C&I

Curriculum and Instruction

Frequently Asked Questions


Pre-K - 8

  1. Where can I find guidance on scope and sequence for mathematics instruction?

    In January 2011, the New York State Education Department (NYSED) adopted the P-12 Common Core Learning Standards for Mathematics which can be found at http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsmath.pdf.
    These standards define what students should know and be able to do by specific grade levels, Pre K -8 and commencement level, as a result of skilled instruction. The P-8 portion of these standards were implemented in the 2012-2013 school year.   In spring 2013, students in grades 3-8 took the Common Core assessments aligned to the P-12 Common Core Learning Standards for Mathematics.   At the commencement level, districts are currently transitioning their curriculum to align with the P-12 Common Core Learning Standards for Mathematics, while phasing out the Mathematics Core Curriculum (Revised 2005). Students beginning their first commencement level mathematics course, culminating in a Regents exam in the 2013-2014 school year, must be enrolled in a Common Core Learning Standards course. For more information on the transition,  go to Field Memo on Transition to Common Core Regents Examinations

    It is the local school district’s responsibility to design and implement a curriculum which will provide students with the necessary experiences to achieve the NYS Learning Standards. During the school year 2012-2013, NYSED started providing P-12 Curriculum Modules aligned to the P-12 Common Core Learning Standards for school districts to use. These modules, are available for optional use.  To learn more about these New York State P-12 Curriculum Modules for Mathematics, please see the following page: http://www.engageny.org/mathematics.

  2. Does the state have a list of recommended textbooks?

  3. New York is a non-endorsing state. Local educators are empowered to select textbooks, identify products, and use a rich array of instructional strategies and activities to meet student needs.

  4. How can I find help in understanding the New York State P-12 Common Core Learning Standards for Mathematics?

  5. The following recommended sites help explain the coherency between the grade levels and the progression of the mathematics P-12.

    Progression Documents for the Common Core Math Standards located at http://ime.math.arizona.edu/progressions/

    Illustrative Mathematics Content Standards K-12 located at
    http://www.illustrativemathematics.org/standards/k8.

  6. Where can I find additional information when planning mathematics instruction?

    The New York State P-12 Curriculum Modules for Mathematics, which are voluntary for school districts to use, include a number of resources, including lesson plans, homework/problem sets, performance tasks and assessments.  Curriculum maps and overviews, and the modules for P-12 can be found at http://www.engageny.org/mathematics. It has not been determined if New York State will administer 3-8 PARCC assessments when they are available. In the interim, NYS is aligning the 3-8 assessments to the PARCC Model Content Frameworks which are firmly rooted in the Common Core Learning Standards and college and career readiness. Therefore, it is recommended that all curricular resources follow these frameworks found at http://www.parcconline.org/parcc-model-content-frameworks and the grades 3-8 test guides that include the Pre-Test and Post-Test standards at http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics

  7. What are Pre-Test and Post-Test standards?

    Standards are listed as Pre-Test (September-April) and Post-Test (May-June) to indicate which standards students may be tested on. In order to ensure a timely return of assessment results New York State English Language Arts Grade 3-8 Tests and the New York State Mathematics Grades 3-8 Tests are given in April, and local year-end assessments are given in June. Each question on the New York State Mathematics Grades 3-8 Test is aligned only to a Pre-Test standard for the student’s current grade or a Post-Test standard from the student’s prior grade. The Post-Test standards should be addressed after the testing cycle in each grade level but may be incorporated into instruction prior to the assessment. A test guide exists for each grade level 3-8 that lists the standards that might be assessed at that level. The guides can be found at http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics

  8. Why are some standards classified as major emphases, while others are classified as supporting or additional?

    Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. The P-12 Common Core Learning Standards for Mathematics have been divided by clusters into three categories recommended for instructional emphasis.  These categories are major clusters, supporting clusters and additional clusters.  These categories are based on the PARCC Model Content Frameworks which can be located at http://www.parcconline.org/parcc-model-content-frameworks.
    In addition, an intense focus on the most critical material at each grade allows depth in learning, which is carried out through the Standards for Mathematical Practice. Without such focus, attention to the practices would be difficult and unrealistic, as would best practices like formative assessment.

  9. What technology tools are appropriate in the mathematics classroom?

    The use of technology is an important and valuable tool in the mathematics classroom. When appropriately incorporated into classroom instruction, technology can be an effective tool that can:

      • enhance learning;
      • increase motivation;
      • help students visualize concepts and ideas; and
      • help teachers engage students across various learning styles

    Technology is defined as electronic equipment that can be used to advance teaching and learning such as, but not limited to, four-function calculators, scientific calculators, graphing calculators, computer software (e.g. spreadsheets, statistical programs, dynamic geometry software, etc.), digital cameras, global positioning systems, video, and multimedia, etc. Please refer to the chart that provides guidance for calculator use in the classroom and on NYS assessments in mathematics.

  10. Who should be accelerated in mathematics and do they earn high school credit?

    Students in grade eight shall have the opportunity to take high school courses in mathematics. The superintendent, or his or her designee, shall determine whether a student has demonstrated readiness in each subject, including mathematics, in which he or she asks to begin high school courses in the eighth grade leading to a diploma. A student shall be awarded high school credit for such courses only if such student passes the course and the associated Regents examination. For additional information, please refer to Section 100.4 (d) of the Part 100 Regulations of the Commissioner of Education. Further clarification about these regulations was given in the December 20, 2007 P-16 News and Notes that stated

    • This provision was put in place to provide opportunities for individual students rather than as a vehicle for accelerating entire cohorts of students into high school courses.
    • Superintendents or their designees shall determine whether an eighth grade student has demonstrated readiness to take high school courses. School districts are encouraged to develop and use a written set of criteria to determine each student's readiness for acceleration.
    • Grade eight students who are accelerated for diploma credit must have been provided instruction designed to facilitate their attainment of, by the end of grade seven, the State intermediate learning standards in each subject area in which they are accelerated.
    •  Part 100 Regulations of the Commissioner of Education allow only grade eight students the opportunity to be accelerated into high school courses in the eighth grade and to receive credit for use in satisfying diploma requirements. This provision does not extend to grade seven students.
  11. Do students who are accelerated for diploma credit in grade eight have to take both the NYS Grade 8 Mathematics Test and the Regents examination associated with the unit of study?

    In October 2013, the Board of Regents directed the Department to submit a request to the United States Department of Education (USDE) that would relieve students, teachers, and schools from having to prepare students in seventh and eighth grade who are receiving instruction in Algebra I for multiple end of year assessments. This provision would also apply to students in grades 7 and 8 who receive instruction in Geometry and who take the Regents Examination in Geometry. This waiver was granted.  Grade eight students who have been accelerated into a high school mathematics course must take the corresponding Regents examination in order to earn a unit of diploma credit. An update to the double testing field memo can be accessed at http://www.p12.nysed.gov/accountability/memos.html.

  12. Where can I find guidance for an Academic Intervention Services (AIS) program?

    Please refer to http://www.p12.nysed.gov/part100/pages/topics.html for the definition and requirements from the Part 100 Regulations of the Commissioner of Education, plus two question and answer documents concerning AIS.

  13. How can I participate in state level work in regard to mathematics?

    The NYSED values teachers' expert opinion in guiding this important work and encourages increased involvement of them from all parts of the State. NYSED regularly recruits educators interested in State-level work.  Teachers are encouraged to complete a recruitment form outlining the educator's experience and expertise in a database - available to many State Education Department offices.  Please refer to the following site for additional information http://www.p12.nysed.gov/assessment/teacher/home.html

  14. Whom do I contact at the NYSED for more information about PreK-8 mathematics education?

  15. John Svendsen jsvendse@mail.nysed.gov
    Susan Brockley sbrockle@mail.nysed.gov


Commencement

  1. 1. Where can I find guidance on scope and sequence for the NYS P-12 Common Core Learning Standards for Algebra I, Geometry, and Algebra II?

    In January 2011, the New York State Education Department (NYSED) adopted the P-12 Common Core Learning Standards for Mathematics which can be found at http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsmath.pdfThese standards define what students should know and be able to do by specific grade levels, Pre K -8 and commencement level, as a result of skilled instruction.  At the commencement level, districts are currently transitioning their curriculum to align with the P-12 Common Core Learning Standards for Mathematics, while phasing out the Mathematics Core Curriculum (Revised 2005). Students who began their first commencement level mathematics course, culminating in a Regents exam in the 2013-2014 school year, must be enrolled in a Common Core Learning Standards course. For more information on the transition, go to Field Memo on Transition to Common Core Regents Examinations.  The content of the high school courses is based on the PARCC Model Content Frameworks for Algebra I, Geometry and Algebra II, found at http://www.parcconline.org/parcc-model-content-frameworks. The Algebra I overview is a document that merges the framework for Algebra I with the NYS P-12 CCLS for mathematics, along with any clarifications. This document is located at http://www.engageny.org/sites/default/files/resource/attachments/draft_new_york_common_core_algebra_i_overview.pdf Future overviews will be released for Geometry and Algebra II.

     It is the local school district’s responsibility to design and implement a curriculum which will provide students with the necessary experiences to achieve the NYS Learning Standards. During the school year 2012-2013, NYSED started providing P-12 Curriculum Modules aligned to the P-12 Common Core Learning Standards for school districts to use. These modules are available for optional use.  To learn more about these New York State P-12 Curriculum Modules for Mathematics, please see the following page: http://www.engageny.org/mathematics.

  2. Where can I find additional information on the NYS P-12 Common Core Learning Standards for Algebra I, Geometry, and Algebra II??

    Information and helpful resources regarding the Common Core Standards are listed below:

      1. Illustrative Math Project at http://www.illustrativemathematics.org/
      2. Standards Progressions documents for the Common Core at http://ime.math.arizona.edu/progressions/ 
      3. Common Core Regents Examinations (Test guides, clarifications, and sample test items) at http://www.engageny.org/resource/regents-exams-mathematics
      4. Algebra I Course Overview at http://www.engageny.org/sites/default/files/resource/attachments/draft_new_york_common_core_algebra_i_overview.pdf.
      5. Curriculum maps and overviews for the Algebra I, Geometry, Algebra II and Pre-Calculus modules at http://www.engageny.org/sites/default/files/resource/attachments/a_story_of_functions_currriculum_map_and_overview_9-12.pdf.
  3. Where can I find additional information on the Performance Indicators for Integrated Algebra (2005), Geometry (2005), and Algebra 2 and Trigonometry (2005)?

    Refer to the NYS Mathematics commencement-level toolkit.

  4. Do accelerated eighth graders who are taking commencement-level courses in mathematics have to take the eighth grade mathematics assessment in April?

    In October 2013, the Board of Regents directed the Department to submit a request to the United States Department of Education (USDE) that would relieve students, teachers, and schools from having to prepare students in seventh and eighth grade who are receiving instruction in Algebra I for multiple end of year assessments. This provision would also apply to students in grades 7 and 8 who receive instruction in Geometry and who take the Regents Examination in Geometry. This waiver was granted.  Grade eight students who have been accelerated into a high school mathematics course must take the corresponding Regents examination in order to earn a unit of diploma credit. An update to the double testing field memo can be accessed at http://www.p12.nysed.gov/accountability/memos.html.

  5. Is there an approved list of calculators that can be used on the Regents Examinations in Mathematics?

    No, there is no list of approved calculators as NYSED does not endorse vendor products. There are specifications and restrictions on the capabilities of those calculators allowed. See the Guidance for Calculator Use in the Classroom and on State Assessments at http://www.p12.nysed.gov/ciai/mst/math/documents/guide_calculator_use.html

  6. How many units of credit are allowed for Algebra I (common core)?

    Algebra I was designed to be a one-unit course. No more than two credits may be awarded for any Algebra I (common core), Geometry (common core), Algebra II (common core) commencement- level mathematics course.

  7. What are the requirements in mathematics for the Regents Diploma?

    Students must earn three units of commencement-level mathematics credit and pass one Regents examination in mathematics. Refer to the General Education and Diploma Requirements.
  8. What are the requirements in mathematics for the Regents Diploma with Advanced Designation?

    In order to fulfill the mathematics requirement for a Regents Diploma with Advanced Designation, students must earn three units of commencement-level mathematics credit and must pass either two or three Mathematics examinations to meet the Advanced Designation Diploma requirements through one of the following combinations:
    Two Exam Combinations:

    • Mathematics A and Mathematics B, or
    • Mathematics A and Algebra 2/Trigonometry or
    • Mathematics B and Integrated Algebra

    Three Exam Combinations:

    • Mathematics A or Integrated Algebra or Algebra I (common core); and
    • Geometry or Geometry (common core); and
    • Mathematics B or Algebra 2/Trigonometry or Algebra II (common core)
    Refer to the General Education and Diploma Requirements. 
  9. Who do I contact at the NYSED for more information about Commencement mathematics education?

    John Svendsen jsvendse@mail.nysed.gov

    Susan Brockley sbrockle@mail.nysed.gov
Last Updated: May 12, 2014