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·       Fill out the senior’s name and other student identifier.

·       Fill out the top row of Table I—Examination Data Table.

·       Determine whether the senior’s final score on either examination is between 48 and 64.

q Yes    q No

·       If the answer is “No,” enter a check mark in the last row of Table I in the box next to “Senior is not eligible for component retesting.” This senior must retake the entire Regents Comprehensive Examination in English, and there is no need to enter other data for this senior.

·       If the answer is “Yes,” fill out the remainder of Table I, starting with the student’s “Next Most Recent” score summary.

·       Enter the information from the senior’s Session One and Session Two answer sheets for each administration. Be sure to multiply the senior’s total essay scores by 2.*

·       Add the total essay score and the multiple-choice score in each column of Table I to determine the senior’s total score for each session.

·       Compare the senior’s score for each of the two sessions to the criterion scores for
those sessions provided in Table II—Criterion Scores for Components of the Regents Comprehensive Examination in English. The senior’s score is considered weak for a component if it is lower than the criterion score.

·       Enter a check mark(s) in the box(es) in the next-to-last row of Table I to indicate on which component(s) the senior’s score is weak.

·       Find the row in Table IV—Weakness Pattern/Identifying Component for Retesting that matches the senior’s weakness pattern to determine which component retest the senior is to take.

·       Enter a check mark in the last row of Table I to indicate which component retest the senior is to take.

SENIOR WORKSHEET FOR ENGLISH

Table I—Examination Data Table

Table II—Criterion Scores for Components of the
Regents Comprehensive Examination in English*

DETERMINING WEAKER COMPONENTS

If your school has only the senior’s final score for an administration of the Comprehensive Examination in English, use Table III below to determine which component should be considered the weaker component for that administration.

Table III—Determining Weaker Components When
Complete Examination Data Are Unavailable

  * For the Regents Comprehensive Examinations in English administered in June 2001, June 2000, April 2000, and June 1999, the weaker component statewide was Component A (Session One). In the absence of any other data for an examination, Component A should be considered the weaker of the two components for those examinations.

** If the senior’s teacher has evidence that the senior is weaker in Component B, the school should follow the teacher’s recommendation and retest the senior on Component B.

Once you have identified the senior’s weaker components on the two tests, find that weakness pattern in Table IV below and identify the component retest the senior is to take.

Table IV—Weakness Pattern/
Identifying Component for Retesting

Examples of the Component Identification Process

for the Regents Comprehensive Examination in English

Two examples of the use of the tables on the preceding pages are provided below.

Example 1

Senior X earned a score of 52 on the August 2006 examination and a score of 59 on the January 2007 examination. The table below lists the senior’s scores for the essay and multiple-choice components of Sessions One and Two of these examinations. Table II provided the Criterion Scores for the two examinations. This senior’s weakness pattern for these examinations has been identified as A&B/A. Based on the information in Table IV, this senior is to take Component A in May 2007.

Table I—Examination Data Table for Senior X