Common Core's epic fail: Special Education

[Anonymous]

Anonymous wrote:

No worries though - the solution seems to be that the child then doesn't belong in the school, or needs to be institutionalized. My SIL was told this about my Asperger's nephew, who, by the way, did so well on state testing he got a full ride to the state school of his choice. In addition, he scored a 5 sophomore year on the history AP exam.

So clearly, the kid is learning - he simply succeeds in SPITE of the school. But according to the school psychologist, since he sits alone at lunch and reads and doesn't have school friends, he needs to be removed and institutionalized. The fact that the kid simply doesn't like the learning and social environment they provide, and flourishes socially outside those four walls, isn't even a consideration. In fact, they never asked. They simply assumed.

Pretty reprehensible. Thank God he only has another 1/2 year - and outside support to hammer on the school. Personally, I would have already hired a lawyer. If this keeps up, it will be my gift to my SIL.

What does this have to do with the Common Core standards?

[Anonymous]

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

That post is not about the Common Core standards, or about the tests aligned to the Common Core that most students will take. It's about New York's tests, which are specific to New York. I think that everybody has acknowledged that New York's tests were bad.

Also, while I understand that word problems may be difficult for children who are dyslexic, I think that word problems are crucial for demonstrating understanding. I don't think it would be a good thing to throw out word problems on grounds that children who are dyslexic may have problems with them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

That post is not about the Common Core standards, or about the tests aligned to the Common Core that most students will take. It's about New York's tests, which are specific to New York. I think that everybody has acknowledged that New York's tests were bad.

Also, while I understand that word problems may be difficult for children who are dyslexic, I think that word problems are crucial for demonstrating understanding. I don't think it would be a good thing to throw out word problems on grounds that children who are dyslexic may have problems with them.

My child has no problem with word problems, it's when they purposely make things difficult by making word problems something where a child needs to be an abstract thinker before she or she is developmentally ready and able is frustrating to me. The article about the NY common core applies to the thinking behind the abstract of this type of math, when math is a straightforward subject.

[Anonymous]

Anonymous wrote:

My child has no problem with word problems, it's when they purposely make things difficult by making word problems something where a child needs to be an abstract thinker before she or she is developmentally ready and able is frustrating to me. The article about the NY common core applies to the thinking behind the abstract of this type of math, when math is a straightforward subject.

I disagree -- both about the subject of the article, and about the Common Core math standards requiring abstract thinking before children are developmentally ready. I think that the Common Core math standards are appropriate to the development of most children. Could you cite some Common Core math standards that you think are not appropriate?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

My child has no problem with word problems, it's when they purposely make things difficult by making word problems something where a child needs to be an abstract thinker before she or she is developmentally ready and able is frustrating to me. The article about the NY common core applies to the thinking behind the abstract of this type of math, when math is a straightforward subject.

I disagree -- both about the subject of the article, and about the Common Core math standards requiring abstract thinking before children are developmentally ready. I think that the Common Core math standards are appropriate to the development of most children. Could you cite some Common Core math standards that you think are not appropriate?

My child is good in math but he is dyslexic. Recently, he was given a math assessment containing 6 problems. He came home and told me somewhat proudly, "I am pretty sure I got 5 of the problems right" and when I asked what happened to the six problem, he said, " well I think I understood how to the the equation by looking at it but the question seems confusing to me so I spend too long trying to understand the question, i ended up not doing it." He has mild delayed receptive/expressive language issues. He has always been able to compensate for for it, but it shows up when he is nervous or anxious, it can sometime affect him in test taking situations. But if he hasn't been introduced to a subject before hand, he would look confuse and later without further reinforcements retrieved it form someplace in his brain and master it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

No worries though - the solution seems to be that the child then doesn't belong in the school, or needs to be institutionalized. My SIL was told this about my Asperger's nephew, who, by the way, did so well on state testing he got a full ride to the state school of his choice. In addition, he scored a 5 sophomore year on the history AP exam.

So clearly, the kid is learning - he simply succeeds in SPITE of the school. But according to the school psychologist, since he sits alone at lunch and reads and doesn't have school friends, he needs to be removed and institutionalized. The fact that the kid simply doesn't like the learning and social environment they provide, and flourishes socially outside those four walls, isn't even a consideration. In fact, they never asked. They simply assumed.

Pretty reprehensible. Thank God he only has another 1/2 year - and outside support to hammer on the school. Personally, I would have already hired a lawyer. If this keeps up, it will be my gift to my SIL.

What does this have to do with the Common Core standards?

Quite a bit, considering he has an IEP and the school's switch to Common Core does not often fit in with the way asperger kids learn. The problem, again, is with the implementation, which has been insanely bad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

That post is not about the Common Core standards, or about the tests aligned to the Common Core that most students will take. It's about New York's tests, which are specific to New York. I think that everybody has acknowledged that New York's tests were bad.

Also, while I understand that word problems may be difficult for children who are dyslexic, I think that word problems are crucial for demonstrating understanding. I don't think it would be a good thing to throw out word problems on grounds that children who are dyslexic may have problems with them.

I love people that don't understand that standards need to be implemented, or standards are worthless. The separation of standards from testing, state or otherwise, is simply a blame game.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

No worries though - the solution seems to be that the child then doesn't belong in the school, or needs to be institutionalized. My SIL was told this about my Asperger's nephew, who, by the way, did so well on state testing he got a full ride to the state school of his choice. In addition, he scored a 5 sophomore year on the history AP exam.

So clearly, the kid is learning - he simply succeeds in SPITE of the school. But according to the school psychologist, since he sits alone at lunch and reads and doesn't have school friends, he needs to be removed and institutionalized. The fact that the kid simply doesn't like the learning and social environment they provide, and flourishes socially outside those four walls, isn't even a consideration. In fact, they never asked. They simply assumed.

Pretty reprehensible. Thank God he only has another 1/2 year - and outside support to hammer on the school. Personally, I would have already hired a lawyer. If this keeps up, it will be my gift to my SIL.

What does this have to do with the Common Core standards?

Quite a bit, considering he has an IEP and the school's switch to Common Core does not often fit in with the way asperger kids learn. The problem, again, is with the implementation, which has been insanely bad.

But he's a senior in high school. When did the school switch to a Common Core-aligned curriculum, and for which grades? Also, there are only Common Core standards for English/language arts and math.

f the child doesn't like the learning and social environment of school, then that's the issue -- not the Common Core standards.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Thousands of standards, and one and a half pages on Common Core dealing with special ed. It was a disaster from the beginning.

In addition, IEPs are legally supposed to be followed, but I can tell you through experience of many I know, that they are not, and the challenge is "take it to court".

But that was true before the Common Core standards, and it would still be just as true if the Common Core standards suddenly vanished tomorrow.

It will increase with these standards, since IEPs will be changed to reflect CC standards.

Schools will be (even) less likely than now to follow the IEPs, because the IEPs will be changed to reflect Common Core standards? I don't understand.

You don't understand because posters like this love the idea of standards, but have no idea what that means when they are actually applied. Nuts and bolts aren't important to them. You will here "the standards are good - the idiots implementing it are the problem". Imagine Microsoft saying "The concept of Windows is good - the fact that you can't use it at all is not our fault".

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

That post is not about the Common Core standards, or about the tests aligned to the Common Core that most students will take. It's about New York's tests, which are specific to New York. I think that everybody has acknowledged that New York's tests were bad.

Also, while I understand that word problems may be difficult for children who are dyslexic, I think that word problems are crucial for demonstrating understanding. I don't think it would be a good thing to throw out word problems on grounds that children who are dyslexic may have problems with them.

I love people that don't understand that standards need to be implemented, or standards are worthless. The separation of standards from testing, state or otherwise, is simply a blame game.

Standards don't get implemented. Policies get implemented. In this case, it's the policy of the school governing body to switch to a curriculum that aligns with the Common Core standards.

And no, it's not a blame game. New York's Common Core stuff was apparently awful. I don't think that means that the Common Core is awful, any more than Plessy vs. Ferguson means the 14th Amendment to the Constitution was awful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a special educator and I was first excited about common core. There is more overlap between subjects, which means more exposure and review. However, the end expectation is for the student to synthesize information and explain reasoning. For students who are just grasping the facts, they are not ready for the next step.

Math is difficult because there are many students who can do the rote algorithm and show understanding in that way. Ask them to explain why and they are totally lost. That is 50% of the curriculum!

There are still many answers sought and not a lot of guidance from higher ups. There is more curriculum development for those students who are not on the diploma track, and it is leaving those students behind who are in the regular curriculum. Not to say the old curriculum was perfect, but this has presented more challenges.

Yes, of course; it is particularly hard for my dyslexic child. It assumes language is an area of strength for every child. This WP article explains it further:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/30/a-dissection-of-common-core-math-test-questions-leaves-educator-appalled/

No, it assumes that weaknesses in language need to be addressed for every child. I know this is hard for dyslexic kids (I have one.) It is helpful to them in the long run, though.

[Anonymous]

Anonymous wrote:

You don't understand because posters like this love the idea of standards, but have no idea what that means when they are actually applied. Nuts and bolts aren't important to them. You will here "the standards are good - the idiots implementing it are the problem". Imagine Microsoft saying "The concept of Windows is good - the fact that you can't use it at all is not our fault".

Could you please explain the process that starts with the Common Core standards and ends with schools being more likely to break the law about IEPs?

1. There are Common Core standards.
2. Something
3. Something
4. Something
5. Something
6. Schools will be less likely to follow the IEPs.

What are the missing steps?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

My child has no problem with word problems, it's when they purposely make things difficult by making word problems something where a child needs to be an abstract thinker before she or she is developmentally ready and able is frustrating to me. The article about the NY common core applies to the thinking behind the abstract of this type of math, when math is a straightforward subject.

I disagree -- both about the subject of the article, and about the Common Core math standards requiring abstract thinking before children are developmentally ready. I think that the Common Core math standards are appropriate to the development of most children. Could you cite some Common Core math standards that you think are not appropriate?

+1

If you child is struggling with critical thinking about math, your child needs practice in critical thinking. Common Core will give that to them. It will make them better over the long haul. It's frustrating to me that so many parents dislike Common Core because it made school more rigorous for their children. More rigorous learning is good for kids!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My child has no problem with word problems, it's when they purposely make things difficult by making word problems something where a child needs to be an abstract thinker before she or she is developmentally ready and able is frustrating to me. The article about the NY common core applies to the thinking behind the abstract of this type of math, when math is a straightforward subject.

I disagree -- both about the subject of the article, and about the Common Core math standards requiring abstract thinking before children are developmentally ready. I think that the Common Core math standards are appropriate to the development of most children. Could you cite some Common Core math standards that you think are not appropriate?

+1

If you child is struggling with critical thinking about math, your child needs practice in critical thinking. Common Core will give that to them. It will make them better over the long haul. It's frustrating to me that so many parents dislike Common Core because it made school more rigorous for their children. More rigorous learning is good for kids!

Not if they give up and drop out, which even the Common Core advocates agree is about to happen.