1 New York State Education New York State Education Department Forum on NYS Department Forum on NYS Learning Standard for Learning Standard for Mathematics Mathematics Michelle Kline, Associate in Michelle Kline, Associate in Mathematics Education Mathematics Education Revised March 16, 2005
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1 New York State Education Department Forum on NYS Learning Standard for Mathematics Michelle Kline, Associate in Mathematics Education Revised March 16,
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New York State Education New York State Education Department Forum on NYS Department Forum on NYS
Learning Standard for Learning Standard for MathematicsMathematics
Michelle Kline, Associate in Mathematics Michelle Kline, Associate in Mathematics EducationEducation
Revised March 16, 2005
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Grades 3-8 Testing Grades 3-8 Testing in in
MathematicsMathematics
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OVERVIEWOVERVIEW
I. Why test in grades 3 through 8 every year?
II. What will these tests look like?
III. How will these tests be scored?
IV. How will test results be used?
V. Information to help schools prepare.
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I.I. Why Test in Grades 3 Through 8?Why Test in Grades 3 Through 8?
Initially, mandated by federal government
Also presents the opportunity to:• Evaluate the implementation of the learning
standards annually• Measure student progress• Gather information about student readiness
for study at the next level
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No Child Left Behind (NCLB)No Child Left Behind (NCLB)
Specifies that statewide tests must:• Address the depth and breadth of the
state content standards
• Be valid, reliable, and of high technical quality
• Be designed to provide a coherent system across grades and subjects
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II.II. What Will These Tests Look Like?What Will These Tests Look Like?
• The NYS tests are designed to measure student achievement in mathematics in grades 3 through 8.
• The tests reflect New York State content/process standards in each grade and subject area.– Signal priority content– Are instructionally sensitive
• Tests in mathematics will be similar in format to existing Grade 4 and 8 assessments.
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II.II. What Will These Tests Look Like?What Will These Tests Look Like?
• See the “Introduction to the Grades 3-8 Testing Program in ELA and Mathematics” for test design
• See the “Appendix B Sample Mathematics Questions for sample math questions for grades 3 through 8.
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Testing Times for MathematicsTesting Times for Mathematics
Test Time
(approx.)
Prep Time
(approx.)
Grade 3 Session 1 40 min. 10 min.
Session 2 35 min. 10 min.
Grade 4 Session 1 50 min. 10 min.
Session 2 45 min. 10 min.
Session 3 45 min. 10 min.
Grade 5 Session 1 45 min. 10 min.
Session 2 50 min. 10 min.
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Testing Times for MathematicsTesting Times for Mathematics
Test Time
(approx.)
Prep Time
(approx.)
Grade 6 Session 1 40 min. 10 min.
Session 2 60min. 10 min.
Session 3 N/A N/A
Grade 7 Session 1 50 min. 10 min.
Session 2 50 min. 10 min.
Grade 8* Session 1 45 min. 10 min.
Session 2 35 min. 10 min.
Session 3 65 min. 10 min.
* Sessions 1 and 2 will be given on one day – both ELA and math.
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Test Administration•Field Testing – May 23-27, 2005 Change from Original Schedule Due to Demands of Test Development and the Approval of New Math Standards
•Operational Grades 3-8 – March 2006
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III.III. How Will These Tests be Scored?How Will These Tests be Scored?
•We are working to design an Electronic Distributive Scoring System, but that will take 2 years.
•A number of scoring models are being considered: For year 1, districts will have to hand-score.
•We are looking at authorizing the use of a Superintendent’s Conference Day to
score math.
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NYS Learning StandardsNYS Learning Standards
1996: Board of Regents approved English Language Arts (ELA) & Mathematics, Science and Technology (MST) learning standards
1998-1999: SED issued - ELA Resource Guide with Core Curriculum
- Mathematics Resource Guide with Core Curriculum
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Resource Guides with Core Resource Guides with Core CurriculumCurriculum
• Developed by SED staff with NYS educators
• Provide additional level of specificity to the learning standards (performance indicators, learning experiences, sample tasks, formative assessments)
Independent Panel on Math A Report Recommendations1A: Educationally useful standards must be developed in mathematics for each grade, K-8, and for Math A and Math B, that consist of a clear, well-defined set of skills, the mastery of which is demonstrable.
1B: SED should establish a mathematics standards committee to rewrite the standards into functional form, and to meet regularly in the future to analyze test results, thus ensuring continuous relevance.
Independent Panel on Math A Report Recommendations1C: SED should develop and disseminate suggested curricula for mathematics instruction for each grade K-8, and for Math A and Math B.
1D: To benefit from the extensive research and deliberation of the current Math A Panel, some of the current Panel members should be included in both new committees recommended in this report, i.e., the standards committee, and the curriculum development committee.
• Appointed by Commissioner January 2004“examine the existing Regents standards in
mathematics, consider relevant research and other standards from the U.S. and other nations, and then propose modifications to the Regents mathematics standards to improve clarity, specificity, and functionality”
http://www.emsc.nysed.gov/msc
• Report to Board of Regents November 2004• Report to Board of Regents Jan/March 2005
Established by the Office of Curriculum and Instructional Support
“to advise the NYS Education Department on the statewide rollout of:– The New York State Learning Standard in
Mathematics (Standard 3)– Curriculum guidance materials and resources– Grades 3-8 Testing in Mathematics”
http://www.emsc.nysed.gov/3-8/home.html
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Mathematics Curriculum Committee
Established by the Office of Curriculum and Instructional Support
“to develop curriculum guidance resources/ materials to assist the field in the implementation of the new mathematics standard, content strands, process strands, and performance indicators.”
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Mathematics Curriculum Committee
Resources will include but are not limited to:• Crosswalk from the “old” to the “new”• Sample tasks for each performance indicator• Glossary (for teachers)• Vocabulary lists by grade level (for students)• Instructional guidelines• Role of manipulatives• Role of Technology• Calculator Guidelines• Assessment Module
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Performance Indicators for Pre/Post-March Testing
• For grades 3-8, content performance indicators are categorized as Pre-March or Post-March
• Guide to development of local curriculum maps
• All process performance indicators could be tested at a given grade level
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Commercial Product Analysis Template
• A form for districts to compare the new grade-by-grade performance indicators to their current math series/program
• Allow districts to determine where supplements to the math series/program will be needed
reasoning ability. It is therefore important that a
clear and common definition of these terms be
understood. The order of these terms reflects
different stages of the reasoning process.
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Investigate/Explore Investigate/Explore
Students will be given situations in which
they will be asked to look for patterns or
relationships between elements within the
setting.
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DiscoverDiscover
Students will make note of possible
patterns and generalizations that result
from investigation/exploration.
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ConjectureConjecture
Students will make an overall statement,
thought to be true, about the new
discovery.
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ReasoningReasoning
Students will engage in a process that
leads to knowing something to be true or
false.
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ArgumentArgument
Students will communicate, in verbal or
written form, the reasoning process that
leads to a conclusion. A valid argument is
the end result of the conjecture/reasoning
process.
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Justify/ExplainJustify/Explain
Students will provide an argument for a
mathematical conjecture. It may be an intuitive
argument or a set of examples that support the
conjecture. The argument may include, but is
not limited to, a written paragraph,
measurement using appropriate tools, the use
of dynamic software, or a written proof.
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ProofProof
Students will present a valid argument,
expressed in written form, justified by
axioms, definitions, and theorems.
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ApplyApply
Students will use a theorem or concept to
solve an algebraic or numerical problem.
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AlgebraAlgebra
In implementing the Algebra process and content performance indicators, it is expected that
students will identify and justify mathematical relationships. The intent of both the process and
content performance indicators is to provide a variety of ways for students to acquire and
demonstrate mathematical reasoning ability when solving problems. Local curriculum and local/state assessments must support and allow students to
use any mathematically correct method when solving a problem.
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GeometryGeometry
In implementing the Geometry process and content performance indicators, it is expected that students
will identify and justify geometric relationships, formally and informally. For example, students will
begin with a definition of a figure and from that definition students will be expected to develop a list of conjectured properties of the figure and to justify each conjecture informally or with formal proof. Students will also be expected to list the assumptions that are needed in order to justify each conjectured property and present their findings in an organized manner.
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Algebra 2 and TrigonometryAlgebra 2 and Trigonometry
In implementing the Algebra 2 and Trigonometry process and content performance indicators, it is
expected that students will identify and justify mathematical relationships, formally and
informally. The intent of both the process and content performance indicators is to provide a
variety of ways for students to acquire and demonstrate mathematical reasoning ability when
solving problems. Local curriculum and local/state assessments must support and allow students to
use any mathematically correct method when solving a problem.
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For the Latest Information on For the Latest Information on the 3-8 Testing Programthe 3-8 Testing Program