louisiana’s implementation of common core state standards

Louisiana’s Implementation of Common Core State Standards

Louisiana Department of EducationLouisiana Department of Education

Introductory Video

Common Core State Standards: A New Foundation for Student Success

http://www.youtube.com/watch?v=9IGD9oLofks&feature=youtu.be

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Background InformationBackground Information

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Common Core State Standards



• 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 – 42 states, 1 territory, and D.C. have adopted the CCSS as of

2/20/2011

• More information available at www.corestandards.org

What are Common Core State Standards?

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• Identify what students really need to know to progress each year in K-12 and to be successful in college and in the workplace

• Allow more time for teaching foundational content and increase students’ mastery of it

• Allow comparisons of student achievement across states

• Help students keep pace with an advancing workforce

• Prepare students to compete with their American peers and with students from around the world

Why Common Standards?

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• 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

Why CCSS Are Important for Louisiana

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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 Spring 2012– Will be reviewed for appropriateness to replace current Louisiana

science standards; if acceptable, will be adopted in Summer or Fall 2012 to be implemented in 2014-15

• Social Studies Content Standards– Revised by committees of state educators in 2010-11– To be considered by BESE for approval in June 2011– To be implemented in 2014-15

What about Standards for Science and Social Studies?

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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 career

Cross-content literacy integration

ELA taught in collaboration

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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– Explain how a simple machine works (science)– Compare/contrast world events (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

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Current Louisiana GLE CCSS Grade-Specific Standards

Reading and Responding

5. 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 CCSS require higher-level thinking skills (compare/contrast).

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

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Title of TextCurrent Typical

Grade LevelCCSS 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

• Kindergarten – Grade 5– Establishes foundation of using and understanding

whole numbers, fractions, and decimals

• Grades 6-8– Preparation for geometry, algebra, and probability and

statistics

• High School– Emphasis on applying math to solve problems arising

in everyday life, society, and the workplace

Grade-Level Focus Areas

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Mathematics

• Fewer standards at many grade levels– Grade 3: 47 GLEs to 25 CCSS

• Balanced combination of procedural skill and understanding– Requires students to “explain” and “justify” rather than “define”

and “identify”

• Content focuses are established at each grade allowing for more in-depth study of a given topic (see example on next slide)

Characteristics

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Mathematics

Louisiana GLEs CCSS Grade 3Grade 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 Curriculum Activity Activity Modified to meet CCSS

Students in Grade 3 are asked to

• find the perimeter and area of rectangular garden plots

• use grid paper to draw the shapes

• determine unit lengths and the area of each garden by counting squares

Students in Grade 3 will

• connect a rectangle’s area to multiplication of its side lengths

• use areas of rectangles to solve real-world problems

• find the areas of irregular shapes by subdividing into rectangles

• explain their methods of solving and justify their conclusions

Examples of Area Activities

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Mathematics

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Work with your team to

compare and contrast

last year’s GLE’s

with the transitional GLE’s.


Implementation PlanImplementation Plan

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Louisiana Department of EducationLouisiana Department of Education 2222

2012-13 2013-14 2014-15

PreK Current New New

K New New New

Grade 1 New New New

Grade 2 Transitional New New

Grades 3-8 Transitional Transitional New

High School Transitional Transitional New

Implementation Overview

New 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


Curriculum Implementation Plan

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 and 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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AssessmentsAssessments

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Assessment Transition PlanELA and Math

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 Studies

2012-13 and 2013-14:

• New US History EOC

• No change in other social studies and science assessments (still under consideration)


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

•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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• Summative Assessment Components:

– Performance-Based Assessment (PBA) administered as close to the end of the school year as possible.

• ELA/literacy PBA focus - writing effectively when analyzing text

• Mathematics PBA focus - applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

– End-of-Year Assessment (EOY) administered after approx. 90% of the school year.

• ELA/literacy EOY focus - reading comprehension

• Math EOY - composed of innovative, machine-scorable items


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• Formative Assessment Components:

– Early Assessment • indicator of student knowledge and skills • allows instruction, supports, and professional development to be

tailored to meet student needs

– Mid-Year Assessment• performance-based items and tasks

• emphasis on hard-to-measure standards

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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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Student Expectations

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Ultimately, we want to create mathematically proficient students:

“Proficient students expect mathematics to make sense.They take an active stance in solving mathematical problems.

When faced with a non routine problem, they have the ‐courageto plunge in and try something, and they have the procedural and conceptual tools to carry through.

They are experimenters and inventors, and can adapt knownstrategies to new problems.

They think strategically.”- CCSSM

Instructional Shifts in Mathematics

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The new standards support improved curriculum and instruction due to increased

• FOCUS, via critical areas at each grade level

• COHERENCE, through carefully developed connections within and across grades

• CLARITY, with precisely worded standards that cannot be treated as a checklist

• RIGOR, including a focus on College and Career Readiness and Standards for Mathematical Practice throughout PreK-12

The Why: Shift One

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• Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom

• Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

Focus

The Why: Shift Two

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Think connections across grades and links to major topics within a grade.

•Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

•Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

Coherence

Coherence: Links within a grade

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Standard 3.NF.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

If a whole is partitioned into 4 equal parts, then each part is of the whole, and 4 copies of that part make the whole.

Standard 3.MD.4Generate measurement data by measuring lengths using rulers marked with halves

and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

How are these standards linked?

Coherence: Think Across Grades

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Fraction example:“The coherence and sequential nature of mathematics

dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.”

Final Report of the National Mathematics Advisory Panel (2008, p. 18)

3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Example: Draw a point on the number line for 1. Label the point. Be as exact as possible.

5.NF.5 Interpret multiplication as scaling(resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number…

(see task, slide 7)


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7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.

Example: There were 24 boys and 20 girls in a chess club last year. This year the number of boys increased by 25% but the number of girls decreased by 10%. Was there an increase or decrease in overall membership? Explain.

A-CED.1 Create equations and inequalities in one variable and use them to solve problems.Example: Mary paid a total of $16,368 for a car, and you'd like to know the car's list price. Find the list price of the car if your friend bought the car in:

New York, where the sales tax is 8.25%.A state where the sales tax is r .

Fluency

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• Typical definitions include the terms “efficient” and “accurate”

• Lower grade-levels fluencies assist students in developing fluency in high school

• About applying the math that students know to unknown situations and making sense of the problems

The Why: Shift Three

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In major topics, pursue conceptual understanding, procedural skill and fluency, and application

•The CCSSM require a balance of:

–Solid conceptual understanding

–Procedural skill and fluency

–Application of skills in problem solving situations

•Achieving that balance requires equal intensity in time, activities, and resources

Rigor

Standards for Mathematical Practice

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1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Begin implementing these standards in your classroom now.

What does it look like?

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3rd Grade ClassroomPersistance in Problem Solving

https://www.teachingchannel.org/videos/problem-solving-math?fd=1


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5th Grade ClassroomPrecision

http://insidemathematics.org/index.php/standard-6


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8th Grade ClassroomReasoning

https://www.teachingchannel.org/videos/sorting-classifying-equations-

discussion?fd=1

Sample Student Task – 4th Grade

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• Consider these questions

– What concepts and skills are required for students to be successful with this task?

– What cognitive demand level does the task require of the student?

– How is this task different from those that students have experienced in the past?

First work by yourself to solve the problem.

Then check with a partner.

Read the Farmer Fred task

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Example Performance Task 7th Grade

Pizza Crusts task• Consider these questions

– What concepts and skills are required for students to be successful with this task?

– What cognitive demand level does the task require of the student?

– How is this task different from those that students have experienced in the past?

First work by yourself to solve the problem.

Then check with a partner.

louisiana’s implementation of common core state standards

Documents

common standards

louisiana students

prekindergarten standards

louisiana jobs

generation science standards

louisiana educators

ela science content

higher education