��ľyuzuki

Public Comments:��The public comment period closed on 1/31/19. The ��ľyuzuki State Education Department has reviewed the comments that were received regarding the draft post-test standards designations for Grades 3-8 Next Generation Mathematics assessments. Overall, the comments were very positive. Based on those comments, no changes were made to the draft designations. The draft post-test standards designations below for Grades 3-8 Next Generation Mathematics assessments are now finalized. ��​

Please note: These post-test standards designations will not be reflected in the Grades 3-8 state assessments until full implementation of the NYS Next Generation Mathematics Learning Standards, which begins in School Year 2022-2023.��

These post-test standards designations are to be used as districts move into the Building Capacity stage of the Next Generation Learning Standards Roadmap and Implementation Timeline. The first goal of this stage is “Support local school district needs to integrate the Next Generation Mathematics Learning Standards into local curriculum.” ��It will be important for districts to consider the changes that have occurred with the post-test standards designations as they begin examining their current district curricular materials and resources and determining the changes needed to ensure alignment to the NYS Next Generation Mathematics Learning Standards.

Please note that these post-test standards designations will not be reflected in the Grades 3-8 assessments until full implementation of the NYS Next Generation Mathematics Learning Standards, which begins in School Year 2022-2023.

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In 2015, ��ľyuzuki State (NYS) began a process of review and revision of its current mathematics standards adopted in January of 2011. Through numerous phases of public comment, virtual and face-to-face meetings with committees consisting of NYS educators (Special Education, Bilingual Education and English as a New Language teachers), parents, curriculum specialists, school administrators, college professors, and experts in cognitive research, the ��ľyuzuki State Next Generation Mathematics Learning Standards (2017) were developed. These revised standards reflect the collaborative efforts and expertise of all constituents involved.

In order to support implementation of these revised standards, a process began in 2018 to designate which Standards for Mathematical Content from each grade, 3 – 8, will be assessed on that grade’s annual NYS assessment, and therefore must be taught prior to the date of the assessment, and which standards will be taught after the date of the NYS assessment each year. This process included three rounds of face-to-face meetings with committees consisting of NYS educators. Each committee started by independently reviewing the standards and drafting an initial recommendation. They then reviewed the recommendations of the groups that preceded them, discussed the merits of all options, and finished by providing their final recommendation that considered their initial ideas as well as those of previous groups. The final recommendations outlined in the document were informed by all of the ideas and discussions of each of the committees.

Throughout the process, there were three main principles that guided the thinking of each committee and the final recommendations; two of which have to do with maintaining connections among standards, to every extent practicable. It is important to note that, at every grade level, all other standards were considered for possible designation as post-test, but were not ultimately moved because of these three guiding principles.

1. Maintain connections between standards within the grade level. Standards that are so connected that they are likely to be taught in the same instructional unit should be viewed as a group – the whole group is either pre-test or the whole group is post-test.
2. Foster connections across grades. Standards that are taught at the end of one grade level (i.e., post-test) should be directly built upon at the beginning of the following year (i.e., pre-test). Because the post-test standards of one grade are tested on the following grade level’s State test, this principle also helps assure students are prepared to answer questions addressing the post-test standards.
3. Balance and respect the time needed to teach and learn. Standards take time to teach and learn.�� Some more than others. Too many standards being designated as post-test would cause teachers and students to rush through material and not provide the time necessary to teach it and learn it deeply. Too few standards being designated as post-test causes the same crowding and rush during the pre-test period.

Post-Test Standards Designations

Grade 3

Current NYS Common Core Learning Post Test Standards	��Next Generation Post Test Standards	Direct links in pre-test of the next grade:
��	NY-3.MD.3	None
3.MD.4 measure to ¼ inch & display in line plot	NY-3.MD.4	NY-4.MD.4 display measurement data to 1/8 unit in line plot
3.MD.8 Perimeter	NY-3.MD.8	NY-4.MD.3 apply the area and perimeter formulas
3.G.1 classify polygons by number of sides	NY-3.G.1	NY-4.G.2 name triangles and quadrilaterals based on some properties

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Grade 4

Current NYS Common Core Learning Post Test Standards	��Next Generation Post Test Standards	Direct links in pre-test of the next grade:
4.NF.5 – 7 �� decimals	NY-4.NF.5 – 7	NY-5.NBT.1 – 4 place value of whole numbers & decimals �� NY-5.NBT.7 decimal operations
4.MD.1 & 2 conversion of measurements	NY-4.MD.1 & 2	NY-5.MD.1 conversion of measurements

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Grade 5

Current NYS Common Core Learning Post Test Standards	��Next Generation Post Test Standards	Direct links in pre-test of the next grade:
��	NY-5.OA.1	NY-6.EE.1 – 4 read, write & evaluate algebraic expressions �� NY-6.EE.9 dependent/independent variables
��	NY-5.OA.2
5.OA.3 analyze patterns and relationships	NY-5.OA.3
5.G.1 & 2 coordinate graphing in quadrant 1	NY-5.G.1 & 2	NY-6.G.3 coordinate graphing in all 4 quadrants �� NY-6.NS.6 & 8 coordinate graphing in all 4 quadrants

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Grade 6

Current NYS Common Core Learning Post Test Standards	��Next Generation Post Test Standards	Direct links in pre-test of the next grade:
6.SP.1 – 3 statistical variability	NY-6.SP.1 – 3	NY-7.SP.1 box plots, IQR, and outliers �� NY-7.SP.3 & 4 comparative inferences
6.SP.4 – 5 summarize & describe distributions	NY-6.SP.4 – 5
��	NY-6.SP.6 – 8	NY-7.SP.8 probability of compound events

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Grade 7

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
7.G.2 draw triangles, given conditions - constructions	NY-7.G.2	NY-8.G.1 – 4 understand congruence and similarity �� NY-8.G.6 – 8 understand the Pythagorean Theorem �� NY-8.EE.6 similar triangles and slope-intercept form
7.G.3 describe 2D slices of 3D solids	NY-7.G.3	��
��	NY-7.G.4	NY-8.G.9 volume of cylinders, cones, and spheres
7.G.5 use angle properties to solve for unknown angles	NY-7.G.5	NY-8.G.5 angle properties �� NY-8.EE.7 solve linear equations in one variable
7.G.6 area, surface area, and volume	NY-7.G.6	NY-8.G.6 understand the Pythagorean Theorem �� NY-8.G.9 volume of cylinders, cones, and spheres

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Grade 8

Current NYS Common Core Learning Post Test Standards	��Next Generation Post Test Standards	Direct links in pre-test of the next grade:
8.NS.1 & 2 Irrational numbers �� 8.EE.2 square and cube roots �� 8.G.6 – 8 Pythagorean Theorem	��	��
��	NY-8.EE.3 & 4	AI-N.Q.3 choose level of accuracy appropriate to the context
��	NY-8.EE.8	AI-A.REI.6a systems of linear equations in two variables �� AI-A.REI.7a systems of one linear and one quadratic equation in two variables

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