NYSTCE Math Webinar

New York State Teacher

Certification Examinations

Multi-Subject: Teachers of Early

Childhood (Birth-Grade 2):

Mathematics (246)

All Test Materials and Related Content, including but not limited to preparation materials, study guides, and full-length practice tests: Copyright

of the New York State Education Department. Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or

its affiliate(s).

Evaluation Systems, Pearson, 300 Venture Way, Hadley, MA 01035. Used with permission by the New York State Education Department.

This webinar is dedicated to the overview of Multi-Subject Teachers of

Early Childhood Birth-Grade 2 Mathematics 246 assessment.

Contents

• Overview of the NYSTCE website

• Preparing for the Test

• Test Framework

• Study Guide

• Additional Preparation Resources

• Registering for a NYSTCE test

• Day of the Test

• How to Read Your Score Report

• Q&A

This webinar is designed to focus candidate testing preparation using the

resources found on the NYSTCE website—we will provide a QR code to that

site on the first slide of the overview. The anticipated audience for this

webinar are candidates preparing to take the assessment and faculty and

instructors who support candidates through coursework. We will be

keeping both perspectives in mind throughout the webinar. We will be

covering an overview of the NYSTCE website

• Preparing for the

Test

• T

est Framework

• Study Guide

• Additional Preparation Resources

• Registering for a NYSTCE test

• Day of the Test

• How to Read Your Score Report, and

• Q&A

OVERVIEW OF THE NYSTCE

WEBSITE

We will begin with an overview of the NYSTCE website.

NYSTCE Homepage

•New York

State Teacher

Certification

Examinations

(NYSTCE)

website

•https://www.ny

stce.nesinc.com/

Home.aspx

This QR code will take you to the NYSTCE homepage, as shown here. You can

see a number of tabs across the top of the homepage. We will spend a bit of

time familiarizing you with these and the assessment supports located here

for the Multi-Subject: Teachers of Early Childhood: Mathematics (246)

assessment, but the information in this webinar can be generalized to other

assessments as well.

NYSTCE Homepage

Important Links:

Announcements

Preparation Materials

The Important Announcements section can be found by scrolling to the

bottom of the Homepage. You will want to check in here regularly for updates.

There is a column in the middle for Prospective Candidates providing easy

access to essential materials. From here, candidates can access test dates and

test center sites, preparation materials, and policies, among other things. A

direct link to Preparation Materials can be found here as well. All of these

headings provide direct links to various locations on the website.

Tests Webpage

There are four Multi-

Subject Assessments;

all four use the same

“Part Three”

Under the next tab over, you can locate Tests; for this test you will scroll

down to Content Specialty Tests. There are currently two versions of the

Multi-Subject (Birth-Grade 2) assessment. The one using Mathematics

version 212 is available through May 21, 2023 and the one using

Mathematics version 246 is available May 22, 2023 and after.

Note that there are four Multi-Subject tests available for four different grade

level bands. Each Multi-Subject test has three parts. Part Three is shared by

all four Multi-Subject tests; therefore, if you are seeking more than one

Multi-Subject certificate, you need to pass Part Three only once.

Multi-Subject Test Webpage

This test will replace

the Multi-Subject:

Teachers of Early

Childhoo

d (Birth-

Grade 2) with Part

Two: Mathematics

(212)

This is the test page for the Multi-Subject: Teachers of Early Childhood (Birth–

Grade 2) test with the redeveloped Part Two: Mathematics (246).

Registration for this test opens April 25, 2023 for testing starting May 22,

2023. This test will replace the Multi-Subject: Teachers of Early Childhood

(Birth-Grade2) with Part Two: Mathematics (212), which will retire on May

21, 2023.

The Format is computer-based test (CBT)

• Part One: Literacy and English Language Arts (211): 40 selected-response

items and 1 constructed-response item

• Part Two: Mathematics (246): 40 selected-response items and 1

constructed-response item

• Part Three: Arts and Sciences (245): 40 selected-response items

The

constructed-response item, designed to measure candidates' pedagogical

content knowledge, is scenario-based and requires an extended written

response based on the analysis of multiple samples of student-based

evidence that will be provided through artifacts.

Time: Part Two: The selected-response items are designed with the

expectation of a response time of up to 75 minutes, and the constructed-

response item is designed with the expectation of a response time of up to 60

minutes. This is a total of 2 hours and 15 minutes for this part.

Passing Score: a passing score of 520 is required, and as a reminder, all three parts

are required for certification

Test Features are listed, such as the use of calculators

The Prepare section includes the Test Framework, the Content Correlation Table,

Study Guides, and testing site and administration tutorials; the link to Preparation

Materials is also located in the right-hand menu on this page

PREPARING FOR THE TEST

We will spend a bit more time preparing for the Mathematics 246 assessment

by going to that linked Preparation Materials page.

Available Preparation Materials

The knowledge and skills that are assessed on the test are outlined on the test

framework and the correlation table

indicates the section or sections of State,

National, and other Professional Standards that are addressed fully or in part

by each test competency. These are found under Test Content

Under the Study Guide section, there are sample multiple-choice questions

for each test and two samples of the constructed response items for each.

Under Test Features, available reference materials such as formula sheets or

calculator information are listed as well.

We encourage candidates to utilize the short tutorials before testing. These

tutorials will provide guidance on what to expect on the day of the test. We’ll

take a closer look at each of these sections.

Test Design

NYSTCE FIELDS 211/246/245

ASSESSMENT DESIGN AND

FRAMEWORK

The test design

remains the same as

the Mu

lti-Subject:

Teachers of Early

Childhood (Birth-

Grade 2) with Part

Two: Mathematics

(212)

The QR code will lead directly to the framework. This is the foundation of this

webinar. The fir

st section of the Framework is the test design. The design for

Mathematics 246 is shown here and has not changed in its design from

Mathematics 212; it has five competencies that describe the content

knowledge and pedagogical content knowledge and skills being assessed.

New York State educators and faculty are involved in every step of the

development process. The knowledge and skills to be measured on the

assessment and outlined on the assessment framework along with the test

items were reviewed, revised, and validated by New York State educators. The

passing standard was established by New York State educators and faculty

that prepare candidates to be New York State educators.

Test Framework

FIELD 246: PART TWO: MATHEMATICS

COMPETENCY 0001—NUMBER AND OPERATIONS

Performance Expectations The New York State Birth–Grade 2 Multi-Subject

teacher demonstrates deep knowledge of the base-ten system and fractions,

decimals, and

percents and applies understanding of place value and

properties of operations to justify algorithms. The teacher applies number

properties and operations to interpret arithmetic as a coherent and logical

subject that makes sense and recognizes how number and operations form

the basis for further work in algebra. The teacher demonstrates knowledge of

number systems, including how number systems are extended, and uses

rational numbers to model and solve mathematical and real-world problems.

This is a section of the assessment framework showing the first Mathematics

competency and its associated performance expectations.

Below the performance expectations are the performance indicators as

sho

wn on the next slide. The content knowledge and pedagogical content

knowledge and skills being assessed are outlined in the framework, and more

specifically, in the performance indicators.

As indicated on the table from the previous slide, this competency is designed

to be approx. 20% of the assessment with approximately 10 questions.

Test 212 → 246 Framework

1 Numbers and Operations Performance Indicators

a. demonstrates knowledge of prenumeracy concepts and characteristics of the

mathematical development of children

b. applies understanding of place value and properties of operations to round, add,

subtract, multiply, and divide multidigit numbers

c. analyzes decimal notation and compares decimals, decimal fractions, and fractions

d. justifies computational algorithms

e. analyzes and performs operations with decimals

f. applies number theory concepts (e.g., primes, divisibility, factors, least common

multiple, greatest common factor)

extends number operations to fractions and performs operations on fractions

h. applies properties of signed rational numbers, ordering, and the absolute value of

rational numbers

. applies and extends understanding of operations with fractions to add, subtract,

multiply, and divide rational numbers

j. solves mathematical and real-world problems involving the four basic operations with

rational numbers, including the use of the distributive law to justify properties of

rational numbers

k. applies knowledge of numbers that are not rational and finds rational approximations of

irrational numbers

l. applies properties of repeating decimal expansions and converts between repeating

decimal expansions and rational numbers

m. analyzes and applies properties of integer exponents

n. uses square roots and cube roots to represent solutions to problems and equations

o. performs operations with numbers expressed in scientific notation

Indicates

no longer

in test 246

The framework outlines the knowledge and skills to be assessed. There are no

items on the test measuring content outside of the framework. The

Performance Indicators demonstrate the specific content to be assessed. In

fact, our test-item writers use these Performance indicators to inform item

development.

These are the performance indicators for Competency 1 to which test items

closely align. This image shows that performance indicators “i” though “o”

are no longer tested in Mathematics 246. Since this deck is being viewed by

those who prepare candidates for certification through coursework, it is

important for them to know these differences. Mathematics 246 does not

contain performance indicators assessing grades 7 and 8 math standards, so

these Performance Indicators are being removed.

Test Framework

COMPETENCY 0002—OPERATIONS AND ALGEBRAIC THINKING

Performance Expectations

The New York State Birth–Grade 2 Multi-Subject teacher demonstrates deep

knowledge of operations and algebraic thinking. The teacher makes connections

between numbers, operations, and algebraic thinking. The teacher applies operations

and algebraic thinking to model and solve problems, and works accurately with

operations, algebraic expressions, equations, and functions. The teacher makes

connections between multiplication and division and between ratios and rates. The

teacher analyzes and solves problems involving ratios and proportional reasoning.

Competency 2, Operations and Algebraic Thinking is designed to be approx.

30% of the Mathematics 246 assessment with approximately 15 questions as

shown in the test design.

Test 212 → 246 Framework

2.1 Operations and Algebraic Thinking Performance Indicators

applies operations and relationships between operations (e.g., division as an

wn f

actor problem)

b. analyzes properties of factors and multiples

c. applies strategies for writing and interpreting numerical expressions

d. generates and analyzes patterns and relationships and identifies apparent

features of patterns that are not explicit in the rule used to generate them

e. applies and extends properties of arithmetic to algebraic expressions, equations,

and inequalities

f. uses properties of operations to generate equivalent expressions

g. analyzes and solves linear equations and inequalities and pairs of simultaneous

linear equations

h. solves mathematical and real-world problems, using numerical and algebraic

expressions and equations

i. defines, evaluates, and compares functions and uses functions to model

relationships between quantities

Indicates

no longer

in test 246

This Competency has two subsections—Operations and Algebraic Thinking

and Ratios and Proportional Relationships.

Two of the Operations and Algebraic Thinking Performance Indicators from

Mathematics 212 , “f” and “g”, are not tested in Mathematics 246 as these

were grades 7 and 8 standards and are no longer part of Mathematics 246.

Test 212 → 246 Framework

2.2 Ratios and Proportional Relationships Performance Indicators

a. solves unit rate problems, including those involving unit pricing; constant speed;

and

ratios of lengths, areas, and other quantities measured in like or unlike units

b. interprets percents of

a quantity as a rate per 100 and solves mathematical and

real-world problems involving percents

c. identifies the constant of proportionality in tables, graphs, equations, diagrams,

and verbal descriptions of proportional relationships

d. represents proportional relationships by equations

e. uses proportional relationships to solve multistep ratio and percent problems

(e.g., simple interest rates, commissions, percent increase or decrease, percent

error)

f. analyzes the connections between proportional relationships, lines, and linear

equations

g. uses similar triangles to explain why the slope is the same between any two

distinct points on a nonvertical line in the coordinate plane and graphs and

analyzes linear equations

Indicates

no longer

in test 246

2.2 Ratios and Proportional Relationships are shown here. This image

shows that performance indicators “c” though “g” are no longer tested in

Mathematics 246.

Test Framework

COMPETENCY 0003—MEASUREMENT, GEOMETRY, AND DATA

Performance Expectations

The New York State Birth–Grade 2 Multi-Subject teacher demonstrates deep

knowledge of measurement and geometry. The teacher applies measurement

concepts and standard units and interprets geometry as a system based on

precise definitions and mathematical reasoning. The teacher models and solves

mathematical and real-world problems, including problems involving angle

measure, perimeter, area, surface area, and volume. The teacher works with and

interprets data, uses measures of center and variability, and draws inferences

from data distributions. The teacher applies knowledge of probability and

understands how statistics and chance events are used to make inferences.

Competency 3, Measurement, Geometry, and Data, is designed to be 20% of

Mathematics 246 with approximately 10 questions as shown in the test

design.

Test 212 → 246 Framework

3.1 Measurement and Geometry Performance Indicators

analyzes attributes of shapes, including symmetry and properties of their lines and

gles

. so

es problems involving measurement and conversions of measurement units

c. solves mathematical and real-world problems involving angle measure, perimeter,

area, surface area, and volume

d. solves problems involving congruence and similarity and describes congruence in

terms of a sequence of rotations, reflections, and translations and similarity in

terms of a sequence of rotations, reflections, translations, and dilations

e. graphs points and shapes on the coordinate plane to solve mathematical and real-

world problems

f. applies the Pythagorean theorem to solve a variety of problems, including distance

problems in the coordinate plane

Indicates

no longer

in test 246

This Competency also has two sub-sections. The Measurement and Geometry

sub

section is shown here with the removal of two Performance Indicators,

letters “d” and “f”.

Test 212 → 246 Framework

Indicates

no longer

in test 246

Indicates

addition to

test 246

3.2 Data, Statistics, and Probability Performance Indicators

a. represents, analyzes, and solves problems with data presented in various forms

(e.g., line plots, bar graphs, picture graphs)

b. demonstrates knowledge of statistical variability and measures and summarizes

and describes data distributions (e.g., number lines, dot plots, histograms, box

plots)

c. demonstrates knowledge of the use of random sampling to draw inferences about

a population and identifies sources of bias in sampling methods

d. draws informal or comparative inferences about two populations using data

distributions and measures of center (e.g., mean, median) and variability (e.g.,

interquartile range, mean absolute deviation, standard deviation)

e. investigates chance processes and develops, uses, and evaluates probability

models (e.g., independent and dependent events)

f. investigates patterns of association in bivariate data using scatter plots, linear

models, and two-way tables

d. uses measures of center (e.g., mean, median) and range to describe patterns in a

data set and to identify outliers

3.2 is Data, Statistics, and Probability. This sub-section has several indicators

no longer tested in Mathematics 246. It also has addition of Performance

Indicators unique to Mathematics 246.

Performance Indicator “b” has a partial elimination. This Performance

Indicator states that it demonstrates knowledge of statistical variability and

measures and summarizes and describes data distributions. It is under the

examples where there is a change in this Performance Indicator. “Box plots” is

no longer tested as that concept is introduced in grade seven.

erformance Indicator “c” indicates a partial removal as well as an addition.

This

Performance Indicator demonstrates knowledge of the use of random

sampling and (this is new) identifies sources of bias in sampling methods, no

longer to “draw inferences about a population.”

Performance Indicators from Mathematics 212 “d” through “f” are no longer

tested in Mathematics 246.

There is a new “d” for this subsection; this Performance Indicator uses

measures of center (e.g., mean, median) and range to describe patterns in a

data set and to identify outliers. Please review these carefully.

Test Framework

COMPETENCY 0004—INSTRUCTION IN MATHEMATICS

Performance Expectations

The New York State Birth–Grade 2 Multi-Subject teacher integrates

knowledge of the mathematics learning that occurs prior to schooling

with understanding of how children learn number and operations,

measurement and spatial reasoning, and data collection and

interpretation to promote student learning. The teacher provides a

rich variety of focused strategies (e.g., moving from concrete to

abstract; using multiple representations; explaining, connecting, and

critiquing ideas) for promoting children's understanding, confidence,

perseverance, and fluency in these areas. The focused strategies

include explicitly teaching mathematical language that students need

for mathematical practice, performance, and success. The teacher

uses assessment to differentiate instruction.

Competency 4, Instruction in Mathematics, is designed to be 10% of

Mathematics 246 with approximately 5 questions as shown in the test design.

Test 212 → 246 Framework

Tests 212

and 246 are

the same

4.1 Instruction in Number and Operations Performance Indicators

applies strategies for teaching counting and cardinality, ordinal numbers, and

for comparing numbers

b. applies strategies for teaching properties of whole numbers, counting, methods for

composing and decomposing numbers, and multiple ways of representing numbers

c. demonstrates knowledge of strategies that build understanding of the equal sign and

the meaning of equations

d. demonstrates knowledge of strategies for teaching place value concepts

e. applies strategies for teaching the operations of addition, subtraction, multiplication,

and division

f. applies strategies for teaching the relationships between operations

g. applies strategies for developing children's fluency with number operations

h. applies methods for teaching how to represent and solve one- and two-step

problems involving addition, subtraction, multiplication, and division

i. applies strategies for teaching computational algorithms

j. applies methods for teaching understanding of fractions as numbers

k. applies methods for teaching fraction equivalence and ordering and the use of

equivalent fractions as a strategy to add and subtract fractions

This Competency also has two subsections. One is shown here, the other on

the next slide. This one is 4.1, Instruction in Number and Operations. There

are no differences between the two tests, no changes were necessary for this

sub-section.

Test 212 → 246 Framework

4.2 Instruction in Measurement and Data and Geometry Performance Indicators

applies strategies for teaching concepts related to measurable attributes, including

omp

arison

of objects that have measurable attributes in common

b. demonstrates knowledge of strategies for teaching how to measure indirectly by

iterating length units and how to measure and estimate lengths in standard units

c. applies strategies for relating addition and subtraction to length and for relating

multiplication and addition to area

d. demonstrates knowledge of methods for teaching how to analyze, compare, and

sort objects in different sizes and to describe similarities, differences, and other

attributes (e.g., color, size, shape)

e. demonstrates knowledge of age-appropriate methods for describing relative

position

f. applies strategies for helping children compare, create, and compose shapes

g. selects strategies for teaching how to tell time and work with money

h. applies strategies for guiding children to classify objects and generate and

represent measurement data

Indicates

no longer

in test 246

In the second sub-section of this competency, Instruction in Measurement

and Data and Geometry, two indicators have been removed, “g” and “h”, as

these are introduced in grades 7 and 8.

Test Framework

COMPETENCY 0005—ANALYSIS, SYNTHESIS, AND APPLICATION

Performance Expectations

The New York State Birth–Grade 2 Multi-Subject teacher accurately and effectively

applies relevant content knowledge and pedagogical content knowledge in

number and operations, operations and algebraic thinking, and measurement and

data to analyze and synthesize assessment data about an individual student,

identify conceptual or procedural errors, and provide a well-reasoned and

accurate analysis of the student's mathematical knowledge. The teacher uses the

assessment results and knowledge of how students learn to present an

appropriate instructional approach that meets the needs of the student.

Competency 5, Analysis, Synthesis, and Application is the Constructed

response. There is just one constructed response item with 20% of overall

score as shown in the test design.

Test 212 → 246 Framework

Tests 212

and 246 are

the same

5 Analysis, Synthesis, and Application Performance Indicators

a. analyzes and interprets samples of a student's work and other assessment data to

monitor student progress and determine a student's strengths and areas of need in

mathematics

b. demonstrates knowledge of the content by identifying and analyzing any errors or

misconceptions in work samples

c. selects appropriate and effective content-specific instructional strategies, activities,

or interventions to address a student's identified needs

d. demonstrates the ability to generate real-world scenarios that illustrate specific

mathematical concepts

e. demonstrates the ability to justify the effectiveness of selected instructional

strategies, activities, or interventions in promoting a student's mathematical

understanding

There are no differences between the two tests, no changes were necessary

for this Competency. Constructed response items have not changed. The same

ems validated for use in 212 will appear in 246.

How to Use the Test Framework

• Carefully review the competencies to become familiar with the

structure and content of the test or subtest.

• For each performance expectation and set of performance indicators,

candidates should ask:

o Am I fully prepared to answer questions about this subject?

o Is this an area I know something about, but need to review?

o Is this content that I am not familiar with at all?

The Test Framework is a guide to the content knowledge and pedagogical

content knowledge and skills being assessed on the test. Carefully review the

competencies to become familiar with the structure and content of the test

or subtest.

As candidates review the competencies and the associated performance

indicators, they should consider what they already know, how well they know

it, and if this is an area that requires further study.

Preparation programs should use the Test Framework and test design to

ensure their candidates have opportunities to master the content knowledge

and pedagogical content knowledge and skills that are assessed on the test.

Study Guide|Webpage

/246/

Use side bar to navigate

through the study guide.

https://www.nystce.nesinc.com/TestView.aspx?f=HTML_FRAG/NY246_PrepMaterials.html

Continuing on with Preparation Materials page you will see the study guide

section. This section contains:

• The test design and framework

• Sample Selected-Response Items with answers

• Sample Constructed-Response Items includes:

o Exhibits

o Sample Strong Responses,

o Rubric containing Performance Characteristics and Score Scale for

Constructed-Response Items

Toggle through the study guide by clicking on the menu on the left of the

study guide, there are chapters for each competency and sections to move

you

forward through the guide.

Study Guide | Sample Questions

The preparation guide is

designed to provide

information about the

content and format of a

test and it illustrates

some o

the pot

tial

types of questions that

appear on a test

The preparation guide is designed to provide information about the content

and format of a test and it illustrates some of the potential types of questions

that appear on a test; both candidates and faculty are encouraged to take

adv

antage of the study guide resources. These provide a great opportunity to

see what Performance Indicators look like in assessment form. Spend some

time reviewing the question, looking at all available graphics, and reading the

question and all possible answers thoroughly. The plus sign next to “Answer”

opens the correct response and rationale.

Study Guide | Sample Questions

Background Information,

Classroom Activity, Excerpt of

Group Discussion, and Sample

Strong Response follows

The Constructed Response section offers two sample questions Strong Response

for each.

The menu on the left of this page allows you to easily navigate between the

parts of the section including Background Information, Classroom Activity,

Excerpt of Group Discussion, Performance characteristics, and Score Scale.

Preparation Reminders

• Read the test framework for the test/subtest(s) you are

preparing to take.

• Read the sample questions in the study guide, attempt to

answer them, and review the correct response provided.

• Develop a plan to focus your studies. Use the study guide as a

resource.

• Utilize the short tutorials that provide guidance on what to

expect at the test center on the day of the test.

These are some useful reminders for candidates before they

take this, or any,

assessment. Use test preparation materials to uncover areas where additional

support or study may be needed. When

these areas have been identified,

develop a plan of study prior to taking the test.

Tutorials

Videos and Tutorials

Pearson Professional Centers Tour

Computer-Based Testing Tutorials – Find out what to expect when you take a

computer-based test.

At the bottom of the Test Preparation page you can find tutorials. The Pearson

Professional Centers tutorial provides a photo tour of Pearson Testing Centers

so that you will be familiar with your surroundings and expectations once you

arrive at the test center. The other tutorials are for computer-based testing.

We strongly encourage you to take advantage of these resources because it is

always good to “know before you go.” You will be given the opportunity right

before testing to learn how to navigate the test, but when we are in stressful

environments, we tend to not attend as well as we might otherwise.

Watching these tutorials outside of a test environment allows you to learn

how to navigate display features, flag items, use the on-screen calculator, and

review your responses, among other things. Please note, there is a specific

section for tests that have math features.

REGISTERING FOR A NYSTCE

TEST

In this next section we will review some registration guidance—this may be

geared a bit more toward candidates but is good general guidance for those

who support candidates as well.

Create an Account

Create an account or sign-in to

an already existing account. If

you know that you have an

existing account, but have

forgotten your password, click on

the “forgot password” link

Going back to the NYSTCE homepage, the next tab on bar at the top of

the

page is “Register”. Once here, candidates will need to create an account or

sign

-in to an already existing account. If you know that you have an existing

account, but have forgotten your password, click on the “forgot password”

and you will be sent an email to reset. Candidates can register for the Multi-

Subject: Teachers of Early Childhood (Birth-Grade 2) with Mathematics 246

beginning April 25, 2023. Candidates who have scheduled for the Multi-

Subject: Teachers of Early Childhood (Birth-Grade 2) with Mathematics 212

after May 21, 2023 will be contacted by a customer service representative to

reschedule. Candidates who have already scheduled for Mathematics 212,

but now wish to wait for Mathematics 246, can withdraw for a full refund

from Mathematics 212 and register for Mathematics 246 on or after April

, 2023.

Create an Account

This information is required when setting up an account.

Create an Account

Reminder: Your name must be

entered exactly as it appears

our

overnment-issued

identification.

Provide personal information to create an account that replicates what

appears on government issued identification. This is important, because you

will be asked to show your ID at the testing facility and this must match your

registration.

Scheduling the Test

From the Test landing page:

Computer-Based Testing

• By appointment year-round, Monday through Saturday (excluding

some holidays)

• Located in New York and nationwide

At the time of this webinar, the Multi-Subject: Teachers of Early Childhood

(Birth-Grade 2) with Mathematics 246 does not have the “test dates” or

“test sites” sections available. These will become available on April 25,

2023. Once they do become available, you will be able to click on links to

check appointment availability and testing locations.

Computer-Based Testing:

• B

y appointment year-round, Monday through Saturday (excluding some

holidays)

• Located in New York and nationwide, and internationally

Tips & Reminders

• Schedule your test as soon as you are able.

• Use the “seat search” tool to explore surrounding locations.

• Test appointments can be changed with no fee, multiple times, provided

the change is made at least 24 hours in advance of your current

appointment and before your registration expires.

• Additional appointments may become available as test centers adjust their

calendars. If you were unable to initially schedule your preferred date and

time, check seat availability frequently and change your appointment to

meet your preferences.

• If you have not yet scheduled a test, you may withdraw your registration for

a full refund at any time. If you’ve scheduled your test, you may cancel the

test up to 24 hours before the scheduled testing time and will be eligible for

a full refund.

Use the seat search tool to find the closest test center.

Candidates may reschedule and be eligible for a

full refund provided they

esche

dule at least 24 hours before the actual test date and time. There is no

penalty for withdrawing registration prior to scheduling to test.

THE DAY OF THE TEST

The Day of the Test

When registration opens for this assessment, options will be populated in the

menu on the right of the page. Among these options are details for the day of

the t

est. (Description) The tutorials can be found on this page once again.

Read these details carefully so that you are prepared with the required

identification.

Day of Test Reminders

✓ Be sure to report to the test center 15

minutes before your scheduled testing

time.

✓ Don’t forget to bring proper

government-issued identification with

you to the test site.

✓ Review what materials and items are

allowed and prohibited in the test

center.

Get to the test center early.

Bring proper identification.

eview what materials are allowed at the test center and what is prohibited.

Test-Taking Tips

✓ Read and follow all directions carefully.

✓ Read each question carefully.

✓ Determine the best answer to each

question.

✓ Pace your work.

During the test, read and follow all directions and questions carefully.

For each multiple-choice question there are four options. There is only one

corr

ect response. The incorrect responses are meant to be plausible. Take

time to read through the questions and responses carefully to understand

what the question is asking in order to determine the best answer.

Pace yourself. There is a clock on the screen to see the time remaining in the

test session.

Flag difficult items and return to them later. Flagging items is explained in the

computer-based testing tutorial.

HOW TO READ YOUR SCORE

REPORT

In this last section, we will show you how to read your score report.

Score Reports

On the homepage, on the bar at the top of the page, you will find “Scores”

to locate useful resources both before and after score reports are released.

Score Report Dates

https://www.nystce.nesinc.com/PageView.aspx?f=GEN_GetResults.html

The Score Report Dates page provides information on when scores are

released. Click on the assessment schedule you wish to view. The Test Dates

column on the left of the page lists the windows for testing. The column on

the right provides the score report release date for the test date windows.

For example, on this sample, scores were released on March 15, 2023 for

candidates who tested any time between January 30 and February 26, 2023.

Please note that not all tests are offered in the same test windows. Check the

Score Report Date release schedule for your specific test. In the menu on the

right, you can click the link to Understanding Your Test Results. Scores will be

reported two weeks after the close of the testing window. The two-week

period of time after testing is used to look at the data to ensure the items

are performing correctly. Two independent scorers review the constructed

response items.

Understanding Your Score Report

A table is provided on this page to show the test score range and the passing

score. Test scores will be reported to the candidate, NYSED, and, if applicable,

the institution(s) that were indicated during registration. Scores are reported

direc

tly to the NYSED using the social security number that was entered

during registration and are automatically added to the candidate’s

certification application file. (Drop down links to PDF) Under Score Report

Explanations, select the test and click Go.

Understanding Your Score Report

Score reports provide feedback on performance at the competency level.

Performance by competency is indicated using a performance index. When

one + is showing, the performance for the competency is well below the level

represented by the state benchmark. This is an area where the test taker may

want to focus additional study. If two ++ are showing, the performance is just

below the state benchmark. If three +++ are shown, the performance is just

at or above the state benchmark. And if four ++++ are shown, performance is

well above the state benchmark.

Use the performance indices on score reports to plan a strategy for

emediation if retesting.

Questions?

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• Answers to commonly asked

questions

(800) 309-5225 (toll free, US and Canada only)

Mon–Fri: 8:00 a.m.–8:00 p.m. eastern time, excluding holidays

Sat: 9:00 a.m.–5:00 p.m. eastern time, excluding holidays

(Automated Information System available 24 hours daily)

For certification questions, please contact the New York State

Education Department (NYSED) Office of Teaching Initiatives

If you find that you require assistance, there is a “find info” tab on the bar at

the top of the homepage. You are able to type in search queries here to

commonly asked questions. If you need to reach out to someone, in the upper

right-hand corner of the page is a “Contact Us” link. Under this link are email

forms and contact numbers. For certification questions, please contact the

New York State Education Department (NYSED) Office of Teaching Initiatives