1. Orientation for the Common Core Standards & PARCC Assessments
General Awareness Webinar
Presented by:
The Louisiana Board of Regents &
Louisiana Department of Education
July 25, 2011

2. Agenda
Welcome – Ollie Tyler (Acting State Superintendent) & Dr. Jim Purcell (Commissioner of Higher Education)
PARCC Assessments
Common Core Standards
English Language Arts (ELA)
Mathematics
Louisiana’s Implementation Plan and Timeline
Upcoming Events and Related Initiatives

3. Welcome Ollie Tyler Acting State Superintendent
Louisiana Department of Education

4. Why PARCC is Important to K-12 Education
Parents, Students, and the Public
PARCC assessments will, for the first time, give information about student performance relative to children in other states and against new common core standards that are anchored in college- and career-ready knowledge and skills.
Teachers, School Leaders, District Administrators, and State Officials
Stakeholders will regularly and quickly have a wider variety of useful performance data.

5. Welcome Dr. Jim Purcell Commissioner of Higher Education
Louisiana Board of Regents

6. Why PARCC is Important to Higher Education
PARCC assessments will identify whether students are ready for and prepared to succeed in entry-level, credit bearing postsecondary courses by the time they graduate from high school.
Teacher Preparation Program Effectiveness
PARCC assessments will be used as part of the Value- Added Teacher Preparation Assessment to examine the effectiveness of teacher preparation programs based upon the achievement of students in grades 4-11.

7. PARCC Assessments PICTURE OF SCOTT NORTON Dr. Scott Norton
PARCC K-12 Lead
Dr. Jeanne M. Burns
PARCC Higher Education Lead

8. Background: Race to the Top Assessment Program Competition
$350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards.
Competition asked consortia to design assessment systems that meet dual needs of accountability and instructional improvement.
In September 2010, the U.S. Department of Education awarded two grants:
Partnership for Assessment of Readiness for College and Careers (PARCC)
Smarter Balanced Assessment Consortium (SBAC)
The winning consortia have four years to develop assessments systems

9. Overview: PARCC Assessments
K-12 leaders and higher education system and institutional leaders in twenty-five states elected to participate in the Partnership for Readiness for College and Careers (PARCC).
These states have agreed to collaborate on the development of college-ready assessments given in high school that can be used to signal whether students have acquired the prerequisite knowledge and skills for entry-level credit- bearing postsecondary courses. Teachers, parents, and students will know whether or not students are college ready by the end of high school, and, critically, whether they are “on-track” to college readiness in earlier grades.
The new assessments will be ready for field-testing in and for full statewide administration by

10. PARCC States
Governing State
Participating State

11. PARCC States 13 Governing States 12 Participating States Arizona
Arkansas
District of Columbia
Florida (Fiscal Agent)
Georgia
Illinois
Indiana
Louisiana
Maryland
Massachusetts
New York
Rhode Island
Tennessee
12 Participating States
Alabama
California
Colorado
Delaware
Kentucky
Mississippi
New Jersey
North Dakota
Ohio
Oklahoma
Pennsylvania
South Carolina

12. Higher Education: Key PARCC Partner
200 postsecondary systems and institutions across all 25 PARCC states – representing nearly 1,000 campuses – committed as partners.
Role of Higher Education:
Partner with K-12 to develop college-ready high school assessments in English and mathematics.
Guide long-term strategy to engage all colleges and universities in PARCC states.
Lay groundwork for implementation of college-ready high school assessments as valid placement instruments for credit-bearing courses.
Ultimately, PARCC college-ready assessments will help many more students enter colleges better prepared – and much more likely to persist in and complete degree and certificate programs.

13. Assessment System Design
More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.
Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing.
Maximize Technology: PARCC assessments in most grades will be computer based.
Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

14. Intended Outcomes States in PARCC will use the common assessments to:
Report achievement results based on a clear definition of college and career readiness, so students will know if they are on track early enough to make adjustments.
Compare results against a common high standard for readiness shouldn’t differ across states or income levels.
Help make accountability policies better drivers of improvement by basing them on more sophisticated and meaningful assessments.
Promote good instruction by providing teachers useful, meaningful and timely information, which will help them adjust instruction, individualize interventions, and fine-tune lessons throughout the school year.

15. PARCC Timelines Sept. 2011 Development phase begins Sept. 2012
First year field testing and related research and data collection begins
Sept. 2013
Second year field testing begins and related research and data collection continues
Sept. 2014
Full administration of PARCC assessments begins
Oct. 2010
Launch and design phase begins
Summer 2015
Set achievement levels, including college-ready performance levels

16. Assessments Proposed PARCC Assessment System Structure
*Under Consideration*
Two Optional Assessment Components – administered at the beginning and middle of the year to provide vital information about student performance and progress throughout the year.
Two Summative Assessment Components – administered toward the end of the year that could be used for accountability purposes.
Students’ knowledge and understanding to be assessed using a variety of innovative item types
Assessments for grades 6-12 are targeted to be administered via computer with those in grades 3-5 administered via paper and pencil (in the short term)
: Item try-outs, followed by field testing of forms
The proposed PARCC Assessments Structure is based on a series of assessments rather than just one. In this proposal, students would be assessed about once each 9 weeks. Assessments will include a variety of methods such as writing a short response to a question, justifying an answer, or performing some type of task.
Note that assessments for grades 6 and higher will be computerized tests. For now, assessments in grades 3-5 will be pencil and paper.
All items will be tested by giving them to students and determining how well they do on each one. This is called field testing.

17. Setting College Ready Performance Standards
To set college-ready performance standards on the high school assessments, PARCC will used evidence from research such as:
Concurrent validity studies that compare performance on PARCC assessments with SAT, ACT, Compass, Accuplacer and other similar assessments.
Predictive validity studies that document the relationship between performance on PARCC assessments and subsequent performance in first year courses.
Judgment studies by postsecondary faculty rating the importance of specific standards and test items for success in first year courses they teach.
Alignment studies that examine the relationship between content and student work in first year courses and what PARCC assessments measure.

18. Higher Education Working Groups
Include faculty from mathematics, English, composition, and other relevant disciplines.
Participate in all aspects of test development, including developing test specification and participating on test development committees.
Participate in a robust, research-based process to set the college-ready achievement levels.
Include representatives from Louisiana:
Higher Education Mathematics Content Representative: Dr. Frank Neubrander (Louisiana State University)
Higher Education English Content Representative: Dr. Bernard Gallagher (Louisiana State University at Alexandria)
PARCC Campus Leadership Teams

19. College Ready Advisory Committee
Will work with PARCC Governing Board to shape the consortium’s strategy for working with higher education systems, institutions, and K-12 to ensure development of college readiness assessments;
Will guide the overall vision for higher education’s role in the consortium and serve as a voice representing the postsecondary education in PARCC; and
Will develop a strategy for advocating for a common college ready standard and its use as a valid indicator of college readiness for first-year, credit-bearing courses by all colleges and universities across PARCC consortium states.
Membership will be nationally recognized and respected leaders in higher education, e.g., higher education system leaders, chancellors/presidents, of 2- and 4-year colleges and universities, and representatives of national higher education organizations.
Dr. E. Joseph Savoie, President, University of Louisiana at Lafayette will represent Louisiana on the College Ready Advisory Committee.

20. Louisiana Transition Plan
Summary of Transition Plan for Louisiana Assessments
No change to current assessments in
Transitional assessments for grades 3-8 and high school in and
Aligned with transitional LCC
Adjust ELA and math assessments by using existing items that best align with CCSS
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
Assessments will not change for
Beginning in as we phase in new standards and a new curriculum, we will use “transitional” assessments to begin emphasizing current content that will remain in the CCSS, and eliminating content that will not be included in the CCSS.

21. Questions About PARCC Assessments

22. Common Core Standards Nancy Beben, Director
Division of Curriculum Standards
Scott Norton, Asst. Superintendent
Standards, Assessments, and Accountability

23. What are 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
Define “content standards” and give examples. Note that the term GLEs is being used to mean “standards” in this presentation as GLEs and Common Core State Standards are both grade-specific standards.

24. Louisiana Content Standards
Overview
Current state education policy requires regular review and revision to Louisiana content standards “to maintain rigor and high expectations for teaching and learning”
Must be reviewed at least once every seven years (BESE Bulletin 741, §2301 C)
Approved by Board of Elementary and Secondary Education (BESE)
: Standards and Benchmarks
2004: Grade-Level Expectations (GLEs)
2010: Common Core State Standards (CCSS) for English language arts (ELA) and mathematics
State education policy requires regular review and revision of standards, with the requirement that the review occur at least once every 7 years.
Louisiana’s current standards and benchmarks were developed in These were amended by adding Grade-Level Expectations in 2004.
In 2010, BESE approved the use of Common Core Standards which will replace our current standards/GLEs in

25. Implementing Standards
State Law and BESE Policy
State Law – R.S. 17:24.4
Instituted LEAP and required the Louisiana Department of Education to develop and implement curriculum standards
Applies to traditional public schools and charter schools
BESE Policy – Bulletin 741, Section 2301
Requires each local school district and charter school to adopt and implement curricula aligned with state content standards
Implementing curriculum aligned with state standards
Is mandatory
Necessary to ensure that students are being taught in accordance with state content standards
Allows students the opportunity to do well on state assessments
Implementation of standards via a curriculum aligned with state standards is mandatory for both traditional public schools and charter schools
Alignment of content (standards) with classroom instruction (curriculum) and assessments allows all students the opportunity to perform well on state assessments.

26. Common Core State Standards
What are 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
The remainder of this presentation is on Common Core State Standards, sometimes referred to as CCSS.
Common Core State Standards
-----similar to our state standards (GLEs) in that they are content standards (i.e., standards that indicate what a student know and be able to do in a specific grade or course or at the end of some time period) and are identified by grade.
-----different in that they were developed by representatives of several states rather than by Louisiana alone.
______It should be noted that Louisiana educators were second in the nation in providing feedback on the standards during their development. Additionally, LDE staff served on work groups during the development of these standards..
______This work was coordinated by staff at the National Governors Association and the Council of Chief State School Officers (CCSSO).
______ Explain that the CCSSO is an organization made of up agency heads from State Departments of Education. Louisiana Superintendent of Education Paul Pastorek is a member of this group.
-----Adoption of the Common Core standards is a state decision; adoption is not a federal mandate.
______ The number of states adopting CCSS changes frequently. The most recent numbers are provided on slide.
----- The corestandards.org website is a valuable resource for information about the Common Core State Standards. The Standards are also posted on this site.

27. Common Core State Standards
Why Common Standards?
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
This slide provides a few of the reasons for the creation of a set of standards to be used by many states.
States (including Louisiana) identified a specific need to know what should be required of students at each grade K-12 so that students not only show progress each year, but also are ready for college or the workplace.
Other reasons for using CCSS are provided in the remaining bullets. Review them.

28. Common Core State Standards
Characteristics
Based on evidence and research
Aligned with college and workplace expectations
Endorsed by Dell, State Farm, U.S. Army, Microsoft, ACT, College Board, Merck, Verizon Communications, Boeing
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
This slide shows some of the important characteristics of the CCSS.
CCSS standards are the result of evidence and research about how students learn.
Because the CCSS will help students meet college and workplace entrance requirements, the standards have received endorsement from a variety of groups – from test developers of the ACT and SAT to insurance and pharmaceutical companies, high tech industries, and the military. Examples are provided.
Rather than studying a little about a topic each year, the CCSS allows students to spend more time on a topic for greater understanding.
The standards indicate a progression of skills –what is required in one grade serves as the foundation for learning in the next grade. Research has shown that placement of skills at specific grades matches the abilities of students at these grades.
The CCSS are more rigorous and require students to think more critically. You’ll see evidence of this in the ELA and math section of this presentation.
Many of the standards are placed in a grade based on where a topic is taught in countries that do well on tests that are administered internationally. This grade placement is called International Benchmarking.

29. Common Core State Standards
Why CCSS Are Important for Louisiana
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 2010
2 Louisiana Workforce Commission, 2009 Job Vacancy Survey
3 Southern Regional Education Board Fact Book on Higher Education, 2009
4 LDOE First-Time Freshmen and Developmental Rates, Public School Data,
About 60% of the jobs nationwide will require postsecondary education by 2018.
Statistics in bullet 2 are from the 2009 Job Vacancy Survey conducted by the Louisiana Workforce Commission.
Louisiana has one of the lowest rates in retaining students once they enter college; thus creating one of the lowest college graduation rates when compared with other Southern states and states across the nation. Too many students need remediation in courses taken at the college level.

30. Common Core State Standards
Grade Levels and Content
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
Make note that Common Core State Standards were written for only ELA and math in grades K-12. They are rooted in “College and Career Ready” standards – those standards needed to ensure that students are prepared for post-secondary education or the world of work.
PreK standards aligned to CCSS were written by committees of LA teachers.
While ELA addresses literacy in Social Studies, Science, and Technical Subjects, there are no Common Core State CONTENT Standards for Social Studies or Science. Content standards in Science and Social Studies will be discussed in just a minute.

31. Common Core State Standards
What about Standards for Science and Social Studies?
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 to be implemented in
Social Studies Content Standards
Revised by committees of state educators in
To be considered by BESE for approval in June 2011
To be implemented in
This slide shows the status of content standards for Science and Social Studies.
Note that Science and Social Studies standards referenced in the CCSS are literacy standards. As indicated earlier, content standards for Science and Social Studies are not included in the CCSS and their development is the responsibility of states.
Science standards are being developed with input from many groups in a manner similar to the CCSS in ELA and math. We will wait to review these standards, called Next Generation Science Standards, and then determine how we might use them at the state level.
The Louisiana Social Studies Standards are in the final stages of revision. These were revised by committees of state educators. They will be implemented in

32. Common Core State Standards
English Language Arts

33. Shift in Instructional Emphasis
English Language Arts
Shift in Instructional Emphasis
Current Classroom
Focus on literature (fiction)
Literary skills (identifying terms and devices like theme)
ELA taught in isolation
Common Core Classroom
Informational texts prepare for college and career
Cross-content literacy integration
ELA taught in collaboration
The CCSS represents a significant shift instructional focus in classrooms. The traditional English classroom is typically focused on reading literature such as poetry and Shakespeare.
To better prepare students for college and a career, the core standards indicate the importance of also reading, understanding, and responding to historical, scientific, and technical text.
This integration of literacy across the content areas encourages all teachers to collaborate to better prepare students for postsecondary success.
The ELA CCSS represent an opportunity for integration and collaboration in a school.

34. English Language Arts CCSS in ELA: Key Ideas
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)
College and Career Readiness Standards for ELA were written first. The committee of writers then identified the things that students should know and be able to do at each grade level to attain the College and Career Readiness standards. These are the K-12 Standards. You can think of the K-12 Standards as “steps to achieving the CCR standards”. Strands covered are Reading, Writing, Speaking and Listening, and Language.
Note: There are Louisiana GLEs for Speaking and Listing, but they are not assessed on the state assessments. Speaking and Listening will be part of the Common Core Assessments, so more there will need to be more focus on this strand in the classroom than might exist now.
Reading and writing integrated across content areas increases the opportunity and the need for more collaboration as well as creating shared responsibility for developing literacy in students.

35. CCSS in ELA: Key Ideas Continued
English Language Arts
CCSS in ELA: Key Ideas Continued
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
Reading and writing integrated across content areas increases the opportunity and the need for more collaboration and shared responsibility within a school for developing literacy in students. An example of the way that literacy skills will be used in science, social studies and math are provided. There is also an emphasis on the teaching of academic vocabulary in all subjects.
The CCSS expect students to independently read and understand texts that are more challenging than traditionally used in the classroom.
While college reading material has maintained or increased its complexity, reading materials in K-12 have become less complex and easier to read. The reading difficulty level of workplace material is also often greater than that required of Grade 12 students.
The standards indicate that students should be able read subject area texts for the purpose of gaining information.
Standards are designed to develop students’ proficiency in literacy such that they will gradually become College and Career Ready and possess the knowledge and skills necessary to successfully enter post-secondary education or the world of work.

36. CCSS Grade-Specific Standards
English Language Arts
Grade 4 Standards Examples
Current Louisiana GLE
CCSS Grade-Specific Standards
Reading and Responding
Identify a variety of story elements, including:
c. first- and third-person points of view (ELA-1-E4)
Literature: Craft and Structure
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Similarities exist between GLEs and CCSS, but CCSS require higher-level thinking skills (compare/contrast).
This slide shows Louisiana GLEs in Grade 4 ELA and related Common Core State Standards at the same grade. Notice that there are similarities in content (orange font), but differences in expectations as noted by verbs (in blue font).
The next slide shows that students are expected to read more challenging texts in earlier grades.
Reading texts suggested by CCSS are more challenging than those traditionally used. See next slide for examples.

37. Current Typical Grade Level CCSS Suggested Grade Level
English Language Arts
Examples of Grade-Level Assignments of Literature
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
“Casey at the Bat”
Grade 8
“Eleven”
Grade 10
Grades 6, 7, or 8
The Tragedy of Macbeth
Grade 12
Grades 9 or 10
Even if one is not familiar with the specific pieces of literature, CCSS recommends that students read texts at grades lower than the grade level in which the same text is typically read in Louisiana. For example, the poem, “Casey at Bat”, is typically read in Grade 8 now. Under CCSS guidelines, the same poem is recommended for grades 4 or 5.

38. Common Core State Standards
Mathematics

39. Mathematics Overview 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
The Common Core State Standards in Mathematics have two sections:
_________1) Standards for Mathematical Practice
_________2) Standards for Mathematical Content
The Math Practice Standards describe mathematically proficient students. Two examples of mathematically proficient students include:
----Making sense of a problem and persistence in trying to find the solution by trying different methods.
----Knowing when and under what circumstances to use a specific tool to solve a problem (pencil/paper, mental calculation, calculator, computer software).
The Math Content Standards are presented in different formats depending on the grade level.
----Standards in grades K-8 are divided by grade level.
----High school standards are organized by theme, or as some would refer to them, by strand.
The Appendix for the Math CCSS provides sample course guides in which each course is assigned some of the standards from each theme or strand.
*****The Department will identify which standards are to be included in Algebra I, Geometry, and Algebra II.

40. Grade-Level Focus Areas
Mathematics
Grade-Level Focus Areas
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 every day life, society, and the workplace
Each grade has a limited number of critical concepts to target. These are called focuses. The chart above shows the main focuses for each grade cluster in mathematics.
Review content of slide.

41. Mathematics Characteristics 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)
Review the content of this slide.

42. Example Standards Related to Area
Mathematics
Example Standards Related to Area
Louisiana GLEs
CCSS Grade 3
Grade 3, GLE 23
Find 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 25
Use estimates and measurements to calculate perimeter and area of rectangular objects in U.S. and metric units.
Grade 4, GLE 26
Estimate 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.
This shows how the study of area is found in more than one grade in the current LA content standards, but is a topic of focus in Grade 3 in the CCSS. Note that the concept of area is also tied to basic operations of multiplication and addition. Basic operations are critical goals for grades K-5.
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.

43. Current Curriculum Activity Activity Modified to meet CCSS
Mathematics
Examples of Area Activities
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
In the CCSS, grade 3 students have more opportunities and time to understand area and how to apply it. They connect the formula for area to multiplication and then apply the formula in different ways.

44. Common Core State Standards
Implementation Plan

45. Implementation Overview
New curriculum and assessments will be phased in over several years.
PreK
Current
New K
Grade 1
Grade 2
Transitional
Grades 3-8
High School

46. Currently Underway (Spring 2011)
Implementation Plan
Currently Underway (Spring 2011)
Create crosswalk document between CCSS and current Louisiana standards (completed)
Analyze crosswalk at each grade level (in progress, target completion in Summer 2011)
Develop grade-level content comparisons to determine what content will remain the same, be added, or be deleted
Determine which CCSS can be phased in prior to full implementation
Develop and deliver General Awareness Sessions
General Overview (Awareness Webinar 1)
Crosswalk and Grade-Level Content Comparison Reports (Awareness Webinar 2) – Summer/Fall 2011
Additional webinars and communications as needed
LDOE has developed a crosswalk to document changes between current GLEs/standards and CCSS. Crosswalks are currently being used to identify what content stays the same, is added, and is to be deleted at each grade level. We are also using this information to determine the best way to phase in the implementation of the CCSS over a 2 year period.
The crosswalks and grade-level information will be presented in a second webinar specifically for educators

47. Going Forward: An Overview
Implementation Plan
Going Forward: An Overview
One development year ( ), followed by a 2-year transition to CCSS ( and )
Updating the Louisiana Comprehensive Curriculum
Transitional curriculum (2-year phase-in of CCSS)
New curriculum (full alignment to CCSS)
Professional development on curriculum and instructional strategies (e.g., formative assessment)
Earlier implementation of CCSS in grades PreK-2
will be a very important and busy year as we begin our transition to CCSS.
The Louisiana Comprehensive Curriculum will serve as a way to help teachers interpret the meanings of the Common Core Standards as well as the revised Social Studies state standards.
Extensive professional development based on the Comprehensive Curriculum is planned. The Department will discuss rollout plans with districts in the upcoming school year.
Workshops will be delivered by the Literacy and STEM Goal Offices on critical content focuses of the CCSS. Also to be addressed are formative assessment as it relates to CCSS and enhancements to EAGLE.

48. Implementation Plan 2011-12: Development Year
Create new Louisiana Comprehensive Curriculum (LCC) to align with
CCSS in ELA and mathematics for grades K-1
New Social Studies standards in grades K-12
Create 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
Create LCC Professional Development Workshops and plan with districts for rollout of both transitional and new LCC
Review New Generation Science Standards (Spring 2012) to determine their appropriateness to replace current Louisiana science standards
Begin a voluntary district pilot program on the use of formative assessment performance tasks in ELA and math to guide their inclusion in the LCC and professional development
The Department will be creating a NEW curriculum in ELA and math for grades K-1 and for Social Studies in Grades K-12.
We will also create a TRANSTIONAL curriculum to be used during the phase-in period of the CCSS.
The Louisiana Comprehensive Curriculum will serve as a way to help teachers interpret the meanings of the Common Core Standards as well as the revised Social Studies state standards.
Extensive professional development based on the Comprehensive Curriculum is planned. The Department will discuss rollout plans for both the transition and new curricula with districts in the upcoming school year.
Workshops will be delivered by the Literacy and STEM Goal Offices on critical content focuses of the CCSS. Also to be addressed are formative assessment as it relates to CCSS and enhancements to EAGLE.
Review last two bullets.

49. Implementation Plan 2012-13: Transition Year #1
Implement new LCC aligned to ELA and math CCSS in grades K-1
Implement transitional LCC in ELA and math for grades 2 and higher
Begin professional development workshops on the new LCC using a train-the-trainer model
Note that the implementation is being phased in.
The switch to common standards in grades K-1 will occur in , followed by 2nd grade in
For grades 3-12, school year will be the first transition year. The Department will indicate which CCSS will be phased as part of the development of its Transition Plan.
Professional development on the Louisiana Comprehensive Curriculum will be implemented beginning in

50. Implementation Plan 2013-14: Transition Year #2
Implement new LCC aligned to ELA and math CCSS in grades PreK and 2
Continue
Use of transitional LCC in grades 3 and higher
LCC professional development for teachers
Implementation of CCSS occurs in PreK and 2nd grade in Students who are enrolled in as 2nd graders will be assessed on CCSS in as 3rd graders, when CCSS are fully implemented at all grades.
For grades 3-12, school year is the second transition year. The Department will indicate which CCSS will be phased as part of the development of its Transition Plan.
Professional development on the Louisiana Comprehensive Curriculum will continue in

51. 2014-15: Full CCSS Implementation
Implementation Plan
: Full CCSS Implementation
Full Implementation at all grades
Common Core State Standards
State-revised standards for social studies and science
New LCC for all grades and subjects
LCC professional development continues for teachers
The transition phase will end. CCSS will be fully implemented in all grades in

52. Upcoming Events and Related Initiatives
Common Core State Standards
Upcoming Events and Related Initiatives

53. Upcoming CCSS Events Beginning Spring 2011
Establish a CCSS Portal on the LDOE Website
CCSS in Word and Excel formats
Webinars
Workshop materials
Resources for implementing CCSS
Opportunities for feedback
Opportunities to be involved in transition activities
Additional Awareness Sessions
Share and interpret crosswalks and Grade-Level Content Comparison Reports
Transition Plan
Content-specific sessions to assist districts with implementation
Review slide.

54. Teacher and School Leader Effectiveness
CCSS and Act 54: Integration of Reforms
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 for more information about Act 54

55. Successful CCSS Implementation
Achieving Statewide Critical Goals
for Education Through CCSS and Act 54
Students enter Kindergarten ready to learn.
Students are literate by third grade.
Students will enter fourth grade on time.
Students perform at or above grade level in English Language Arts by eighth grade.
Students perform at or above grade level in math by eighth grade.
Students will graduate on time.
Students will enroll in post-secondary education or graduate workforce-ready.
Students will successfully complete at least one year of post-secondary education.
Achieve all eight Critical Goals, regardless of race or class.
The Common Core State Standards have as strong connection to the 9 Critical Goals outlined above. The successful implementation of the CCSS is critical to the attaining these goals. We know that with your help we’ll meet these goals.

56. Questions About
Common Core Standards

57. Common Core State Standards
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