Transition to Common Core
Assessments
EngageNY.org
Presentation Overview
1. Required Exams for Different Student Cohorts
2. The Regents Exam in Algebra I (Common
Core)
3. The Regents Exam in ELA (Common Core)
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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:
http://www.p12.nysed.gov/assessment/common
core/transitionccregents1113.pdf
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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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Which Exam to Take?
• Any student who begins his or her first
commencement-level math course in the
2013-14 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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Which Exam to Take?
• Those students who began or will complete
an Integrated Algebra, Geometry, or Algebra
2/Trigonometry course prior to the 2013-14
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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Which Exam to Take?
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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.
8
Regents Exam in English
Language Arts (Common Core)
• All students first entering Grade 9 in the 2013-14
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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Transition
• All students who first entered Grade 9 prior to the
2013-14 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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Regents Exam in ELA (CC)
• Regents Exam in ELA (CC) – first admin. 6/14
• For the January, June & Aug. 2014
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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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 2013-14 school year
• students may meet the exam requirement
for graduation by passing either exam
(old exam or new CC exam)
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Regents Exam in
Algebra I (Common Core)
EngageNY.org
What to expect
• Mathematics Assessment Shifts
• Algebra I Test construction


Test Blueprint
Question Types
• Sample questions

Background information
• Resources
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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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Interpreting the Standards
Four Common Core Resources
1. Progressions Documents - Describe how
standards progress and the cohesive nature of
the Common Core.
2. PARCC Model Content Frameworks - A guide to
3-11 Common Core testing.
3. A Story of Functions - A curriculum map for New
York State high school math courses.
4. Illustrative Mathematics - A website containing
examples by standard.
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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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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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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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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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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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2014 Regents Exam in Algebra I (CC)
Test Design
Total Point
Algebra I Number of Point Value
Value per
Exam
Questions per Question
Section
Part I
Part II
Part III
Part IV
Total
24 MC
8 CR
4 CR
1 CR
37
2
2
4
6
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16
16
6
86
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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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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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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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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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Resources
•
Regents Exam information for Mathematics

http://www.engageny.org/resource/regents-exams-mathematics
•
New York State P-12 Common Core Learning Standards for
Mathematics

http://www.engageny.org/resource/new-york-state-p-12-commoncore-learning-standards-for-mathematics
•
Standards for Mathematical Practice

http://www.corestandards.org/Math/Practice
•
A Story of Functions

http://www.engageny.org/resource/grades-9-12-mathematicscurriculum-map
•
Content Emphases

http://www.engageny.org/resource/math-content-emphases/
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Resources
•
Curriculum Modules on EngageNY

http://www.engageny.org/resource/high-school-algebra-i
•
Sample Questions on EngageNY

www.engageny.org/resource/regents-exams-mathematics-algebra-isample-items
•
PARCC Model Content Frameworks

http://www.parcconline.org/parcc-model-content-frameworks
•
Progressions Documents

http://ime.math.arizona.edu/progressions/
•
Illustrative Mathematics- Examples by Standard

http://www.illustrativemathematics.org/
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New York State Regents Exam
in English Language Arts
(Common Core)
EngageNY.org
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 11-12 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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Test Blueprint: Regents Examination in English
Language Arts (Common Core)
Test Part
Suggested
Time
Standards Addressed
(coverage will vary)
PART 1
READING
COMPREHENSION
60 minutes
RL.1-6, 10
RI.1-6, 8-10
L.3-5
PART 2
WRITING FROM
SOURCES
90 minutes
RL.1-6,10-11
RI.1-10
W.1, 4,9
L.1-6
PART 3
TEXT ANALYSIS
30 minutes
RL.1-6, 10
RI.1-6, 8-10
W.2,4,9
L.1-6
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
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 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.
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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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Exam in ELA (Common Core): Part 1
Part 1: Reading Comprehension
Standards
Addressed
RL.1-6, 10
Text Description
Student task
2-3 texts
Up to
approximately
2,600 words
Students will perform a close reading of the
texts and answer 24 multiple-choice question.
RI.1-6, 8-10
L.3-5
Each test will
contain at least
one literature and
one informational
text.
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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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Part 1: Multiple-Choice Questions
•
Multiple-Choice Questions




•
Question Stems



•
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
Are clear and unambiguous
Use vocabulary that is appropriate for 11th grade
Are text based
Question Options






Are clear and unambiguous
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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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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Part 1: MC Question Example
• Key: 4
• CCLS: RI.11-12.3
• Commentary: This item measures CCLS RI.11-12.3
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.
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Exam in ELA (Common Core): Part 2
Part 2: Writing from Sources
Standards
Addressed
RL.1-6,
10-11
RI.1-10
W.1, 4,9
L.1-6
Text Description
2 – 5 texts
Up to
approximately
2,600 words
total
Student task
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.
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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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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.
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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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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Exam in ELA (Common Core): Part 3
Part 3: Text Analysis
Standards
Addressed
RL.1-6, 10
Text Description
1 text
Up to
approximately
1,000 words
RI.1-6, 8-10
W.2,4,9
L.1-6
Each test will
contain one
literature or
one
informational
text.
Student task
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.
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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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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
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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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Regents Examination in English Language Arts (Common Core)
Resources
• Coming soon to EngageNY.org
http://www.engageny.org/common-core-curriculumassessments


Test Guide
Test Sample Items
• Currently on EngageNY.org


Curriculum Modules
Common Core Reading Guides
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Thank You!
Any Questions?
• Additional questions can be forwarded to the
following addresses:


Test-Related Questions:
• emscassessinfo@mail.nysed.gov
Curriculum and Instruction Questions:
• emscurric@mail.nysed.gov
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