LOUISIANA COMMON
CORE IMPLEMENTATION
UPDATE
June 2012
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No liability whatsoever is accepted for any damages arising
from reliance upon information contained in these pages.
Things I Will
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Things I Will
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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
2014-2015
PK
No change
No assessment
Teach CCSS
No assessment
Teach CCSS
No assessment
K
Teach CCSS
No assessment
Teach CCSS
No assessment
Teach CCSS
No assessment
Grade 1
Teach CCSS
No assessment
Teach CCSS
No assessment
Teach CCSS
No assessment
Grade 2
Transitional curriculum
ITBS
Teach CCSS
ITBS
Teach CCSS
ITBS
Grades 3
& Up
Transitional curriculum
Transitional curriculum
Transitional LEAP & iLEAP Transitional LEAP & iLEAP
Teach CCSS
PARCC 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 postsecondary 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 (highstakes) only on
grade-level
GLEs
COMMON CORE
WEB LINKS
• http://www.doe.state.la.us/topics/gle.html
• http://www.corestandards.org/assets/Appendix_
B.pdf
• www.betterschoolsla.com
• www.achievethecore.org
• http://www.sharemylesson.com/
• www.readtennessee.org/teachers/common_core
_standards
• www.explicitinstruction.org
• www.teachingchannel.org
Things I Will
Do More Of
Things I Will
Do Less Of