I've seen other education initiatives that got lots of attention in my years in the business. I've never seen this much money thrown at something that is such a mess.
'v

Anonymous wrote:
I posted the information a page or two back. Go back, read, and then let me know if you have any additional questions.

Oh I read your posts. They added no additional information. So no, I have no further questions, because I realize you have nothing to add to the discussion. Thanks for your time!

Anonymous wrote:

Anonymous wrote:

Another nice kick in the groin of Common Core!


Chicago Teachers Union adopts resolution opposing the Common Core State Standards.
May 7, 2014




“I agree with educators and parents from across the country, the Common Core mandate represents an overreach of federal power into personal privacy as well as into state educational autonomy,” said CTU President Karen Lewis, a nationally board certified teacher. “Common Core eliminates creativity in the classroom and impedes collaboration. We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

I disagree with the last sentence. I don't think that is the "design", although I do think it is the result, in some cases.

Bunches of federal cash thrown into databases and shared with the private sector suggests otherwise.

Yes. Follow the money and see who's getting richer at your child's expense.

Anonymous wrote:

Anonymous wrote:Common core math standards in K and first grade are not the best. The basics need to come first. Would you try to read a Russian language newspaper without first knowing the Russian alphabet?

The Common Core basic standards for end of year of Kindergarten include:

- count to 100
- write numerals to 10
- draw pictures or use objects to show addition and subtraction (i.e. if told 2+3 child can draw 2 cats plus 3 cats, and then count to get 5 cats.)
- do the above for numbers that add up to 10
- break numbers up to 10 into two groups. For example, if given 6 buttons, be able to break them into 4+2, or 3+ 3, etc. And then beable to WRITE 4 under the group that has 4, and 2 under the group that has 2.
- know what two numbers add up to 10. (1 and 9, 2 and 8, 3 and 7, 4 and 6 , 5 and 5)
- know math addition and subtraction facts to 5 fluently (from memory, not needing to count on your fingers)

These standards ARE the basics.

I have not read the entire thread. I stopped here.

I have one DC #2 in K, the other in 3rd. We came from a different state that did not use CC when DC1 was in K.

The PP about the standards for math in K are exactly what my K in 2.0 and my 3rd grader from pre-CC in a different state have learned. Yes, they have learned things differently, but differently is not the same as one is better than the other. As long as both kids reach a high level math by the time they graduate HS with deep understanding of the high level math, that is all that matters.

It seems to me many people here oppose 2.0 because they feel it also dumbs down the curriculum. I don't think that is true given that the curriculum states, by X grade, they will have to be able to do Y, and the X and Y are somewhat on par with pre CC. My 3rd grader has done rote memory learning of times and division tables at school, in addition to learning it by 2.0 style.

I don't think it's the curriculum that is dumbing down the child but the way some schools have approached 2.0. I've read on some of these posts that some schools in MCPS do not offer compacted or accelerated math to 4th/5th graders; but some do. Again, it is how some schools are approaching 2.0.

It seems to me again that some people think their kids are so advanced that the kid shouldn't have to sit in class with other kids that aren't as bright. But this is public ed, folks. If you want that 1:1 with a teacher you will have to send them to private.

My 3rd grader is going to HGC next year, so I know DC is bright (always knew this). In DCs class, during math, DC is often grouped with a child who is not good in math. DC tells me that DC has to explain a lot to this other child. To me, it doesn't bother me that much that DC is not getting more "acceleration" and is rather helping the other child because I think trying to explain something to someone else helps DC get a deeper level of understanding and forces DC to be more articulate - both of which are very important. At this age, it doesn't bother me that DC is not being pushed to accelerate. That will probably come later.

Since I haven't read all the posts or read up on all the CC articles, maybe I am missing something, but from what I have seen so far, it hasn't been that bad. But then again, I am one of those parents that don't have tutors for my kids, so that probably, I'm sure, explains much about my post to some people's way of thinking. But you would be wrong to assume that I don't care that much about my kids' education. I quit my job at a really great company that everyone has heard of and moved states for the benefit of my kids' education; I am damn well committed.

Anonymous wrote:

How the data points can be used and/or breached?" (Ominous music......)
[Report Post]

Kind of like the IRS leaking Tea Party Donor information?

And the Obamacare website had holes the size of caverns

Anonymous wrote:

Bunches of federal cash thrown into databases and shared with the private sector suggests otherwise.
[Report Post]

Can you expand on that? I'm not sure which response you are addressing.

Go back a couple pages, read the information I posted about the federal moneys and the databases and how information from the databases is not protected, and then if you have any additional questions, I'll address them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://dianeravitch.net/2014/04/23/who-wrote-the-common-core-standards-here-is-a-list/

Here is a major part of the problem.

This is an example of "guilt by association". "The standards are bad because they were written by people who have ties to testing companies."

However, the actual standards they came up with are fine, at least as far as I can see; I'm a teacher who has to use them to teach, and I like the standards.

So this argument is moot to me. I don't care who write them; they are good. Not only that, but repeatedly people have been asking those who oppose Common Core standards to state which standards they think are inappropriate, and no one has been able to point to very many. When you read articles about why people dislike Common Core State Standards, over and over again, they do NOT state any particular standard as being bad; they dislike certain worksheets, or the test questions, or the fact that Race to the Top has certain requirements.

All of this leads me to believe that this group that gathered together (whatever their expertise) actually managed to design some pretty reasonable standards.

Have you considered that it's not the actual standards, but the reason the standards were created and by whom? And how the national testing related to the standards will create data points? And how those data points can be used and/or breached?

Please state your argument as an actual argument, and I will respond. This style of issuing vague questions that sound ominous but don't actually mean anything is getting really irritating.

"How the data points can be used and/or breached?" (Ominous music......)

I posted the information a page or two back. Go back, read, and then let me know if you have any additional questions.

Anonymous wrote:Another nice kick in the groin of Common Core!


Chicago Teachers Union adopts resolution opposing the Common Core State Standards.
May 7, 2014




“I agree with educators and parents from across the country, the Common Core mandate represents an overreach of federal power into personal privacy as well as into state educational autonomy,” said CTU President Karen Lewis, a nationally board certified teacher. “Common Core eliminates creativity in the classroom and impedes collaboration. We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

Love this!!

Bunches of federal cash thrown into databases and shared with the private sector suggests otherwise.
[Report Post]

Can you expand on that? I'm not sure which response you are addressing.

How the data points can be used and/or breached?" (Ominous music......)
[Report Post]

Kind of like the IRS leaking Tea Party Donor information?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://dianeravitch.net/2014/04/23/who-wrote-the-common-core-standards-here-is-a-list/

Here is a major part of the problem.

This is an example of "guilt by association". "The standards are bad because they were written by people who have ties to testing companies."

However, the actual standards they came up with are fine, at least as far as I can see; I'm a teacher who has to use them to teach, and I like the standards.

So this argument is moot to me. I don't care who write them; they are good. Not only that, but repeatedly people have been asking those who oppose Common Core standards to state which standards they think are inappropriate, and no one has been able to point to very many. When you read articles about why people dislike Common Core State Standards, over and over again, they do NOT state any particular standard as being bad; they dislike certain worksheets, or the test questions, or the fact that Race to the Top has certain requirements.

All of this leads me to believe that this group that gathered together (whatever their expertise) actually managed to design some pretty reasonable standards.

Have you considered that it's not the actual standards, but the reason the standards were created and by whom? And how the national testing related to the standards will create data points? And how those data points can be used and/or breached?

Please state your argument as an actual argument, and I will respond. This style of issuing vague questions that sound ominous but don't actually mean anything is getting really irritating.

"How the data points can be used and/or breached?" (Ominous music......)

Anonymous wrote:

Another nice kick in the groin of Common Core!


Chicago Teachers Union adopts resolution opposing the Common Core State Standards.
May 7, 2014




“I agree with educators and parents from across the country, the Common Core mandate represents an overreach of federal power into personal privacy as well as into state educational autonomy,” said CTU President Karen Lewis, a nationally board certified teacher. “Common Core eliminates creativity in the classroom and impedes collaboration. We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

I disagree with the last sentence. I don't think that is the "design", although I do think it is the result, in some cases.

Bunches of federal cash thrown into databases and shared with the private sector suggests otherwise.

Another nice kick in the groin of Common Core!


Chicago Teachers Union adopts resolution opposing the Common Core State Standards.
May 7, 2014




“I agree with educators and parents from across the country, the Common Core mandate represents an overreach of federal power into personal privacy as well as into state educational autonomy,” said CTU President Karen Lewis, a nationally board certified teacher. “Common Core eliminates creativity in the classroom and impedes collaboration. We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

I disagree with the last sentence. I don't think that is the "design", although I do think it is the result, in some cases.

Another nice kick in the groin of Common Core!


Chicago Teachers Union adopts resolution opposing the Common Core State Standards.
May 7, 2014




“I agree with educators and parents from across the country, the Common Core mandate represents an overreach of federal power into personal privacy as well as into state educational autonomy,” said CTU President Karen Lewis, a nationally board certified teacher. “Common Core eliminates creativity in the classroom and impedes collaboration. We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

Anonymous wrote:

Anonymous wrote:

And to the teachers out there - how much control do you want over your students? Do you believe that parents have no idea how to teach, what their kids need, and should simply shut up, like they wanted Mr. Baer to do, because he clearly has no right to be upset that his 9th grade daughter was assigned porn?

They wanted Mr. Baer to shut up because he had already been heard, his issue had already been addressed by the school district on the day it was brought up, and it was someone else's turn to express their thoughts and feelings on their own child's education.

As far as him having the right to "be upset", as a teacher I can't tell you how many times I have explained to children that they have the right to feel however they feel, but that right doesn't excuse them from adhering to rules of civil discourse including waiting for your turn to speak.

If it was not addressed to his satisfaction, it's his parental duty to take it further