LOUISIANA COMMONCORE IMPLEMENTATION

UPDATEJune 2012

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Things I Will Do More Of

Things I Will Do Less Of

General Info

Louisiana Instructional Priorities:Common Core and Compass are

Louisiana’s top instructional priorities, and they are linked in a vision of higher

student achievement.

Common Core represents more rigorous expectations for student learning.

Compass reflects the shifts in instructional practice required to help students meet more rigorous expectations.

Gradual changes to state curriculum & assessments

Grade 2012-2013 2013-2014 2014-2015PK No change

No assessmentTeach CCSS

No assessmentTeach CCSS

No assessment

K Teach CCSSNo assessment

Teach CCSSNo assessment

Teach CCSSNo assessment

Grade 1 Teach CCSSNo assessment

Teach CCSSNo assessment

Teach CCSSNo assessment

Grade 2 Transitional curriculumITBS

Teach CCSSITBS

Teach CCSSITBS

Grades 3 & Up

Transitional curriculumTransitional LEAP & iLEAP

Transitional curriculumTransitional LEAP & iLEAP

Teach CCSSPARCC assessments

Assessment Changes for 2012-2013

ELA – New Writing Prompt

•Focuses on the shift to text-based writing•Narrative writing will not be assessed•Students will use the reading text provided to support their written responses•Includes one or two passages with:

-more emphasis on informational text-length varies by grade level-includes grade-level vocabulary-more testing time to allow students time to read

•Revised Writer’s Checklist•Revised Scoring Rubrics

Assessment Changes for 2012-2013

Math – Fewer Content Areas

•Content coverage will narrow to more closely match the CCSS focus areas.•Math tests will include only items that measure content common to the current GLEs and the CCSS.•Grades 3 and 5 iLEAP: will no longer include an ITBS component•Grade 4: will be grade-level specific rather than grade-span

English/Language Arts Info

INSTRUCTIONAL SHIFTS

• Regular practice with complex texts and its academic vocabulary

• Reading and writing grounded in evidence from the text

• Knowledge is built from content-rich nonfiction and informational texts

Research shows that the single most important factor in post-secondary success is the ability to read and understand complex texts.

What are the implications?

• Better balance between fiction and nonfiction texts

• All teachers will be teachers of reading • Student answers must justified with text

evidence• Much more focus on writing in the content

areas and writing in response to text

What are the implications?

• Less focus on narrative writing• Grade-level texts (and above) are used during

core instruction; instructional level texts used during intervention

• Multiple readings of complex texts• Much less pre-teaching of vocabulary with

limited attention to building prior knowledge

Why use text-dependent responses?

• They champion evidence from text.• Going outside the text privileges

those who have had that experience.• It is easier to talk about our

experiences, but analyzing the text better prepares students for college and career readiness.

• They require teachers to truly read and understand a text before teaching it.

Text Dependent?

Gettysburg Address

• Why did the North fight?• Have you ever been to a funeral or gravesite?• Lincoln says that the nation is dedicated to

the proposition that “all men are created equal.” Why is equality an important value to promote?

Dive deeply

into the book!Don’t chase

butterflies!

Why limit pre-reading activities?

• Multiple readings often make pre-reading unnecessary.

• Pre-reading activities often provide information students can glean on their own from careful reading of the text.

• It’s difficult to wean students from this support.• It’s okay for students to struggle with hard tasks.

How to use text-dependent tasks

• Provide rich, complex texts (above-grade-level read-alouds for K & 1; grade-level read-alongs & above-grade-level read-alouds for grades 2-5)

• At least 80% of should be on text-dependent questions & tasks; all culminating activities should be text-dependent

• First readings should focus on meaning-making; use additional tasks on subsequent readings to address additional standards; focus on connections to self, texts, and world after text is fully analyzed.

Math Info

Key Instructional Shifts in Standards for Mathematics

• Shift One: Focus• Shift Two: Coherence• Shift Three: Rigor in conceptual

understanding, fluency, and application

Focus

• Identify the focus or major work of each grade/course

• Students should have the ability to apply the math they know to solve problems inside and outside the math classroom

Coherence

• Think across the grades and link to major topics within grades

• The standards progress from grade to grade

• Each standard is not a new event, but an extension of previous learning

Rigor

Conceptual understanding, fluency, and application receive equal intensity– Conceptual understanding – teachers support student’s

ability to access concepts from a number perspective so that students are able to see math as more than numbers or discrete procedures

– Procedural skill and fluency – teachers structure class so that class time and homework time allows for practice in the core functions such as single-digit multiplication and access to complex concepts and procedures

– Application – opportunities are provided for apply the mathematical concept

Guiding Questions

• Why is identifying the focus or major work of each grade level important?

• How do we identify the focus or major work as intended by the CCSS?

• What impact does identifying the focus have on planning for instruction?

Important!!!

Students will be tested (high-

stakes) only on grade-level

GLEs

COMMON CORE WEB LINKS

• http://www.doe.state.la.us/topics/gle.html• http://www.corestandards.org/assets/Append

ix_B.pdf• www.betterschoolsla.com• www.achievethecore.org• http://www.sharemylesson.com/• www.readtennessee.org/teachers/common_c

ore_standards• www.explicitinstruction.org • www.teachingchannel.org

Things I Will Do More Of

Things I Will Do Less Of