Transcript Common Core English Regents - RCSD Professional Development

First Administration: June 3, 2014
Presented by Brenna Farrell, RCSD
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.
• 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
“All students enrolled in English III … will take the NYS ELA
Common Core Regents Exam AND the NYS Comprehensive
English Regents Exam” in June 2014.
• Please Note: These English III students sitting for the NYS ELA Common Core
Regents Exam should be part of he 2011-2012 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 (2010-2011, etc.) and later (2012-2013, etc.) cohorts would
benefit from taking the Common Core Regents Examination in June 2014. 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?
Our current freshmen class,
Cohort 2013, and every cohort
thereafter
June 2016
June
2014
August
2014
January
2015
June
2015
August
2015
January
2016
June
2016
NYS
2005
Regents
Exam
X
X
X
X
X
X
X: last
administration
NYS CC
Regents
X: first
X
administration
X
X
X
X
X
• 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
What’s it all worth?
Part
TOTAL
Part 1
Part 2
Part 3
Maximum Raw
Score Credits
24
6
4
Maximum Weighted
Weighting Factor
Score Credits
1
24
4
24
2
8
56 total points
Educators from around NYS
• 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 11-12 standards, but also some
standards at the Grade 9-10 band
3 Parts to be completed
in a 3 hour time period: 24 multiple
choice and two writing tasks
• Multiple-choice questions for
Part 1 of the test reflect the
demands of the CCLS for
Reading and Language
24 multiple
choice questions
(60 minutes)
• Students must engage in
analyses of a variety of
complex literature and
informational texts.
• 3 texts: one literature, one
poem, one informational
• The extended-response question
will require comprehension and
analysis of 4 texts which may
include a graphic.
Argumentative
Writing Task
(90 minutes)
• Students to take a position on an
argument and support it with textbased evidence.
• Students must demonstrate their
ability to write coherent essays
using textual evidence to support
their ideas.
**Rubric**
• Students will perform a close
reading of one text (literature or
informational)
Text Analysis
Writing Task
(30 minutes)
• 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**
• 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.
1.
2.
3.
4.
5.
6.
What are the shifts?
Balance of Informational and Literature texts.
Knowledge in the Disciplines
Staircase of Complexity
Text-based sources
Writing from Sources
Academic Vocabulary
5-6 in each group:
2 groups for Part I, 3 groups for
Part II, and 3 groups for Part III
25 minutes
In your small group, please look closely at the
sample questions (for Part I, II, or III) to answer
the following questions:
What is the
task?
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
• It’s important to align your curriculum to the Grade 11-12 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.
• Guidelines for Text Selection
http://www.engageny.org/sites/default/files/resource/attachments/regelad-1-guidelines-for-text-selection.pdf
• Text Complexity Form:
http://www.engageny.org/resource/regents-exams-ela-text- complexityform
• Text Review Form:
http://www.engageny.org/resource/regents-exams-ela-text-review-form
• Multiple Choice Item Writing Form:
http://www.engageny.org/sites/default/files/resource/attachments/regelae-1-item-writing-formmcqs.pdf
• Multiple Choice Item Writing Review Checklist:
http://www.engageny.org/sites/default/files/resource/attachments/regelae-2_item-review-checklist-mcqs.pdf
• Sample Test Questions:
http://www.engageny.org/sites/default/files/resource/attachments/regents
ela-h-1-ela-sampleitems.pdf