Why are people so upset about Common Core?

[Anonymous]

http://www.huffingtonpost.com/mark-bertin-md/when-will-we-ever-learn_b_4588033.html

When Will We Ever Learn: Dissecting the Common Core State Standards With Dr. Louisa Moats

"Dr. Louisa Moats, the nationally-renowned teacher, psychologist, researcher and author, was one of the contributing writers of the Common Core State Standards (CCSS).

...

"Dr. Moats: I never imagined when we were drafting standards in 2010 that major financial support would be funneled immediately into the development of standards-related tests. How naïve I was. The CCSS represent lofty aspirational goals for students aiming for four year, highly selective colleges. Realistically, at least half, if not the majority, of students are not going to meet those standards as written, although the students deserve to be well prepared for career and work through meaningful and rigorous education.

Our lofty standards are appropriate for the most academically able, but what are we going to do for the huge numbers of kids that are going to "fail" the PARCC (Partnership for Assessment of Readiness for College and Careers) test? We need to create a wide range of educational choices and pathways to high school graduation, employment and citizenship. "

[Anonymous]

Anonymous wrote:

Anonymous wrote:
It's not bad, but if your child has dysgraphia or any learning disability around writing, all of a sudden, every part of the curriculum is cut off for them. Common Core makes no allowances for those with disabilities.

That's what the term "standard" means. The Common Core State Standards are what every child should be able to do by the end of the year.

Yes, if your child has a learning disability, then he or she very likely will have trouble reaching that standard. That's pretty much the definition of the term "learning disability". If the dysgraphia is severe, he or she should qualify for an IEP or 504 plan and should be able to get osme accommodations on the PARCC end of year tests; however, bottom line if the IEP should have a plan to give your child extra help and different instruction with the goal of having your child MEET the standard within a certain number of years.

The goal is to have children catch up to the standard, through individual intensive instruction if need be. Not to pretend there isn't a standard, and never have some children learn to read and write properly.

How little you know.

Because the "standards" were slapped together, there's almost no allowances for children with special needs. They are tested at their grade level, regardless if they have ever been taught the material. Regardless if it is 8 or 15 levels above their reading level -- or whether they can read at all. They are given more time, yes, more time to melt down and freak out and bang their heads against the table saying "I'm stupid" and vomit all over their tests. This has also happened with every state that has tested their kids on Common Core, no matter which test they used.

There are only exemptions for 1 percent of students from grade-level Common Core tests. You can't write it out with their IEPS. Test proctors who are in classes with children with autism and learning disabilities are calling it state mandated child abuse. As a parent, try to opt our your child in many states, and you are threatened. Keep them home, the test them when they get back.

[Anonymous]

How is this different from the current testing situation with the MSAs?

[Anonymous]

Anonymous wrote:
Because the "standards" were slapped together, there's almost no allowances for children with special needs. They are tested at their grade level, regardless if they have ever been taught the material. Regardless if it is 8 or 15 levels above their reading level -- or whether they can read at all. They are given more time, yes, more time to melt down and freak out and bang their heads against the table saying "I'm stupid" and vomit all over their tests. This has also happened with every state that has tested their kids on Common Core, no matter which test they used.

There are only exemptions for 1 percent of students from grade-level Common Core tests. You can't write it out with their IEPS. Test proctors who are in classes with children with autism and learning disabilities are calling it state mandated child abuse. As a parent, try to opt our your child in many states, and you are threatened. Keep them home, the test them when they get back.

The Common Core standards have hardly been "slapped together". People have been working on them for several years at least.

They are high standards, so it is very likely that kids with learning disabilities won't be able to reach them. What would you prefer to see -- something like the Alt-Msa created for kids who can't reach the standards? Or just exempt special ed students entirely from testing?

My great concern is that when I began teaching, many children were simply considered exempt from tests... and thus, didn't get taught. Their scores didn't show up for teacher accountability and as a result, teachers just didn't worry much about making sure those students got caught up. Also, they were special ed, so how could you expect them to catch up?

[Anonymous]

Anonymous wrote:
"Dr. Moats: I never imagined when we were drafting standards in 2010 that major financial support would be funneled immediately into the development of standards-related tests. How naïve I was. The CCSS represent lofty aspirational goals for students aiming for four year, highly selective colleges. Realistically, at least half, if not the majority, of students are not going to meet those standards as written, although the students deserve to be well prepared for career and work through meaningful and rigorous education.

Our lofty standards are appropriate for the most academically able, but what are we going to do for the huge numbers of kids that are going to "fail" the PARCC (Partnership for Assessment of Readiness for College and Careers) test? We need to create a wide range of educational choices and pathways to high school graduation, employment and citizenship. "

Wow, Dr. Moats -- way to give up on half the kids in the country! So we should admit we have a two tier educational system? Let's call the Common Core kids the "TAG" or "G/T Selective College" kids, and for the other 50% (we'll call them something like "regular Core" we will reduce the standards to something more achievable?

And we'll start with 3rd grade, because God forbid kids get challenged early on. Select the kids who have the cognitive capacity to master the Common Core early, and have special classes just for them?

Is that what she wants?

[Anonymous]

The goal is to have children catch up to the standard, through individual intensive instruction if need be. Not to pretend there isn't a standard, and never have some children learn to read and write properly.

So, who is going to pay for all this one on one instruction? Who is going to bring all these children up to the standard? Have you ever taught first graders who have never been read to before?

[Anonymous]

Wow, Dr. Moats -- way to give up on half the kids in the country! So we should admit we have a two tier educational system? Let's call the Common Core kids the "TAG" or "G/T Selective College" kids, and for the other 50% (we'll call them something like "regular Core" we will reduce the standards to something more achievable?

And we'll start with 3rd grade, because God forbid kids get challenged early on. Select the kids who have the cognitive capacity to master the Common Core early, and have special classes just for them?

Is that what she wants?

Have you ever taught in the projects? I have. You must start with what they know and go to what they do not know. That is a basic educational principle. You cannot do all this in one year.

[Anonymous]

cont. you are setting up a situation in which you will get no teachers to teach the "low" kids, because the teachers cannot possibly achieve what you want. Sure, some of the kids can get there--but not in one year. Pity the poor first grade teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Because the "standards" were slapped together, there's almost no allowances for children with special needs. They are tested at their grade level, regardless if they have ever been taught the material. Regardless if it is 8 or 15 levels above their reading level -- or whether they can read at all. They are given more time, yes, more time to melt down and freak out and bang their heads against the table saying "I'm stupid" and vomit all over their tests. This has also happened with every state that has tested their kids on Common Core, no matter which test they used.

There are only exemptions for 1 percent of students from grade-level Common Core tests. You can't write it out with their IEPS. Test proctors who are in classes with children with autism and learning disabilities are calling it state mandated child abuse. As a parent, try to opt our your child in many states, and you are threatened. Keep them home, the test them when they get back.

The Common Core standards have hardly been "slapped together". People have been working on them for several years at least.

They are high standards, so it is very likely that kids with learning disabilities won't be able to reach them. What would you prefer to see -- something like the Alt-Msa created for kids who can't reach the standards? Or just exempt special ed students entirely from testing?

My great concern is that when I began teaching, many children were simply considered exempt from tests... and thus, didn't get taught. Their scores didn't show up for teacher accountability and as a result, teachers just didn't worry much about making sure those students got caught up. Also, they were special ed, so how could you expect them to catch up?

And your brilliant solution is just to have the children fail the tests, year after year after year after year?

Because that's what is going to happen if children are tested at 3 to 5 grades above their reading levels.

[Anonymous]

Anonymous wrote:

And your brilliant solution is just to have the children fail the tests, year after year after year after year?

Because that's what is going to happen if children are tested at 3 to 5 grades above their reading levels.

What?

They are tested once each year on the state standards.

But the other days of the year, they are TAUGHT how to read, using materials and methods as specified in their IEPs, which are designed to get them up to grade level.

Just because they have to take one test a year doesn't mean they can't be taught how to read, starting at their reading level.

[Anonymous]

Anonymous wrote:

Wow, Dr. Moats -- way to give up on half the kids in the country! So we should admit we have a two tier educational system? Let's call the Common Core kids the "TAG" or "G/T Selective College" kids, and for the other 50% (we'll call them something like "regular Core" we will reduce the standards to something more achievable?

And we'll start with 3rd grade, because God forbid kids get challenged early on. Select the kids who have the cognitive capacity to master the Common Core early, and have special classes just for them?

Is that what she wants?

Have you ever taught in the projects? I have. You must start with what they know and go to what they do not know. That is a basic educational principle. You cannot do all this in one year.

In the projects?

I teach remedial reading to children who are ESOL students. They do not catch up in one year, no. It takes several years, usually.

They do fail the state tests the first few years they are in our country. No matter, that is to be expected and I warn them about it. But we work as hard as we can, to get them up to the grade level standard, by the end of 5th grade.

[Anonymous]

What?

They are tested once each year on the state standards.

But the other days of the year, they are TAUGHT how to read, using materials and methods as specified in their IEPs, which are designed to get them up to grade level.

Just because they have to take one test a year doesn't mean they can't be taught how to read, starting at their reading level.

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Teachers will be judged on these tests. Who do you think is going to be willing to go to the poorer schools or the schools with new immigrant kids who don't speak English?

[Anonymous]

Anonymous wrote:cont. you are setting up a situation in which you will get no teachers to teach the "low" kids, because the teachers cannot possibly achieve what you want. Sure, some of the kids can get there--but not in one year. Pity the poor first grade teacher.

Why? In MD teachers are being evaluated on student test score GROWTH (pre and post test in the same year) not how many pass their final state tests.

For example, the first grade teachers test their students on the DRA at the start of the year, and then at the end of the year. Kids who start out low, make improvement. Maybe they don't reach the benchmark, but they make substantial growth. That's great!

[Anonymous]

Anonymous wrote:

What?

They are tested once each year on the state standards.

But the other days of the year, they are TAUGHT how to read, using materials and methods as specified in their IEPs, which are designed to get them up to grade level.

Just because they have to take one test a year doesn't mean they can't be taught how to read, starting at their reading level.

[Report Post]

Teachers will be judged on these tests. Who do you think is going to be willing to go to the poorer schools or the schools with new immigrant kids who don't speak English?

Me. I am an ESOL teacher, who teaches reading to the students you are referencing. I am not being judged on the PARCC. I use the DRA or the SRI for my SLOs (student learning objectives)

[Anonymous]

But the other days of the year, they are TAUGHT how to read, using materials and methods as specified in their IEPs, which are designed to get them up to grade level.

Have you ever been in a school with low achieving students? What about the teachers who will be judged on these tests?