This section contains documents and links that you will find helpful for submitting a reading collection of evidence.The reading collection of evidence is submitted through the online COE system unless the district has an approved exemption. For more information about the online COE, see the Submitting Your COE section of this website.Students submitting reading COEs must submit no fewer than six and no more than eight work samples. For more information about content guidelines and sufficiency requirements, see the Reading and Writing Questions and Answers.Students must select passages and tasks for their work samples from the reading inclusion bank. The reading COE inclusion bank contains literary, informational, functional, and career and technical education passages and tasks. Students can choose from any of the areas for their work samples. For more information about the reading inclusion bank and a preview of the passages and tasks used in the inclusion bank, see the Reading Inclusion Bank section.
Reading collection of evidence (COE)The reading COE is a legislatively-approved option to the state high school reading assessment. The COE can be used to meet the requirements for graduation and earn a Certificate of Academic Achievement (CAA). A reading COE is a set of exemplary student responses that demonstrate the reading skills necessary to comprehend, analyze, and evaluate literary and informational passages. These are the same skills assessed on the state high school reading assessment.
Eligibility requirements to work on a reading COE
A student must have taken the High School Proficiency Exam (HSPE) at least two times and not met standard before being eligible to access the reading and/or writing COE.
Required components of a reading COE
A sufficient reading collection must include:
• A minimum of six and a maximum of eight work samplesStudents and teachers must make sure they have selected passages and tasks that meet the requirements for sufficiency. The online COE system checks for sufficiency requirements at the time of submission.
• Three to four literary work samples and three to four informational (including functional text and CTE options) work samples
• A minimum of two different targets from each strand represented across the whole collection
• At least 2 on-demand work samples, at least one literary and at least one informational
• All work samples must be submitted in English
• Every work sample is the work of one student and does not represent group work
• Every work sample is the independent work of the student and has not received any teacher assistance other than instruction on the reading strands and targets
Districts unable to access the online COE system may submit a request for an exemption for a one time only paper submission. The exemption form can be found at: www.coe.k12.wa.us/Page/109.
Reading strands and targets assessed on the COE
Proficient readers comprehend, analyze and evaluate as they read. These three processes are reflected in the six reading COE assessment strands: Literary Comprehension (LC), Literary Analysis (LA), Literary Thinking Critically (LT); and Informational Comprehension (IC), Informational Analysis (IA), Informational Thinking Critically (IT). Within each strand are the specific skills or targets that are scored. Examples of these specific targets include: summarizes (LC 02), makes inferences (LC 03), compares and contrasts (IA 06), identifies cause and effect relationships (IA 07), analyzes author's purpose (IT 08), and extends information - draws a conclusion (IT 20).
Reading COE tasks
A reading COE task is an assignment that requires a student to read a passage and answer questions in order to demonstrate their level of reading skills. Tasks have been written and reviewed by teams of reading teachers and education professionals throughout the state. This process assures that tasks are aligned to our state reading standards, meet the required cognitive complexity, are unbiased, and assess the required performance expectations.
An on-demand task is one that a student completes independently in a single, continuous session while supervised by a teacher or other education professional. The reading COE must include at least one literary on-demand work sample and at least one informational on-demand work sample Students should not be allowed to leave and then return to complete the task later in the day or on another day. Students may not review on-demand tasks prior to receiving the task.
Extended time task
An extended-time task is one that a student completes independently, over more than one class period or session, while supervised by a teacher or education professional. Students may use the same tools they use for the on-demand tasks. The extended time task allows students the opportunity for independent reflection, editing, and revising, prior to submitting their final work sample to the collection. In between work sample development sessions/classes, professional educators will maintain all COE materials in a secured and locked location. All extended time tasks must be done under the supervision of the teacher or other education professional and are not to be taken outside the classroom or proctored testing environment. All COE tasks, whether completed as on-demand or as extended time, should be the sole work of the student.
Reading inclusion bank
All educators and their students are required to select reading passages and tasks from the OSPI inclusion bank. The passages are at a high school readability level. Some passages in the inclusion bank are published pieces with copyright permission, while other passages are written by teachers or OSPI staff. The passages feature content interesting to students. The tasks are authentic, relevant to students’ lives, and culturally diverse. The inclusion bank passages and tasks are required for submission in reading COEs.
Preparation for administration of the reading COE in the classroom
• Room preparation: Remove or cover any aids or prompts that might potentially assist students in answering questions on an inclusion bank task.
• Materials preparation: Notes regarding instructional strategies are allowed, but specific material surrounding the passage or the tasks may not be used for support material.
• Supervision: A student is always supervised by building educators for on-demand and extended-time assessments. Students cannot be alone in a computer lab or have access to the internet during the work on the assessments.
• Assessment materials: COE inclusion bank passages and tasks are secure state test materials. These are never left unattended by building educators. As the COE allows for multiple opportunities for students to review and revise these materials, they must be kept in a secure location between administration sessions.
For the extended-time student responses, it is expected that there is an appropriate amount of teacher assistance. The assistance may include teaching the skills that will be addressed on the reading tasks prior to administering the tasks, helping a student clarify their support for their answer by asking them to return to the text, and independently confirm that they have selected appropriate text-based evidence to support their answers. Appropriate teacher assistance may also include teaching instructional strategies such as note taking, highlighting, underlining, reading journals, using graphic organizers, and reviewing how to understand the requirements of questions.
Scoring involves reading and assigning scores to each work sample by trained, professional scorers. The scoring training process has been developed to maintain consistency, reliability, and validity within and across scoring events. Scorers assign a score to indicate the quality of student work using a four point, holistic scoring rubric aligned with each learning target. Each reading COE task is independently scored by two scorers. Districts receive only one total score for a student collection. Strand scores are not provided.
Proficiency on the reading COE
Similar to the state high school reading assessment, proficiency on a COE means that the student has demonstrated “what a student should know and be able to do” in reading in high school. A student who earns 72 or more points out of 96 possible on the COE meets standard in reading and is considered proficient.
Students whose reading COEs earned 66 to 71 points are eligible for augmentation. An augmented reading collection must include four new work samples with examples of every strand. When the augmentation work samples earn higher scores than the original work samples, the higher strand scores replaces the original strand scores. When a student earns 72 points or more as a result of augmenting their COE, the student meets standard. There are no requirements for on-demand work samples in augmentation collections, although on-demand work samples may be included and could replace the original on-demand work samples.
A testing irregularity is evidence of possible inauthentic student work discovered in a student’s COE during scoring. COE testing irregularities are defined as a Level 1 or Level 2 Alerts.
• A Level 1 alert is labeled as “likely inauthentic student work” due to the fact that one or more student response(s) is a copy of another student’s work or a retrievable copy of material from the internet.
• A Level 2 alert is labeled as “suspected inauthentic student work” because one or more work samples in question are quite different and unusually strong as compared to the other work samples in the collection. Districts are asked to conduct an investigation regarding the authenticity of the student using OSPI guidelines.
Reading and writing Moodle
OSPI maintains a Moodle server where teachers are encouraged to share ideas about the COE. You will need to create an account in order to log in to the Moodle. The link: www.moodle.ospi.k12.wa.us/course/view.php?id=83
The Moodle serves two main functions:
• It offers educators the opportunity to participate in the creation of new passages, tasks, and prompts that may be included in the reading and writing inclusion banks. The inclusion bank development process requires participation in all stages of the work. In order to earn clock hours, educators must develop original passages, write task questions, pilot passages and tasks, and participate in a content review of their own work and the work of others.
• It provides up-to-date information on policy changes in the content areas, announcements of training webinars, and an ever-growing list of resources from the state and the nation.