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First Administration: June 3, 2014 Presented by Brenna Farrell, RCSD.

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Presentation on theme: "First Administration: June 3, 2014 Presented by Brenna Farrell, RCSD."— Presentation transcript:

1 First Administration: June 3, 2014 Presented by Brenna Farrell, RCSD

2 To better align the assessment to the CCLS (Reading, Writing, Language, and Speaking & Listening) in order to ensure that our students are College & Career Ready.

3 Who is taking the test on June 3? Who needs to pass the CC Regents to graduate? When and what is Standard Setting? How will cut scores be determined in regards to the previous Comprehensive Regents cut scores? Test Design Sample Questions and Corresponding Standards Rubrics (No anchor or exemplar papers currently exist for public use) EngageNY Resources: Test Complexity Review Forms and Checklist, Item Writing Form and Review Form for Multiple Choice Questions, and Test Guide

4 “All students enrolled in English III … will take the NYS ELA Common Core Regents Exam AND the NYS Comprehensive English Regents Exam” in June Please Note: These English III students sitting for the NYS ELA Common Core Regents Exam should be part of he Cohort. It is up to the discretion of the building as to whether or not other cohorts sit for the NYS ELA Common Core Regents Exam. Principals and counselors should determine whether individual students from earlier ( , etc.) and later ( , etc.) cohorts would benefit from taking the Common Core Regents Examination in June Some questions you may want to consider before scheduling these earlier and later cohorts for the CC Regents include: 1. Will the student benefit from taking this exam? If so, how will the student benefit? 2. Will taking the CC Regents negatively impact the student's performance on the NYS Comprehensive English Exam? (For example, taking time away from preparing for the NYS Comprehensive Regents Exam) 3. What is the student's predictability in passing the CC Regents?

5 Our current freshmen class, Cohort 2013, and every cohort thereafter

6 June 2016

7 June 2014 August 2014 January 2015 June 2015 August 2015 January 2016 June 2016 NYS 2005 Regents Exam XXXXXXX: last administ- ration NYS CC Regents X: first administ- ration XXXXXX

8 A process to determine the cut scores for the CC Regents This will take place around June 16, 2014 The Committee will recommend cut scores to the Commissioner based on sample student papers sent to Albany from districts Cut scores will mirror current NYS 2005 cut scores

9 56 total points What’s it all worth?

10 Educators from around NYS

11 A balance of literature (stories, drama, poetry) and informational texts (literary nonfiction) Text Complexity is evaluated “through the use of both quantitative and qualitative analysis in accordance with the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A requirements” “Speaking and Listening Standards will not be assessed on the Regents Examination in English Language Arts (Common Core)” Writing from sources using evidence The CC Regents tests the Grade standards, but also some standards at the Grade 9-10 band

12 3 Parts to be completed in a 3 hour time period: 24 multiple choice and two writing tasks

13 Multiple-choice questions for Part 1 of the test reflect the demands of the CCLS for Reading and Language Students must engage in analyses of a variety of complex literature and informational texts. 3 texts: one literature, one poem, one informational 24 multiple choice questions (60 minutes)

14 Argumentative Writing Task (90 minutes) The extended-response question will require comprehension and analysis of 4 texts which may include a graphic. Students to take a position on an argument and support it with text- based evidence. Students must demonstrate their ability to write coherent essays using textual evidence to support their ideas. **Rubric**

15 Text Analysis Writing Task (30 minutes) Students will perform a close reading of one text (literature or informational) Students will write a two to three paragraph response that identifies a central idea in the text Students will analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. ** Rubric **

16 Part 1 of the test must include an informational text. Part 2 will consist of four informational texts. Part 3 will include either an informational text or a literature text. What are the shifts? 1.Balance of Informational and Literature texts. 2.Knowledge in the Disciplines 3.Staircase of Complexity 4.Text-based sources 5.Writing from Sources 6.Academic Vocabulary

17 5-6 in each group: 2 groups for Part I, 3 groups for Part II, and 3 groups for Part III 25 minutes

18 In your small group, please look closely at the sample questions (for Part I, II, or III) to answer the following questions: 1.What are the skills that our students will need in order to perform well? 2.What are the potential obstacles to our students’ success? (vocabulary, etc.) 3.Is there evidence of the shifts? In what way? 4.Any additional notices and wonderings? Record your findings on chart paper What is the task?

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20 It’s important to align your curriculum to the Grade Reading for Literature (RL), Reading for Informational Text (RI), and Writing (W) Standards to ensure that you are covering all of the necessary material. Teachers should use the blueprint to align their writing instruction to Part 2 and 3 of the test. For example, since argumentative writing will be heavily tested you’ll want to teach the following skills: 1. making and supporting claims using textual evidence, 2. distinguishing one’s claim from alternate and opposing claims 3. organizing one’s writing in a coherent and cohesive manner 4. adhering to conventions In addition, the following skills will be tested on Part III: 1. students can identify central ideas in works of fiction as well as literary nonfiction 2. students can analyze the writing strategies utilized by the author to develop these ideas.

21 Guidelines for Text Selection d-1-guidelines-for-text-selection.pdf Text Complexity Form: complexity- form Text Review Form: Multiple Choice Item Writing Form: e-1-item-writing-formmcqs.pdf Multiple Choice Item Writing Review Checklist: e-2_item-review-checklist-mcqs.pdf Sample Test Questions: ela-h-1-ela-sampleitems.pdf


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