1. Transition to Common Core Assessments
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2. Presentation Overview
Required Exams for Different Student Cohorts
The Regents Exam in Algebra I (Common Core)
The Regents Exam in ELA (Common Core)
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3. Regents Exam Transition
To ensure adequate notice and time for students to be prepared to take the new Regents Exams measuring the CCLS, the Department plans to provide an overlap in the administration of the current Regents Exams with the new Common Core Regents Exams.
See the updated November memo from Ken Wagner:
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4. Regents Exam Transition for Math
Based on feedback from the field, a phased-in sequence will be provided for the new Common Core Regents Examinations in Mathematics.
First administrations
Algebra I (Common Core) – June 2014
Geometry (Common Core) – June 2015
Algebra II (Common Core) – June 2016
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5. Which Exam to Take?
Any student who begins his or her first commencement-level math course in the school year or later:
must take the Common Core Regents Exam that corresponds to that course and
be provided with Common Core instruction.
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6. Which Exam to Take?
Those students who began or will complete an Integrated Algebra, Geometry, or Algebra 2/Trigonometry course prior to the school year must:
take the corresponding Regents Exams aligned to the Mathematics Core Curriculum (Revised 2005), while those exams are still being offered.
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7. Which Exam to Take?
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8. Which Exam to Take?
For the June 2014 , August 2014, and January 2015 administrations only:
students receiving Algebra I (Common Core) instruction may, at local discretion, take the Regents Examination in Integrated Algebra in addition to the Regents Examination in Algebra I.
Will the June 3, 2014 results for the Regents Exam in AI (CC) be available before the Regents Exam in IA is administered on June 20th?
No, they will not be available.
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9. Regents Exam in English Language Arts (Common Core)
All students first entering Grade 9 in the school year or thereafter:
must be provided with a high school English course of study aligned to the CCLS and
pass the new Regents Exam in ELA (Common Core), which is designed to be administered at the end of Grade 11, to meet graduation requirements.
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10. Transition
All students who first entered Grade 9 prior to the school year:
may meet the requirements for graduation by enrolling in Common Core English courses and passing the new Regents Exam in ELA (Common Core) or
enrolling in English courses aligned to the 2005 Learning Standards and passing the Regents Comprehensive Exam in English (2005 Learning Standards), while that exam is still being offered.
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11. Regents Exam in ELA (CC)
Regents Exam in ELA (CC) – first admin. 6/14
For the January, June & Aug administrations only, students enrolled in CC English courses may, at local discretion, take the Regents Comp Exam in English (2005 LS) in addition to the Regents Exam in ELA (CC)
In January 2014, students may take the 2005 Regents Comp Exam in English (there is no CC Regents ELA being given in Jan. 2014) and then may take the CC Regents ELA in June 2014 and use whichever score is higher to fulfill the Regents exam requirement.
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12. If students take the old Regents Exam in addition to the new Regents Exam:
the higher of the two scores may be used for local transcript purposes, and will be used for institutional accountability for the school year
students may meet the exam requirement for graduation by passing either exam (old exam or new CC exam)
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13. Regents Exam in Algebra I (Common Core)
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14. What to expect Mathematics Assessment Shifts
Algebra I Test construction
Test Blueprint
Question Types
Sample questions
Background information
Resources
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15. Assessment Shifts Focus - Priority Standards
Coherence - Progression across grade levels
Fluency - See PARCC MCF
Examples include manipulating algebraic expressions and work equations of lines.
Deep Understanding - Multiple Perspectives
Application - Real World Situations
Dual Intensity - Balance between fluency, deep understanding and application
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16. Interpreting the Standards
Four Common Core Resources
Progressions Documents - Describe how standards progress and the cohesive nature of the Common Core.
PARCC Model Content Frameworks - A guide to 3-11 Common Core testing.
A Story of Functions - A curriculum map for New York State high school math courses.
Illustrative Mathematics - A website containing examples by standard.
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17. Algebra I (Common Core)
Content Emphasis
The CCLS for Mathematics were designed with the understanding that not all clusters should be emphasized equally in instruction or testing.
Cluster Emphasis
Major
The intended instructional focus in Algebra I
Count for the majority of the Regents Exam in Algebra I (CC) questions
Primarily: Algebra and Functions conceptual categories
Supporting
Additional
standards that serve to introduce and
reinforce the major standards
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18. Statistics and Probability
Test Blueprint
Conceptual Category
Percent of Exam
by Points
Number and Quantity
2% - 8%
Algebra
50% - 56%
Functions
32% - 38%
Statistics and Probability
5% - 10%
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19. Multiple-Choice (MC) Questions
Designed to assess CCLS for Mathematics while incorporating standards and math practices in real-world applications
Will be assessing procedural and conceptual knowledge and skills while applying knowledge to various situations
Will require the use of multiple skills and concepts
Distractors will be based on plausible missteps
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20. Constructed Response (CR) Questions
Questions will be similar in structure to those on previous Regents Exams. Students will be asked to show their work in completing one or more tasks on questions that may sometimes include multiple parts.
Students will be asked to show their understanding of math procedures, conceptual understanding, and application.
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21. Algebra I (Common Core)
Multiple Representations
The same content may be assessed differently from one year to the next.
It is possible that a standard will be assessed more than once on the same exam without overlapping the content.
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22. 2014 Regents Exam in Algebra I (CC) Total Point Value per Section
Test Design
Algebra I Exam
Number of Questions
Point Value
per Question
Total Point Value per Section
Part I
24 MC 2 48
Part II
8 CR 16
Part III
4 CR 4
Part IV
1 CR 6
Total 37 - 86
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23. Sample Questions
Originally released at May 2013 NTI, Network Team Institute
Teaching Tools which demonstrate the instructional shifts demanded by the CCLS
Tools to clarify how the CCLS should drive instruction
The questions were created and reviewed collaboratively between NYSED and teachers from around New York State in line with the process for the creation of questions on operational exams
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24. How Can the Sample Questions Be Used?
Consider the instructional changes that will need to occur in your classroom
Interpret how the standards are conceptualized in each question
Note the multiple ways a standard can be addressed
Note the application of mathematical ways of thinking to real-world issues and challenges
Use a framework to create your own Common Core aligned sample questions for your own classroom or school
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25. Algebra I (Common Core) Resources Available on EngageNY
About the Regents Exam in Algebra I
Regents Exam in Algebra I Test Blueprint
Algebra I Standards Clarification
Question Types Overview
Guidelines for Writing Items – MCQs
Guidelines for Writing Items – CRs
Multiple Representations
Item Criteria Checklist
Mathematics Tools
Reference Sheet
Algebra I Sample Items (8 items presented at NTI)
Graphing Calculator Guidelines
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26. Algebra I (Common Core) Resources Coming Soon to EngageNY
Regents Exam in Algebra I Test Guide
Webinars
Algebra I Sample Questions (15 additional)
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27. Resources Regents Exam information for Mathematics
New York State P-12 Common Core Learning Standards for Mathematics
Standards for Mathematical Practice
A Story of Functions
Content Emphases
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28. Resources Curriculum Modules on EngageNY
Sample Questions on EngageNY
PARCC Model Content Frameworks
Progressions Documents
Illustrative Mathematics- Examples by Standard
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29. New York State Regents Exam in English Language Arts (Common Core)
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30. Regents Examination in English Language Arts (Common Core): Overview
Designed for administration at end of Grade 11
Administered in three hours by paper and pencil
Measures Grades and Anchor CCLS Standards in Reading, Writing, and Language
Assesses the knowledge and skills that students need to meet Common Core expectations for 11th grade English
Built upon a balance of literature and informational texts of appropriate complexity for 11th -CCR Grade Band
Demands close reading of text and text-based writing
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31. Test Blueprint: Regents Examination in English Language Arts (Common Core)
Test Part
Suggested Time
Standards Addressed
(coverage will vary)
Text Description
Student Task
PART 1
READING COMPREHENSION
60 minutes
RL.1-6, 10
RI.1-6, 8-10
L.3-5
2 – 3 texts
Up to approximately 2,600 words total
Each test will contain at least one literature and one informational text.
Students will perform a close reading of the texts and answer 24 multiple-choice questions.
PART 2
WRITING FROM SOURCES
90 minutes
RL.1-6,10-11
RI.1-10
W.1, 4,9
L.1-6   
2 – 5 texts
Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.
Students will perform a close reading of the texts and write a source-based argument, as directed by the task.
PART 3
TEXT ANALYSIS
30 minutes
W.2,4,9
1 text
Up to approximately 1,000 words
Each test will contain one literature or one informational text.
Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.
Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used. 31
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32. Types of Texts on the Test
Literature Texts
Include stories (the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels); drama (one-act and multi-act plays); and poetry (the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics
Informational Texts
Consist of literary nonfiction (the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and accounts written for a broad audience).
All texts and graphics
Must be authentic and published in reputable print or web sources.
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33. Exam in ELA (Common Core): Part 1

34. Part 1: Reading Comprehension
Standards Addressed
Text Description
Student task
RL.1-6, 10
RI.1-6, 8-10
L.3-5
2-3 texts
Up to approximately 2,600 words
Each test will contain at least one literature and one informational text.
Students will perform a close reading of the texts and answer 24 multiple-choice question.
EngageNY.org 34

35. Part 1: Texts
The literature and informational texts that students read closely to answer text based multiple-choice questions
Are worth reading
Are examples of CCLS aligned texts that could be used in classroom instruction
Are appropriate for 11th grade students on the Regents Exam in ELA (CC)
Are content rich and complex
Are sufficiently accessible and interesting to engage students in close reading
Represent a variety of genres
Represent multiple perspectives
Support text based multiple-choice questions
Provide sufficient evidence for students to understand unfamiliar contexts or information
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36. Part 1: Multiple-Choice Questions
Measure specific CCLS Standards in Reading Literature, Reading Informational Text, and Language
Require close reading of the text
Require understanding what is presented in the four corners of the text
Are important to an understanding of the text as a whole
Question Stems
Are clear and unambiguous
Use vocabulary that is appropriate for 11th grade
Are text based
Question Options
Are text based and plausible
Have one and only one correct answer
Require that students understand the text
May require students to reread the text
May require students to reread more than one part of the text
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37. Part 1: MC Question Example
What evidence from the text best clarifies the author’s claim in lines 34 through 39 (“Even the poorest…amounts”)?
(1) lines 40 through 42 (“Poor and restricted…inestimable boon”)
(2) lines 52 through 54 (“This, then, … or extravagance”)
(3) lines 63 and 64 (“The laws… distribution free”)
(4) lines 65 through 68 (“Individualism…for itself”’ )
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38. Part 1: MC Question Example
Key: 4
CCLS: RI
Commentary: This item measures CCLS RI because it asks students to analyze a complex set of ideas and how they develop over the course of the text.
Rationale: Option 4 is correct. The author is claiming that the poor should be wise enough to realize that the wealthy have their wealth because they are better at money management and they should remain “trustees” of that wealth and distribute it wisely.
EngageNY.org 38

39. Exam in ELA (Common Core): Part 2

40. Part 2: Writing from Sources
Standards Addressed
Text Description
Student task
RL.1-6,
10-11
RI.1-10
W.1, 4,9
L.1-6
 2 – 5 texts
Up to approximately 2,600 words total
Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.
Students will perform a close reading of the texts and write a source-based argument, as directed by the task.
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41. Part 2: Writing from Sources Example Task
Directions:
Closely read each of the five texts provided on pages … through … and write an evidence-based argument on the topic below.
You may use the margins to take notes as you read and the next page to plan your response.
Write your response in the space provided.
Topic:
Was the Federal Theatre Project successful?
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42. Part 2: Writing from Sources Example Task
Your Task:
Carefully read each of the five texts provided.
Then, using evidence from at least four of the texts, write a well-developed argument regarding the success of the Federal Theatre Project.
Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least four of the texts to develop your argument.
Do not simply summarize each text.

43. Part 2: Writing from Sources Example Task
Guidelines
Be sure to:
Establish your claim regarding the success of the Federal Theatre Project.
Distinguish your claim from alternate or opposing claims.
Use specific, relevant, and sufficient evidence from at least four of the texts to develop your argument.
Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic).
Organize your ideas in a cohesive and coherent manner.
Maintain a formal style of writing.
Follow the conventions of standard written English.
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44. Part 2: Scoring Rubric Criteria
Student Argument Essays are rated holistically using a six point scale using the following criteria:
Content and Analysis: the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis.
Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.
Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
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45. Exam in ELA (Common Core): Part 3

46. Part 3: Text Analysis Standards Addressed Text Description
Student task
RL.1-6, 10
RI.1-6, 8-10
W.2,4,9
L.1-6
1 text
Up to approximately 1,000 words
Each test will contain one literature or one informational text.
Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.
EngageNY.org 46

47. Part 3: Text Analysis Example Task
Your Task:
Closely read the text provided on pages … through … and write a well-developed, text-based response of two to three paragraphs.
In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.
Use strong and thorough evidence from the text to support your analysis.
Do not simply summarize the text. You may use the margins to take notes as you read and the next page to plan your response. Write your response in the spaces provided.
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48. Part 3: Text Analysis Example Task
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
EngageNY.org 48

49. Part 3: Scoring Rubric Criteria
Student responses are rated holistically using a four point scale using the following criteria:
Content and Analysis: the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis.
Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.
Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
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50. Regents Examination in English Language Arts (Common Core) Resources
Coming soon to EngageNY.org
Test Guide
Test Sample Items
Currently on EngageNY.org
Curriculum Modules
Common Core Reading Guides
EngageNY.org 50

51. Thank You! Any Questions?
Additional questions can be forwarded to the following addresses:
Test-Related Questions:
Curriculum and Instruction Questions:
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