Update - OCM Boces

December 2013
3-8 ELA Test
• Split into 3 books
• Administered across 3 days
• Day 2 will consist of one book with both
multiple-choice and constructed response
• Grades 5-8, Day 2 will have fewer
passages and questions than Day 2 of the
2013 tests
3-8 Mathematics Test
• Fewer questions on the 2014 Grades 3-8
Mathematics Tests than the 2013 tests
• Shorter administration times for the 2014
Grade 3-8 Mathematics Tests than in
• Clarifications to the Mathematics rubrics
and scoring policies; and
• Change in Grade 8 content emphasis
8th Grade Math Testing
SED has applied for the waiver to USDOE
• Allow A1 proficient score to serve as 8th
grade proficient score
• Would require an additional math test in
High School
• This is for THIS year
Common Core ELA Regents
The Common Core ELA Regents Exam
(Grade 11) is required for those students first
entering grade 9 in 2013-14 or later
Common Core ELA Regents
For January, June & August, 2014
administrations only, students enrolled in CC
English courses may, at local discretion,
take both
The Board of Regents altered regulations at
the November meeting to allow for the
widespread administration of the Regents
Comprehensive Examination in January.
Common Core ELA Regents
The higher of the two scores may be used
for local transcript purposes, and will be
used for institutional accountability for the
2013-14 school year
Students may meet the exam requirement
for graduation by passing either exam (old
exam or new CC exam)
Common Core ELA Regents
January survey to ask if districts are
planning to have students take CC test in
June to find out if enough for standard
setting (If yes, how many students?)
Regents exams/items will be fully released
by summer 2014 so we will see it once
administered, not secure for now.
Common Core ELA Regents
• Part 1 – reading comprehension with 24 questions requiring
close reading and an understanding of the whole text, one
literary nonfiction, one literature piece and likely one poem.
Incorrect answers are text based and plausible and based
on likely misconceptions if they didn’t understand full text.
• Part 2 – writing from sources different from a DBQ so no
comparison, it will not allow for drawing upon outside
knowledge, must draw on text only, writing a source based
argument. Part 2 is significant emphasis and likely will be
weighted as such.
• Part 3 – text analysis, not an extended response as in Part
2. Two to three paragraph response that identifies a central
idea, authors writing strategy or literary technique
Common Core ELA Regents
Test Part
Standards Addressed
(coverage will vary)
60 minutes
RL.1-6, 10
RI.1-6, 8-10
90 minutes
W.1, 4,9
30 minutes
RL.1-6, 10
RI.1-6, 8-10
Text Description
2 – 3 texts
Up to approximately 2,600
words total
Student Task
Students will perform a close reading of the texts and
answer 24 multiple-choice questions.
Each test will contain at least
one literature and one
informational text.
2 – 5 texts
Up to approximately 2,600
words total
Students will perform a close reading of the texts and write
a source-based argument, as directed by the task.
Each test will contain at least
two informational texts and, in
addition, may contain graphics
or one literature text.
1 text
Up to approximately 1,000
Each test will contain one
literature or one informational
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 11-12 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.
Common Core A1 Regents
The Common Core Algebra I Regents Exam
is required for those students first beginning
commencement-level math in 2013-14 or
later (so, too, is CCLS-aligned instruction)
Other first administrations
• Geometry (Common Core) – June 2015
• Algebra II (Common Core) – June 2016
Common Core A1 Regents
For the June 2014 , August 2014, and
January 2015 administrations only, students
enrolled in Common Core classes may take
the old ELA or math exam in addition to the
new exam and have the higher score count.
The June 3, 2014 results for the Regents
Exam in AI (CCLS) will NOT be available
before the Regents Exam in IA on June 20th
Common Core A1 Regents
Assessment changes:
• Focus on the priority Standards
• Fluency according to PARCC
• Multiple problems on the came standards
• Four good resources: Progressions
documents; PARCC Model Content
Frameworks; A Story of Functions;
Illustrative Mathematics
Common Core A1 Regents
Test Blueprint
Conceptual Category
Percent of Exam
by Points
Number and Quantity
2% - 8%
50% - 56%
32% - 38%
Statistics and Probability
5% - 10%
Common Core A1 Regents
2014 Regents Exam Test Design
Algebra I
Number of
Point Value
per Question
Total Point
Value per
Part I
Part II
Part III
Part IV
24 MC
8 CR
4 CR
1 CR
Common Core Regents Exams
Likely to have five levels of distinction rather
than the four we have had
Resources continue to be posted:
• ELA 11 resources
• A1 resources
• Test guides soon
• Transition memo (the September update)
• No PARCC in 2014-2015
• Continue to prepare for computer-based
• Wider net for field testing volunteers
• Release of sample items continues
• Maryland now LEA state
• Final decision???
Test is a little different than the others
US results unchanged
Other countries “moving ahead”
Job growth in the industrialized world has
almost exclusively been at the top end of the
PISA skill distribution,” explained Schleicher,
“while routine cognitive skills, the kinds of
things that are easy to teach but also easy to
digitize and outsource, have seen the
steepest decline in demand.”
• Poverty matters
• Early childhood matters
• The highest performing countries are
pursing goals and strategies that are
different than the US
• AFT video
PISA – So What?
• The most successful students are those
who feel real “ownership” of their
• Students feel they personally can make a
difference in their own outcomes
• Students feel education will make a
difference for their future
PISA – So What?
Culture in the highest performing PISA
• Teachers participate in shaping standards
and curriculum
• Teachers have ample time for continuous
professional development
• Ample planning and collaboration time
• Teachers have ownership of their practice
and standards, and hold each other

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