PARCC monitoring student's social media, wants schools to "punish" them

[Anonymous]

When a house is being built there are often unforeseen problems that are encountered and the builders have to go back to the architect to discuss those problems. Sometimes the design does not fit with the construction materials, etc. The best architects are part of the construction team (not totally separate). They are frequently on site to make sure the design and the construction work. They often have to tweak their plans as construction progresses.

If CC is really expected to "work", there will have to be design changes as the builders find the pitfalls in the design. There are often delays in construction as well. Things rarely go as planned. There has to be some flexibility in the process. Blaming the builders for things that go wrong does not help move the process forward. It helps to admit that new designs often need to be reworked and not to point fingers at the builders. Without the builders, the design could not be implemented. One person is not more important than the other in the process. It is a team effort.

The problem is that the design team didn't understand the need of the client. The representative who chose the team didn't understand the need of the client. And, it appears as though the person who chose the team had an inappropriate relationship with the builder. That is a problem.

[Anonymous]

When a house is being built there are often unforeseen problems that are encountered and the builders have to go back to the architect to discuss those problems. Sometimes the design does not fit with the construction materials, etc. The best architects are part of the construction team (not totally separate). They are frequently on site to make sure the design and the construction work. They often have to tweak their plans as construction progresses.

If CC is really expected to "work", there will have to be design changes as the builders find the pitfalls in the design. There are often delays in construction as well. Things rarely go as planned. There has to be some flexibility in the process. Blaming the builders for things that go wrong does not help move the process forward. It helps to admit that new designs often need to be reworked and not to point fingers at the builders. Without the builders, the design could not be implemented. One person is not more important than the other in the process. It is a team effort.

Unfotunately, some people who had perfectly good houses, had their houses condemned in order to build a new road. The roof of their new house leaks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:COMMON CORE is a minimum standard.

It is NOT a curriculum.

It is NOT a test.

It is NOT federally developed. It was state-led, and state-developed. Feds only provided financial assistance.

The TEST is mandated by NCLB, which is federal law.

The test is aligned to Common Core, because whatever the state standard is in place what you align it to.

But the TEST is also not federally developed. It was developed by a consortium of STATES.

GET IT STRAIGHT AND STOP BEING SUCH AN OBTUSE JACKASS WHO KEEPS TWISTING THE FACTS.



OKAY, "HONEY?"

You are very naive if you believe this. The feds pulled every string to shove this "state-led" initiative down our throats. And "state-led" is largely driven by Chamber of Commerce types who want non-thinking employees who don't challenge their bullshit. You are the perfect Common Core mouthpiece.

The rest of us has looked deeper, and are calling them out and taking them down.

Except that we're not. Why aren't we??? Let's get to work!

[Anonymous]

Anonymous wrote:

It's "harming" kindergartners to get them to learn some letters and numbers by the time they complete the school year?

Laughable. You know and I know that is not all the Common core requires for the Kindergarteners. And, aren't you probably the one that says these are "minimum" standards. "Some letters and numbers" that's a hoot.

It does NOT require kids in K to be able to read, nor does it "shove" other things "several years ahead" - as was already demonstrated in earlier threads, when you have a group of kids who have already gotten to the stage of being able to count to 10, it does not take a YEAR AND A HALF to get them to be able to count to 100.

The premises of "developmentally inappropriate" are based on not actually knowing what the standards are, let alone realizing that these things were already for the most part already in pre-existing standards for that grade.

[Anonymous]

Anonymous wrote:

When a house is being built there are often unforeseen problems that are encountered and the builders have to go back to the architect to discuss those problems. Sometimes the design does not fit with the construction materials, etc. The best architects are part of the construction team (not totally separate). They are frequently on site to make sure the design and the construction work. They often have to tweak their plans as construction progresses.

If CC is really expected to "work", there will have to be design changes as the builders find the pitfalls in the design. There are often delays in construction as well. Things rarely go as planned. There has to be some flexibility in the process. Blaming the builders for things that go wrong does not help move the process forward. It helps to admit that new designs often need to be reworked and not to point fingers at the builders. Without the builders, the design could not be implemented. One person is not more important than the other in the process. It is a team effort.

Unfotunately, some people who had perfectly good houses, had their houses condemned in order to build a new road. The roof of their new house leaks.

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

You're the perfect example of the know-it-all handyman who couldn't build a chicken coop.

[Anonymous]

You're the perfect example of the know-it-all handyman who couldn't build a chicken coop.

Really? This is about kids. We are getting rid of something that worked for lots and lots of kids because it didn't work for some. Instead of admitting the real problem. It is not poor standards that caused the problem and giving all teachers the same standards will not fix the problem.

[Anonymous]

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

Listen, there are kids who are born with problems . . . we are keeping lots of babies alive who would not have lived in the past . . . through advances in medicine. Some of them are unable to do the things you are citing above and it has nothing to do with a teacher who can't build a chicken coop. And under NCLB they all have to be tested, even kids who are dying in hospitals. I think the chickens have flown your coop.

[Anonymous]

^ And I have taught kids who were crack babies and victims of FAS.

[Anonymous]

You're kidding right? Millions
of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

Huge overstatement. Data please.

[Anonymous]

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

And this is all because there were no standards in those schools.

[Anonymous]

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.



Listen, there are kids who are born with problems . . . we are keeping lots of babies alive who would not have lived in the past . . . through advances in medicine. Some of them are unable to do the things you are citing above and it has nothing to do with a teacher who can't build a chicken coop. And under NCLB they all have to be tested, even kids who are dying in hospitals. I think the chickens have flown your coop.

And they are not testing everyone in the countries we are comparing ourselves to. Not even close.

[Anonymous]

For those to lazy to click on the Smarter Balanced Field test links, lets look at the PASSING rate ELA results for 7th grade:

Overall passing: 38.2 percent

Females: 45.1

Males: 31.5


Black: 22. 5

White: 47.6

ELL: 3.9

IEP: 7.3

Economically Disadvantaged: 26.1



Easy to see that this test is going to be a disaster for most kids. And this is the one that "adjusts" to your answers.

[Anonymous]

Anonymous wrote:

For those to lazy to click on the Smarter Balanced Field test links, lets look at the PASSING rate ELA results for 7th grade:

Overall passing: 38.2 percent

Females: 45.1

Males: 31.5


Black: 22. 5

White: 47.6

ELL: 3.9

IEP: 7.3

Economically Disadvantaged: 26.1



Easy to see that this test is going to be a disaster for most kids. And this is the one that "adjusts" to your answers.

Field test. You never heard of cut scores? Do you even know anything at all about test development processes? Sure doesn't seem like you do.

[Anonymous]

Anonymous wrote:

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

Listen, there are kids who are born with problems . . . we are keeping lots of babies alive who would not have lived in the past . . . through advances in medicine. Some of them are unable to do the things you are citing above and it has nothing to do with a teacher who can't build a chicken coop. And under NCLB they all have to be tested, even kids who are dying in hospitals. I think the chickens have flown your coop.

Dodges and deflections. We've been failing millions of kids who don't even have disabilities. You need to get out of your comfy little bubble of elementary school fantasy where everything is wonderful and we can just play with blocks with these kids and give them 2 or 3 years to come up to speed with the concept of a board book. You should try getting out into the real world and talking to employers, who are frusrated that they can't do much with many of these kids. Let alone college professors who need kids to go back for remedial writing instruction and math coursework that they should have already had in high school. Obviously you don't get out much to hear from the rest of the world.

[Anonymous]

Anonymous wrote:

You're kidding right? Millions of kids graduating from school semiliterate, barely able to string together a coherent sentence, unable to make change, unable to find the Pacific Ocean on a world map, and you think that was perfectly good.

Listen, there are kids who are born with problems . . . we are keeping lots of babies alive who would not have lived in the past . . . through advances in medicine. Some of them are unable to do the things you are citing above and it has nothing to do with a teacher who can't build a chicken coop. And under NCLB they all have to be tested, even kids who are dying in hospitals. I think the chickens have flown your coop.

Not all disabilities are the same, for example a kid with severe mental issues who will *never* learn to read, versus a kid who is confined to a wheelchair for life but has an IQ of 150. I guess that didn't occur to you when you wrote off that brilliant kid in the wheelchair. Also, that info, about whether a kid has a severe learning disability, what their IEPs and 504s say is captured and known, as well as what accomodations must be made for testing. So if your school administration isn't taking that into consideration then again, that's a failing and incompetence at the local level that won't go away simply by getting rid of NCLB.