louisiana’s implementation of common core state standards

Louisiana’s Implementation of Common Core State Standards

General Awareness WebinarGeneral Awareness Webinar

Presented by:

The Louisiana Department of EducationNovember 2011

Louisiana Department of EducationLouisiana Department of Education

Common Core State Standards

• Background Information

• Content Overview– English Language Arts (ELA)– Mathematics

• Louisiana’s Implementation Plan and Timeline

• Assessments

• Upcoming Initiatives

Agenda

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Background InformationBackground Information

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Evidence for Needed Change

Excerpts from http://www.commoncorearkansas.org/video/ , produced by Arkansas Department of Education

http://www.commoncorearkansas.org/video/



• About 60% of jobs nationwide will require some type of postsecondary education by 20181

• More Louisiana jobs are requiring a postsecondary education2; of those:– 69% require vocational training, certification, or associate degree– 31% require bachelor degree

• Many Louisiana students are ill-equipped to succeed in college– Louisiana’s college retention and graduation rates are among the lowest in

the Southeast region (SREB) and the nation3

– About one third of first-time freshmen need remediation in college level courses4

1 Georgetown University Center on Education and the Workforce, June 20102 Louisiana Workforce Commission, 2009 Job Vacancy Survey3 Southern Regional Education Board Fact Book on Higher Education, 20094 LDOE First-Time Freshmen and Developmental Rates, Public School Data, 2007-08

Evidence of Needed Change in Louisiana

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Content Standards

• Statements that define what a student should know and be able to do– at the end of specific time period or grade level– in a specific subject area

• Examples– 6th Grade Math – Add and subtract fractions and decimals in real-life

situations

– 8th Grade Social Studies – Explain how a bill becomes law at the state level

• Grade Level Expectations (GLEs)– Term used in Louisiana for content standards for a specific grade– Synonymous to “Standards” in Common Core State Standards

What are Content Standards?

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• CCSS_Segment2b.mp4

• Content standards developed by group of states– Development coordinated by National Governors Association and

Council of Chief State School Officers – In collaboration with teachers, school administrators, and experts

• States voluntarily choose to adopt – 45 states, 2 territories, and D.C. have adopted the CCSS as of

11/7/2011

• More information available at www.corestandards.org

What are Common Core State Standards?

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http://www.corestandards.org/



• Based on evidence and research• Aligned with college and workplace expectations• Focused and coherent to allow for in-depth learning• Developmentally appropriate, cumulative progression of

skills and understandings• Rigorous content and application of knowledge through

high-order skills• Incorporate standards of excellence found in high

achieving countries

Characteristics

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• English Language Arts and Mathematics – Incorporate College & Career Ready (CCR) standards

• Define skills and knowledge that a high school graduate should have in order to be college and career ready

• “College” includes technical college, community college, four-year college or university

• Kindergarten through Grade 12

• Prekindergarten Standards– developed by Louisiana educators to align with kindergarten

CCSS

Grade Levels and Content

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• Literacy standards for science, social studies, and technical subjects are included in CCSS for ELA

• Science Content Standards– Next Generation Science Standards currently under development

by national groups– Expected release in Fall 2012– Will be reviewed for appropriateness to replace current Louisiana

science standards; if acceptable, will be adopted for implementation in 2014-15

• Social Studies Content Standards– Revised by committees of state educators in 2010-11– Approved by BESE for implementation in 2014-15

What about Standards for Science and Social Studies?

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Group Discussion

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English Language ArtsEnglish Language Arts

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English Language Arts

Current ClassroomFocus on literature (fiction)Literary skills (identifying terms

and devices like theme)ELA taught in isolation

Shift in Instructional Emphasis

Common Core ClassroomInformational texts prepare for

college and careerCross-content literacy integrationELA taught in collaboration

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• Anchored in College and Career Readiness (CCR) standards– Indicate knowledge and skills a high school graduate must have to be

college and career ready– “College” includes technical college, community college, four-year

college or university• K-12 standards are grade-level steps to attain CCR

standards in– Reading (foundational skills, literature, informational texts)– Writing– Speaking and Listening1

– Language

1 More focus will be needed on Speaking and Listening (not on current LA assessments, but will be part of common assessments)

CCSS in ELA: Key Ideas

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• Address literacy in History/Social Studies, Science, and Technical Subjects requiring shared responsibility across the school building for students’ literacy learning– Recall information from an experiment, summarize information in

notes, and write an explanation of the experiment (science)– Integrate information from several texts about a world event to write

or speak about it knowledgeably (social studies)– Justify a solution to a problem (mathematics)– Focus on teaching academic vocabulary in all subjects

• Require students to read and understand more challenging texts than currently required

• Emphasize the use of materials to be read for information

CCSS in ELA: Key Ideas Continued

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Current Louisiana GLE CCSS Grade-Specific Standards

Reading and Responding5. Identify a variety of story

elements, including:c. first- and third-person points of

view (ELA-1-E4)

Literature: Craft and Structure6.Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Grade 4 Standards Examples

Similarities exist between GLEs and CCSS, but most CCSS require higher-level thinking skills

(compare/contrast).

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Reading and Responding

11.Evaluate the effectiveness of an author’s purpose

(ELA-7-M3)

Informational Text: Craft and Structure6.Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


Similarities exist between GLEs and CCSS, but some CCSS have more specific requirements.

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Speaking and Listening

36.Deliver clear, coherent, and concise oral presentations and responses about information and ideas in a variety of texts

(ELA-4-H4)

Speaking and Listening: Presentation of Knowledge and Ideas4.Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose, audience, and task.


Similarities exist between GLEs and CCSS, but some CCSS have more specific

requirements.

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ELA Current Practice CCSS Suggested Practice

• Skills-focused reading instruction (e.g., Teachers teach a skill and then have students read a text that illustrates that skill.)

• No clear criteria for selecting texts to teach

• Whole-class instruction on various levels of text

•Text-focused reading instruction (e.g., Teachers select a text first and only teach skills that aid students in understanding that text.)•Standard expectations for selecting texts to teach•Whole-class instruction on grade-level, complex text*

Shift in Expectations for Reading Texts

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Rationale: Proficiently reading complex text is the key factor in determining a student’s readiness for college or a career.

*Reading texts suggested by CCSS are more challenging than those traditionally used. See next slide for examples.



Title of Text Current Typical Grade Level

CCSS Suggested Grade Level

Zlateh the Goat and Other Stories Grade 6 Grades 4 or 5

Tuck Everlasting Grade 6 Grades 4 or 5

“Casey at the Bat” Grade 8 Grades 4 or 5

“Eleven” Grade 10 Grades 6, 7, or 8

The Tragedy of Macbeth Grade 12 Grades 9 or 10

Examples of Grade-Level Assignments of Literature

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MathematicsMathematics

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Mathematics

• Standards for Mathematical Practice– Apply to all grade levels– Describe mathematically proficient students

• Standards for Mathematical Content– K-8 standards presented by grade level– High school standards presented by conceptual theme

• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and Probability

Overview

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Mathematics

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Six Instructional Shifts1

Shift DescriptionFocus Teachers significantly narrow and deepen the scope of how time

and energy is spent in the math classroom. They focus deeply on only the concepts that are prioritized in the standards. Students reach strong foundational knowledge and deep conceptual understanding to transfer mathematical skills and understanding across concepts and grades.

Coherence Learning is connected within and across grades so that students can build new understanding onto foundations built in previous years. Teachers count on deep conceptual understanding of core content and build on it. Each standard is an extension of previous learning.

Fluency Students are expected to have speed and accuracy with simple calculations and in solving routine problems.

1 Mathematics Slideshow, http://engageny.org/resource/common-core-in-mathematics-overview/, engageNY

http://engageny.org/resource/common-core-in-mathematics-overview/


Mathematics

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Six Instructional Shifts1

Shift DescriptionDeep Understanding

Teachers teach more than “how to get the answer” and instead support students’ ability to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.

Application Students use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations.

Dual Intensity Students are practicing and understanding - both are occurring with intensity. Teachers create opportunities for students to apply skills through extended application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and therefore, varies throughout the given school year.




Mathematics

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Grade Priorities in Support of Rich Instructions and Expectations of Fluency and Conceptual Understanding

K-2 Addition and subtraction, measurement using whole number quantities

3-5 Multiplication and division of whole numbers and fractions6 Ratios and proportional reasoning; early expressions and

equations7 Ratios and proportional reasoning; arithmetic of rational numbers8 Linear algebra

Focus Area by Grade Band1




Mathematics

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Grade Required FluencyK Add and subtract within 51 Add and subtract within 102 Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3 Multiply/divide within 100Add/subtract within 1,000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6 Multi-digit divisionMulti-digit decimal operations

7 Solve px+q=r, p(x+q)=r

8 Solve simple 2x2 systems by inspection

Fluency by Grade1




MathematicsLouisiana GLEs CCSS Grade 3

Grade 3, GLE 23Find the area in square units of a given rectangle (including squares) drawn on a grid or by covering the region with square tiles. Grade 4, GLE 25Use estimates and measurements to calculate perimeter and area of rectangular objects in U.S. and metric units.

Grade 4, GLE 26Estimate the area of an irregular shape drawn on a unit grid.

Measurement and Data

Geometric Measurement Understand concepts of area and relate area to multiplication and to addition.

5. Recognize area as an attribute of plane figures and understand concepts of area measurement.

6. Measure area by counting squares.

7. Relate area to the operations of multiplication and addition.

Area is found in GLEs at multiple grades. The focus on area occurs in Grade 3 in the CCSS creating opportunity for more connections between concepts and for in-depth study.

Example Standards Related to Area

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Mathematics

Current Louisiana GLE CCSS Geometry Strand

GLE 16Determine the volume and surface

area of prisms and cylinders

Geometry Domain

8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Grade 8 Example Standards

Similarities exist between GLEs and CCSS, but some CCSS have different requirements.

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Mathematics

Current Louisiana GLE CCSS for High SchoolGrade 10 (High School Geometry)

GLE 16Represent and solve problems

involving distance on a number line or in the plane.

Expressing Geometric Properties with Equations

G-GPE.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

High School Example Standards

Similarities exist between GLEs and CCSS, but some CCSS have more specific requirements.

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Mathematics

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Significant Content ShiftsContent of Standard Current Grade CCSS Grade

• Computational fluency with all rational numbers

• Proportional reasoning

• Characteristics of linear relationships and functions

• Solve pairs of simultaneous linear equations

• Solve real-life problems involving quadratics (factoring, quadratic formula)

• Algebra I

• Grade 8

• Algebra I

• Algebra I, II

• Algebra II

• Grade 7

• Grade 7

• Grade 8

• Grade 8

• Algebra I


Group Discussion

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Implementation PlanImplementation Plan

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Louisiana Department of EducationLouisiana Department of Education 3333

2011-12 2012-13 2013-14 2014-15PreK Current Current New New

K Current New New New

Grade 1 Current New New New

Grade 2 Current Transitional New New

Grades 3-8 Current Transitional Transitional New

High School

Current Transitional Transitional New

Implementation OverviewNew assessments and new LCC for ELA and mathematics will

be phased in over several years

No changes - current curriculum, current assessments

Curriculum and assessments based on CCSS only

Curriculum - some GLEs deleted, some GLEs remain, some CCSS added

Assessments – based on GLEs that remain in curriculum


Implementation Plan

• Created crosswalk document between CCSS and current Louisiana standards

• Analyzed crosswalk at each grade level– Developed grade-level content comparisons to determine what

content will remain the same, be added, or be deleted– Determined which CCSS can be phased in prior to full implementation

• Developed and delivered General Awareness Sessions– General Overview (Awareness Webinar 1)– Crosswalk and Grade-Level Content Comparison Reports

(Awareness Webinar 2), followed by five regional face-to-face workshops

Completed (2011)

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Related Events

• Established a CCSS Portal on the LDOE Website– www.louisianaschools.net

– On home page, click on

• Common Core Assessments– Information related to PARCC

• Common Core State Standards– CCSS in Word and Excel formats

– Webinars

– Workshop materials

– Resources for implementing CCSS

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Completed (2011)

http://www.louisianaschools.net/


Implementation Plan

• Teams and individuals responsible for planning, communication, and training– CCSS/PARCC State Implementation Team – Includes district

representatives and LDE staff

– CCSS/PARCC Campus Leadership Teams for each Louisiana college and university

– District superintendents and district CCSS Specialists

– School Training Teams – 3 members including an administrator and content specialists

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Communication Structure


Implementation Plan

• Regular meetings with District CCSS Specialists

• Webinars and Regional Training

– CCSS Math and English Content Training

– Training on Transitional Curriculum and Assessments

• Webinars and Training redelivered to all teachers

• Regional summer institutes for School Training Teams

• Communication plan to reach all stakeholders

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Communication Activities


Curriculum Implementation Plan

ELA and Math Create*

• new Louisiana Comprehensive Curriculum (LCC) to align with CCSS for grades K-1

• transitional LCC for grades 2 and higher

– Delete activities based on GLEs that have no match with CCSS

– Add activities to address new content required by CCSS

2011-12: Current Year

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Social Studies and Science Create*

• new Louisiana Comprehensive Curriculum (LCC) to align new social studies standards

Review • Next Generation Science

Standards (Fall 2012) to determine their appropriateness to replace current Louisiana science standards

* Currently under development



ELA and Math Implement

• new LCC in grades K -1 aligned to ELA and math CCSS

• transitional LCC in grades 2 and higher in ELA and math

Create• new LCC for grades 2 and

higher aligned to ELA and math CCSS

2012-13: Transition Year #1

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Social Studies and Science Implement

• new LCC* in Civics and US History courses (required)

• new LCC* in World Geography, African American Studies, World History (recommended)

Create• new LCC in grades K-12

science*or locally-developed curriculum

Create new PreK integrated curriculum based on CCSS and new social studies and science standards



ELA and Math

Implement • new LCC in grade 2 in ELA

and math

Continue to use • transitional LCC in grades 3

and higher

2013-14: Transition Year #2

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Social Studies and Science

Continue to use• new LCC in Civics and US

History courses (required)• new LCC in World

Geography and World History (recommended)

Implement new PreK integrated curriculum based on CCSS and new social studies and science standards



• Full Implementation at all grades and core content areas– Common Core State Standards in ELA and math– State-revised standards for social studies and science– New LCC for all grades and subjects

2014-15: Full CCSS Implementation

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Group Discussion

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AssessmentsAssessments

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Assessment Transition PlanELA and Math

2011-12: No change to current assessments

2012-13 and 2013-14: Transitional assessments for grades 3-8 and high school• Aligned with transitional LCC • Adjust by using existing items that best

align with CCSS that match GLE– Content focus may change– “Cut scores” and level of difficulty will

remain the same– Omit content that will be discontinued,

emphasize existing content that aligns with CCSS

– New CCSS content will not be added until 2014-15

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Science and Social Studies2011-12: No change to current assessments

2012-13 and 2013-14: • New US History EOC• No change in other social

studies and science assessments (still under consideration)


Assessments

• A group of states working together to develop high-quality assessments for grades 3-12 aligned to Common Core state standards

• Governing states have agreed to implement the new assessments in 2014-15

• Louisiana is a governing state, which also means we have the opportunity to play a significant role in this work

Partnership for Assessment of Readiness for College and Careers (PARCC)

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• PARCC will develop an assessment system composed of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.

– Two summative assessment components designed to• Make “college- and career-readiness” and “on-track” determinations• Measure the full range of standards and full performance continuum• Provide data for accountability uses, including measures of growth

– Two formative assessment components designed to • Generate timely information for informing instruction, interventions, and

professional development during the school year• In ELA/literacy, an additional third formative component will assess

students’ speaking and listening skills

2014-15 PARCC Assessment Plan

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Related InitiativesRelated Initiatives

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Teacher and School Leader Effectiveness

• The Department will work to integrate the implementation of CCSS with Act 54 which will– Require performance at every level of K-12 public education to be

based on student growth and take into account starting points and other variables that might influence actual performance outcomes

– Involve relative measures of effectiveness using value-added model– Require assessments or other measures of educator effectiveness for

grades and subjects not currently tested

• Align professional development on CCSS with work underway to implement Act 54 is critical to ensure that educators receive support necessary to be successful

• Visit http://www.act54.org for more information about Act 54

CCSS and Act 54: Integration of Reforms

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http://www.act54.org/


Successful CCSS Implementation

1. Students enter Kindergarten ready to learn. 2. Students are literate by third grade. 3. Students will enter fourth grade on time. 4. Students perform at or above grade level in English Language Arts

by eighth grade. 5. Students perform at or above grade level in math by eighth grade. 6. Students will graduate on time. 7. Students will enroll in post-secondary education or graduate

workforce-ready. 8. Students will successfully complete at least one year of post-

secondary education. 9. Achieve all eight Critical Goals, regardless of race or class.

Achieving Statewide Critical Goals for Education Through CCSS and Act 54

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E-mail [email protected]

Call Toll Free1-877-453-2721

Need More Information?

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CCSS in the Elementary CCSS in the Elementary Classroom Classroom


Questions to Consider

• How will open-ended problem solving prepare students for future math classes?

• How will the addition of speaking and listening standards shape classroom activities?

• How does analyzing lessons for Common Core alignment help this group of teachers with their own practice?

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Video Discussion

CCSS in the Elementary Classroom

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http://www.teachingchannel.org/videos, Common Core State Standards: Elementary School

http://www.teachingchannel.org/videos


Closing Message

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We Can!

Excerpts from http://www.commoncorearkansas.org/video/ , produced by Arkansas Department of Education

http://www.commoncorearkansas.org/video/

louisiana’s implementation of common core state standards

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