Most Tested Standards on English Language Arts Regents Common Core

Setting Operation Standards: Common Core Regents Exams in Algebra I and ELA NTI July, 2014 Engage. NY. org

The Lesser Line • New York has completed the fourth twelvemonth of a 12 -twelvemonth Mutual Cadre stage-in. • The Class of 2022: ¦ ¦ ¦ Had just completed kindergarten when the Common Core was adopted by the Board in summer 2010; Was enrolled in third grade when student progress on the Mutual Core was first measured in leap 2013; Volition generally take the Common Core Algebra I Regents Exam in five years (2019), the Common Core ELA Regents Exam in seven years (2021), and graduate in eight years (2022). • The Board volition consider cut scores required for passing Mutual Cadre Regents Exams over this transition period. • For our students and their teachers, these cut scores are just one component of a rigorous and relevant course of study for the remaining eight years of the phase-in. Engage. NY. org ii

Domains of College and Career Readiness Defines the academic knowledge and skills students need to be successful in college and careers. Specifies the noncognitive, socio-emotional cognition and skills that aid students successfully transition from high school to higher or careers. Describes the careerspecific opportunities for students to proceeds the knowledge, skills, and competencies they demand to pursue and succeed in their chosen career. Engage. NY. org 3

Completion vs. Readiness Defining What Our Students Need for Success New York's 4 -yr high school graduation rate is 74. ix% for All Students notwithstanding, the gaps are agonizing. June 2013 Graduation Rate Graduation under Current Requirements (Completion) Calculated College and Career Ready* (Readiness) % Graduating All Students 74. 9 All Students 37. ii American Indian 62. 2 American Indian 21. iii Asian/Pacific Islander 80. half-dozen Asian/Pacific Islander 57. two Blackness 59. 7 Blackness xiv. 2 Hispanic 59. ii Hispanic eighteen. 0 White 86. v White fifty. four English Language Learners 31. four English Language Learners v. ix Students with Disabilities 48. 7 Students with Disabilities 5. four *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-yr college courses. Source: NYSED Office of Information and Reporting Services Engage. NY. org iv

2013 National Grade 12 NAEP Results 38% 39% Class 12 Reading Grade 12 Math • These data reverberate the pct of students likely to possess the academic knowledge and skills necessary for college. Source: http: //nationsreportcard. gov/reading_math_g 12_2013/#/preparedness Engage. NY. org 5

Engage. NY. org

Remedial Enrollment First-Time, Full-Time Freshman, Fall 2012 Beginning-Time, Full -Fourth dimension Freshman Math Reading Writing CUNY Community Colleges xv, 443 55. 6% xix. vii% xx. 5% CUNY Senior Colleges* sixteen, 987 17. 2% 2. 0% 3. 9% SUNY Community Colleges 39, 399 39. four% 21. 3% 29. v% SUNY iv -year Colleges** 17, 329 vii. 4% 1. 9% four. 7% *CUNY policy does not allow students entering bachelor's programs to enroll in remedial courses. The remedial enrollments at the senior colleges stand for students enrolled in acquaintance programs offered at 3 CUNY Senior Colleges. ** Virtually remediation in the SUNY organization occurs at community colleges with the exception of a small percent of students in the college education opportunity programs offered at four-year institutions. Appoint. NY. org 7

College Education Endorses Mutual Core • SUNY Board of Trustees passed a resolution in May 2014 endorsing the Mutual Core, citing the need to better set up the adjacent generation of SUNY students and decrease the need for remediation. • In June 2014, 61 SUNY Presidents, the SUNY Chancellor, the CUNY Chancellor joined over 150 College Presidents from across the nation to commit their support to Common Cadre standards and assessments that measure the student progress on the Mutual Core. Engage. NY. org viii

"The Mutual Core Standards raise the bar for educators and students, and in today's competitive and increasingly global economy, anything less would exist a disservice to our youth. " Nancy Fifty. Zimpher, SUNY Chancellor Appoint. NY. org 9

Why Readiness Matters – Labor Marketplace Is More Enervating A post-secondary educational activity is the "Passport to the American Dream" • Of the projected 47 meg job openings between 20092018, nearly 2-thirds will require workers to have at to the lowest degree some mail-secondary teaching – and experts say this percentage will only increase. • xiv million job openings will become to people with an associate's degree or occupational document and pay a significant premium over many jobs open to those with just a loftier school degree. Sources: Pathways to Prosperity Project, Harvard Academy, February 2011; Georgetown Center on Pedagogy and the Workforce, Help Wanted: Projections of Jobs and Education Requirements Through 2018, June 2010. Engage. NY. org 10

Engage. NY. org

Regents Reform Agenda • Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace. • Supporting instructional data systems that mensurate student success and inform teacher and principals how they can better their practice in existent time. • Recruiting, developing, retaining, and rewarding effective teachers and principals. • Turning around the lowest-achieving schools. Highly Effective School Leaders Highly Effective Teachers College and Career Ready Students Engage. NY. org 12

What is the Common Cadre? • The development of the Common Core was a stateled effort to found a shared set of articulate educational standards. ¦ 42 states and the District of Columbia are implementing the Mutual Core* • The Common Cadre Standards are the get-go learning standards to be back-mapped from the skills and knowledge students need to succeed in college and careers, form-by-grade all the manner back to kindergarten. • The Mutual Core Standards are benchmarked to international standards and informed by the best evidence and research. * In addition to the 42 states that fully adopted the Common Core, Minnesota adopted the Common Cadre English Language Arts standards. Engage. NY. org 13

Common Cadre Curriculum, Instruction, and Assessments • Common Core curriculum, educational activity, and assessments are rigorous and focus on priority cognition and skills to ensure Higher and Career Readiness. 6 Shifts in Mathematics 6 Shifts in ELA/Literacy Balancing informational and literary text Building knowledge in the disciplines Staircase of complication Text-based answers Writing from sources Academic vocabulary Focus Coherence Fluency Deep understanding Applications Dual intensity Engage. NY. org 14

NYS Educator Involvement in NYS Common Core Assessments NYS Educators are represented on the following panels: ¦ New York State Content Advisory Panels • Spans early childhood and P 12 through CUNY, SUNY and CICU faculty ¦ ¦ Particular Development, Item Review, Final Grade Review Performance Standards (cut scores) • Teachers, faculty and district-level These panels are informing: ¦ Higher and Career Gear up Determinations ¦ Exam specifications, policies, and item evolution ¦ NYS policy-level and grade-level functioning level descriptions ¦ Setting performance standards Appoint. NY. org 1515

Common Core Regents Development Every item: • Developed from scratch by NYS-certified teachers to mensurate Common Core Learning Standards • Field-tested • Reviewed multiple times in development cycle past multiple NYS-Certified Teachers • Meets industry best practise for detail quality, fairness and accessibility • Meets rigorous criteria developed by NYSED • Educator participation opportunities: ¦ http: //www. p 12. nysed. gov/assessment/teacher/home. html#teacher-op Engage. NY. org 16

Common Cadre in New York 2010: Lath of Regents adopted Common Cadre 2013: Common Core Assessments administered in Grades 3 -8 English Linguistic communication Arts (ELA) and Math 2014: Roll-out of Common Core Regents Exams begins ¦ ¦ ¦ June 2014: Algebra I (ELA offered, but not required) June 2015: Geometry (ELA offered, but non required) June 2016: Algebra Two and ELA (required for 1 st time) Grade of 2017: First cohort of high school graduates required to pass Mutual Core Regents Exams for graduation at the current score of 65 (fractional proficiency). Class of 2022: First cohort of high school graduates required to laissez passer Common Core Regents Exams for graduation at the aspirational college- and career gear up score (proficiency). Transition to New York Mutual Cadre Assessments is a 12 -twelvemonth phase-in Engage. NY. org 17

Regents Common Cadre Transition Flexibility Common Core rollout in high school contains three features to ensure that students accept every opportunity to graduate during this transition menstruation. ¦ The initial grouping of students required to pass a Common Core Regents Examination (this yr's 9 th graders in ELA and any educatee first enrolled in Algebra this twelvemonth) is not expected to graduate until June 2017 or later on, 7 years after the standards were adopted in 2010; ¦ ¦ During the kickoff twelvemonth of test rollout, students enrolled in Common Core courses will have the pick to have the old test in addition to the new test and accept the higher score count for grading and other purposes; and The Department intends to maintain a zero to 100 indicate calibration and singled-out performance standards (or cut scores) that are comparable to the current 65 Regents Test cutting score for graduation purposes (Performance Level 3) and an aspirational college- and career-readiness cut score (Performance Level four). Every bit a result, we expect that the percentage of students passing (for graduation purposes) the new Common Core Regents Exams volition likely be like to the laissez passer rates on existing Regents Exams at a score of 65. Appoint. NY. org 18

Full Implementation for the Class of 2022 • The Board's intent is to phase in over fourth dimension the graduation requirement to demonstrate proficiency on the Common Core standards in loftier schoolhouse courses. • Specifically, the course of 2022 would exist the start group of students required to laissez passer Common Core Regents Exams (ELA and one examination in math) at the level of meeting Common Cadre class-level expectations (i. e. , Level four of five levels). Appoint. NY. org nineteen

Performance Levels on Common Core Regents Exams Level five: Exceeds Common Core expectations Level 4: Meets Common Core expectations (First required for Regents Diploma purposes with the Class of 2022) Level three: Partially meets Common Core expectations (Required for current Regents Diploma purposes. Nosotros expect comparable percentages of students to accomplish Level 3 or above equally do students who pass current Regents Exams (2005 Standards) with a score of 65 or in a higher place) Level 2 (Prophylactic Net): Partially meets Common Cadre expectations (Required for Local Diploma purposes. We wait comparable percentages of students to reach Level 2 or above every bit exercise students who laissez passer electric current Regents Exams (2005 Standards) with a score of 55 or above) Level 1: Does not demonstrate Cognition and Skills for Level 2 Engage. NY. org 20

Functioning Levels 2 and 3 The standard setting procedure for these functioning levels was designed to maintain continuity with prior-twelvemonth passing rates. Level three: Partially meets Common Cadre expectations (Required for electric current Regents Diploma purposes. We wait comparable percentages of students to achieve Level iii or above as practice students who pass current Regents Exams (2005 Standards) with a score of 65 or higher up) Level two (Safe Net): Partially meets Common Core expectations (Required for Local Diploma purposes. We expect comparable percentages of students to achieve Level 2 or above as do students who pass current Regents Exams (2005 Standards) with a score of 55 or above) Appoint. NY. org 21

Performance Levels 4 and five The standard setting process for these performance levels was based on educator judgment, the standards, and the performancelevel descriptions. Level 5: Exceeds Common Core expectations Level iv: Meets Common Core expectations (Commencement required for Regents Diploma purposes with the Grade of 2022) Appoint. NY. org 22

SETTING Operation STANDARDS for Common Cadre Assessments Research-based Methodology College and Career Readiness NY Educator Judgment Cutscores Standard Setting Determination Appoint. NY. org 23 23

SETTING PERFORMANCE STANDARDS • Required by USED and Standards for Educational and Psychological Testing to use enquiry-based methodology Research-based Methodology • National experts in standard setting monitored planning, materials and process Engage. NY. org 24

Selection of Panelists Letters sent to cardinal New York educator organizations, BOCES and Big 5 seeking nominations of educators who: ¦ ¦ ¦ have a deep cognition of the Mutual Core standards have experience didactics different student populations represent the diverseness of New York State include urban/rural/suburban schools include various geographic areas of the state Resumes were reviewed advisedly to ensure rich representation for each ELA and Math grade band Appoint. NY. org 25

New York Educators are Essential to Setting Standards • 69 New York educators served equally panelists ¦ ¦ 34 panelists for ELA 35 panelists for Algebra I • Variety of educators represented: ¦ ¦ ¦ Grand-12 ELA and Math Teachers BOCES ELL and Sw. D specialists College Education K-12 Administration Engage. NY. org 26

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Engage. NY. org

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Algebra I Panelist Region Syracuse three% Rochester iii% Yonkers 6% Capital District 8% Primal viii% Buffalo 8% Long Island 8% Western xiv% Southern Tier half dozen% Hudson Valley eight% NYC 22% Northward Land 6% Engage. NY. org 33

Algebra I Panelist Gender Male 44% Female 56% Engage. NY. org 34

Algebra I Panelist Race/Ethnicity Asian vi% Black/African American 8% Hispanic xi% Native American/ Alaskan Native three% White 72% Engage. NY. org 35

Algebra I Panelists Working with Special Populations Special Popular Certified Teachers 8% Gen Ed Teachers 92% Engage. NY. org 36

Student Tests Selected for the Standard Setting For the standard setting, a sample of student tests was selected to match the typical June examination-taking population, including: ¦ ¦ ¦ ¦ Demand/Resource Group Gender Students with disabilities English language linguistic communication learners Poverty Race/ethnicity Achievement Engage. NY. org 37

ELA - Representativeness Demographic Typical Test-Takers Standard Setting Male 50. vii 50. 3 Female 49. 3 49. 7 SWD 11. ix 11. 4 ELL seven. 7 5. eight Poverty 43. 2 44. ane NRC 1 (NYC) 34. 2 36. 1 NRC 2 (Big 4) 2. 8 ii. vii NRC 3 (High need urban/suburban) 5. half-dozen five. iii NRC four (High need rural) five. 2 five. viii NRC 5 (Average need) 28. four 31. seven NRC 6 (Low need) 15. 9 11. 9 NRC vii (Lease Schools) one. iii NRC 8 (Nonpublic) 6. 7 5. ii Engage. NY. org 38

ELA - Representativeness Demographic Typical Test-Takers Standard Setting Asian 9. two 8. ane Blackness 17. iv 18. five Hispanic 21. 2 20. 0 American Indian 0. 5 0. iv Multiracial 0. half dozen 0. 4 Pacific Islander 0. 2 0. 1 White 51. 0 52. iv Engage. NY. org 39

Algebra I - Representativeness Demographic Typical Examination-Takers Standard Setting Male person 50. 0 49. 3 Female 50. 0 50. seven SWD 12. 7 xi. 9 ELL 7. 9 5. iv Poverty 48. 3 47. 5 NRC one (NYC) 35. ii 36. 1 NRC ii (Big four) three. 9 3. 5 NRC three (High need urban/suburban) half dozen. 8 6. five NRC 4 (Loftier need rural) 4. 8 4. 0 NRC 5 (Average demand) 26. iii 28. 3 NRC 6 (Low need) 13. 7 fourteen. 5 NRC vii (Charter Schools) i. 8 NRC 8 (Nonpublic) 7. three 5. three Appoint. NY. org 40

Algebra I - Representativeness Demographic Typical Test-Takers Standard Setting Asian eight. iii 7. 8 Black xix. four 20. 0 Hispanic 23. half-dozen 22. eight American Indian 0. 5 0. iii Multiracial 0. 9 0. 6 Pacific Islander 0. 2 White 47. 0 48. 4 Appoint. NY. org 41

First Job: Review Test For each Examination, panelists: 1. Took a "mini examination" comprised of a subset of the same items administered in 2014; two. Reviewed the residuum of the test; 3. Had opportunities to discuss any questions with the examination development coordinators. Engage. NY. org 42

Second Task: Define Expectations For each exam, panelists: one. Reviewed detailed descriptions of the range of noesis and skills that describe students at each operation level; ii. For Levels iv and 5, discussed and came to consensus on the specific knowledge and skills that narrate a pupil who is "just barely" proficient. This is the threshold student. Focus is on what students should be able to do in each course according to demands of the standards. Engage. NY. org 43

Conceptualize the Threshold Pupil Level 1 Level 2 Level iii Lower Level four Level 5 College • Based on the Operation Level Descriptors (PLDs), visualize New York Land students who are: ¦ ¦ Merely barely entering the next higher level What knowledge and skills should a pupil have at the thresholds? Engage. NY. org 44

Third Task: Railroad train on Ordered Particular Booklet (OIB) Method • OIB is the about common standard setting methodology in land testing. • There is an extensive inquiry base supporting the validity of this process to capture educator judgment and cut score recommendations. • Items from the test are ordered from easiest to hardest. Appoint. NY. org Hardest Detail Ordered Item Booklet Easiest Particular 45

Third Job: Railroad train on Ordered Item Booklet (OIB) Method (cont'd) • Panelists were trained on how to use the OIB to make judgments nearly where the cut scores should exist to distinguish: ¦ ¦ Hardest Particular Level ii from Level 1 Level iii from Level 2 Level four from Level 3 Level 5 from Level 4 • Later on grooming, each panelist completed a survey indicating his/her level of understanding. If any panelist was not confident in his/her agreement, more than grooming was provided to all. Engage. NY. org Ordered Item Booklet Easiest Item 46

Fourth Chore: Make Outset Judgments nearly Cut Scores • Panelists made judgments individually. • Private judgments were handed to facilitators. • Facilitators aggregated data and shared with panelists. • Panelists discussed rationales for their judgments. ¦ Rationales must exist based on threshold descriptions and expectations of the Common Cadre standards. Engage. NY. org 47

Level 1 Level two Cutting Score Level 3 Cut Score Level 4 Cutting Score Level v Cutting Score Must be consistent with current passing rates • For Levels 2 and 3, panelists could select only from bookmarks that maintained the passing rate policy. • For Levels iv and 5, panelists placed bookmarks based on their judgment, the standards, and performance level descriptions. Appoint. NY. org 48

Iii Rounds for Each Exam • The procedure was repeated 3 times for each examination to ensure panelists had ample fourth dimension to discuss the rationale for their judgments and alter their judgments if their other panelists offered compelling rationales to do then. • Panelists reviewed bear upon data afterwards Rounds ii and 3. • Panelists were not required to come to consensus as individual judgment is valued. • The process took two total days for each exam. Engage. NY. org 49

Panelist Evaluation of Process • ninety% of Algebra I and 92% of ELA panelists agreed or strongly agreed that the procedure and methods used would produce appropriate results. • 100% of Algebra I and 96% of ELA panelists agreed or strongly agreed that their bookmark placements accurately represented the knowledge and skills required for each performance level. "I walked in very skeptical. VERY. I am much more confident in the findings and recommendations afterward having been through this process. I think the variety of perspectives is critically important to the success. " Engage. NY. org 50

The Commissioner accepted panelist performance level cut score recommendations. Appoint. NY. org 51

New Standards and Tests, Same Scale New functioning standards Level 5: Exceeds Common Cadre expectations Same Scale 0 - 100 Level iv: Meets Mutual Core expectations (starting time required for Regents Diploma purposes with the Grade of 2022) Level 3: Partially meets Common Core expectations (Required for electric current Regents Diploma purposes) Level two (Rubber Net): Partially meets Common Cadre Expectations (Required for Local Diploma purposes) Level 1: Does non demonstrate noesis and skills for Level 1 Engage. NY. org 52

Mutual Core ELA Regents Exam Percent in each Performance Level for Public Schools included in Standard Setting Common Core Level 2 and to a higher place: 86. seven% 55 & higher up historical range: 83. iii -87. 5% Level i 13. 3% x. 1% 29. 7% 22. vi% Level two 24. 2% Level 3 Level four Level 5 Common Core Level 3 and above: 76. 6% 65 & above historical range: 69. ix -78. 0% 0% 10% twenty% 30% 40% 50% 60% Appoint. NY. org seventy% lxxx% ninety% 100% 53

Mutual Cadre ELA Regents Exam Pct in each Performance Level for Public Schools included in Standard Setting (2008 -13 Historical Medians & Ranges Displayed in Scarlet) 35 30 31. 3 25 23. 5 21. 8 20 15 thirteen. viii 9. 4 10 v 0 2014: Prior to 2014: 13. 3 10. 1 29. 7 22. 6 24. two Level one Level ii Level three Level four Level 5 (0 -54) (55 -64) (65 -79) (80 -84) (85 -100) 54

Common Core Algebra I Regents Exam Per centum in each Performance Level for Public Schools included in Standard Setting Mutual Core Level 2 and above: 85. i% 55 & above historical range: fourscore. 3 -85. 4% Level 1 14. 9% 19. 7% 43. 3% 18. 3% 3. viii% Level ii Level 3 Level four Level v Common Cadre Level 3 and above: 65. 4% 65 & to a higher place historical range: 64. 5 -74. 6% 0% 10% xx% xxx% 40% 50% lx% 70% 80% 90% 100% 55

Common Core Algebra I Regents Examination Percent in each Performance Level for Public Schools included in Standard Setting (2008 -13 Historical Medians & Ranges Displayed in Cherry-red) 50 45 40 37. 5 35 xxx 25 20 17. two 15 xv. three 15. 1 15. 2 10 five 0 14. 9 2014: Level 1 Prior to 2014: (0 -54) 19. 7 43. iii 18. 3 3. 8 Level two Level 3 Level 4 Level 5 (55 -64) (65 -79) (fourscore -84) (85 -100) 56

ELA: Recommended Cut Scores Operation Level Calibration Score Range Level 5: Exceeds Common Cadre expectations 85 -100 Level four: Meets Mutual Core expectations (first required for Regents Diploma purposes with the Grade of 2022) 79 -84 Level 3: Partially meets Common Core expectations (Required for current Regents Diploma purposes) 65 -78 Level 2 (Safety Cyberspace): Partially meets Common Cadre Expectations (Required for Local Diploma purposes) 55 -64 Level 1: Does not demonstrate knowledge and skills for Level two 0 -54 Engage. NY. org 57

Algebra I: Recommended Cut Scores Performance Level Scale Score Range Level v: Exceeds Common Cadre expectations 85 -100 Level 4: Meets Common Core expectations (outset required for Regents Diploma purposes with the Grade of 2022) 74 -84 Level 3: Partially meets Mutual Core expectations (Required for current Regents Diploma purposes) 65 -73 Level 2 (Safety Net): Partially meets Common Core Expectations (Required for Local Diploma purposes) 55 -64 Level 1: Does non demonstrate knowledge and skills for Level 2 0 -54 Appoint. NY. org 58

Setting Performance Standards: Common Core Regents Exams in Algebra I and ELA NTI July, 2014 Engage. NY. org

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