The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include: - Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas. - Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span. - Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.

1. Michelle L. Williams
East Feliciana Parish Schools

2.  Include only items that measure content
common to the current grade-level
expectations (GLEs) and the Common Core
State Standards (CCSS)
 Content coverage will narrow to more closely
match the CCSS focus areas.
 Level of test difficulty will be comparable to
current tests.
 “Cut scores” will remain the same.
 New CCSS content will not be added until
2014-2015

3.  Math tests will include only items that measure
content common to the current grade-level
expectations (GLEs) and the CCSS.
 Grades 3, 5, 6, and 7 iLEAP : To better align with
CCSS, the math tests will no longer include the
Iowa Test of Basic Skills (ITBS).
 Grades 4 and 8 LEAP: The math tests will be grade-
level specific, rather than grade-span assessments.
 Content coverage will narrow to more closely
match the CCSS focus areas.

4. Grade Ratio/Proportion/ Number Measurement/Data/
Algebra System Geometry
6 40% 40% 20%
7 60% 25% 15%
8 60% 15% 25%

5. Content Area Expressions Linear Functions Number
and Relationships System,
Equations Measurement,
and Data
Algebra 20% 25% 35% 20%
Geometry Proportion/ Measurement /Data
Algebra
Geometry 60% 25% 15%

6. English
Language Social
Grade Level Arts Mathematics Science Studies
6th 2 2 1 1
7th 2 2 1 1
8th 2 2 1 1

7. ACT Average EOC
Graduation Index Cohort Graduation
25% 25%
25% 25%

8. 2012-2013 Concerns
CCSS
Teach from the CCSS
• Gaps in student learning
1. Grades 6-12 •Rigor
2. Class of 13’ & 14’ will not be •Student background knowledge
effected by full implementation •Materials
3. Teachers will have 2 years to •Activities
prepare for full implementation •Curriculum Maps

9.  Vertical alignment of curriculum is planning
curriculum across the grade levels, from
Kindergarten through high school, building
upon instruction based upon standards.
 Correct vertical curriculum alignment
improves student performance by decreasing
the amount of instructional time consumed
with re-teaching concepts

10. • A strong foundation K-5, students are provided hands on learning in geometry, algebra and
probability and statistics. Students who have completed 7th grade and mastered the content
K-5 and skills through the 7th grade will be well-prepared for algebra in grade 8.
• The middle school standards are robust and provide a coherent and rich preparation for
high school mathematics.
6-8
• Students practice applying mathematical ways of thinking to real world issues and
challenges; they prepare students to think and reason mathematically.
9-12 • Set a rigorous definition of college and career readiness by helping students develop a
depth of understanding and ability to apply mathematics to novel situations

11. Conceptual
Understanding
Procedural Skill

12. 6.EE.9- Use variables to represent two quantities in a real-world problem that
change in relationship to one another; write an equation to express one
quantity, thought of as the dependent variable, in terms of the other
quantity, thought of as the independent variable. Analyze the relationship
between the dependent and independent variables using graphs and tables,
and relate these to the equation.
7.EE.4-Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
8.F.4-Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output. Compare properties of two functions
each represented in a different way (algebraically, graphically, numerically in
tables, or by verbal descriptions)

13. Essential Question: What can we learn about
the circumference of a circle as a function of
its diameter?
Objective: The learner will recognize that the
table, graph and rule assign a value to pi and
that pi and that the slope equals pi
Materials: rulers, cans or
containers, paper, and markers
Prerequisite skills: proportional
reasoning, function concept

14. Use functions to model relationships between
quantities.
 8.F.4 Construct a function to model a linear relationship between
two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y)
values, including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table
of values

15. 1. Work in groups of 4
2. Each person is assigned a responsibility
3. Materials are located on one table, once
you’re finished return all materials
Responsibilities- Time
Manager, Reader, Materials
Manager, Presenter/Writer

16.  Make sense of the problems and persevere in
solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the
reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated
reasoning.

17. John Van de Walle, “It is both a qualitative and
quantitative process”.
Qualitative Quantitive
Process Process
relationships evaluate
analysis is
assigns
based on
value
observations

18. Proportional
Reasoning
Algebra I
6th Grade
Describe
Conceptual
Relationships
8th Grade
7th Grade Geometry
Make Prove Theorems
Analyze
Connections Similarity

19. Preoperational- occurs between ages of 2-6 years.
Students use symbolic thinking
Concrete Operational-occurs between ages of 7-12
years. Students’ thought processes become
organized and integrated with one another. Logical
processes become more developed and are able to
handle more complex problems.
Formal Operational -begins at 12 years and lasts
into adulthood. Students develop the ability to
think about abstract concepts.

20. ● Group the rectangles into three groups of
four rectangles and an odd one out.
● Discuss reasons for groupings.
● Measure and record the sides of each
rectangle, calculate ratios for short to long
sides for each one.
● Draw a graph plotting length against width.

21. G-CO.12Make Geometric Constructions
 Make formal geometric constructions with a variety of
tools and methods (compass and
straightedge, string, reflective devices, paper
folding, dynamic geometric software, etc.).
 Copying a segment; copying an angle; bisecting a
segment; bisecting an angle; constructing perpendicular
lines, including the perpendicular bisector of a line
segment; and constructing a line parallel to a given line
through a point not on the line.
 Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.

22.  6.G.4-Represent three-dimensional figures using nets made
up of rectangles and triangles, and use the nets to find the
surface area of these figures. Apply these techniques in the
context of solving real-world and mathematical problems.
 7.G.6-Solve real-world and mathematical problems involving
area, volume and surface area of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons,
cubes, and right prisms.

23. Essential Question: How can you measure how
much cardboard it takes to make a net for a
box?
Objective: The learner will develop a definition
for surface area
Materials: rulers, blackline master, comic strip
(AIMS), scissors, tape
Prerequisite skills: area and counting
centimeter grids to calculate area

24.  Make sense of the problems and persevere in
solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the
reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated
reasoning.

25. Michelle Williams
Master Teacher
miwilliams@efpsb.k12.la.us