
  following
• correctly lists at least nine of the possible
  outcomes or totals and no more than
• three additional outcomes or totals that are
  incorrect. The response also gives a
• probability that agrees with the possible
  outcomes or totals shown
• indicates the correct probability but fails to
  list all the possible outcomes or totals
• lists all the possible outcomes or totals but
  gives an incorrect or no probability.
• A 0-point response The student shows very little
  or no understanding of determining
• the size of a sample space and/or listing all
  possible outcomes of an experiment
• to determine the probability of a certain
  outcome.

or
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Scoring Guide for question number 13 A 4-point
response The student shows understanding of
organizing information to construct a solution
and justify results using evidence from the
problem by doing all of the following Organizat
ion shows win and/or loss records for all seven
players. Allow for missing labels or one error.
shows the remaining opponents for all seven
players or the records of the remaining
opponents for all seven players
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Justification of a solution chooses a player with
the most difficult matches left to play and
identifies their opponents with their records or
chooses a player with the most difficult matches
left to play, identifies their opponents and
gives a nonspecific comparison of the opponents
win/loss records that is supported by the
students organized information (e.g., win/loss
table) provides a justification, which is based
on correct facts from the given information, and
supports the students choice of player with the
most difficult matches left to play. A 3-point
response The student provides three of the
requirements listed in the 4-point response. A
2-point response The student provides two of the
requirements listed in the 4-point response. A
1-point response The student provides one of the
requirements listed in the 4-point response. A
0-point response The student shows very little
or no understanding of organizing information to
construct a solution or justify results using
evidence from the problem.
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