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Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
Common Core Presentation
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Common Core Presentation

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This Common Core presentation is one that I used at forums, meetings, and other sessions on the East Coast this year. I'm sharing with the hopes that others may use it to educate people in their …

This Common Core presentation is one that I used at forums, meetings, and other sessions on the East Coast this year. I'm sharing with the hopes that others may use it to educate people in their communities.

There are NOTES on many of these slides. They are included in the tabs down below in the comments section. Use these to help guide you through the slides.

Schedule a meeting or house party. Let's get people motivated to act!

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  • You can find LOTS more information in my two books.Find them here: http://www.amazon.com/Kris-Nielsen/e/B00BKZOT0G/ref=ntt_dp_epwbk_0
  • 46 states have already adopted them…they MUST be good, right? (bandwagon fallacy)They help highly mobile students stay on track. (No evidence. 3% of students cross state lines in 13 years. 85% of them live below poverty line. Students, mostly poor, are much more likely to move to new districts within state lines. Common Core wouldn’t help with that anyway.)Selected teachers to appear and say that teaching is so much better. Most of these teachers talk about things that have been done for decades, but are trained to give CCSS credit for their good practices.
  • 4. It leads to increased critical thinking. There is nothing in the standards that teaches critical thinking. Ironically, the people who promote and defend CCSS do not practice critical thinking, and obviously don’t want our kids to, either.
  • 5. They are internationally benchmarked. There is no data, or report, or evidence to support this statement. The benchmarking committee for CCSS was very small and the only report to show any type of benchmarking was published by the ACT testing company, which has a real stake in CCSS adoption. Their data and research methodologies are suspect and highly arbitrary.
  • Finland – had its time with national standards over two decades ago, now returned autonomy to local schools/districtsSouth Korea – test-based education, high depression rate, unacceptable suicide rate, training for job in industry (25%) and services (65%), common standardsSingapore – compulsory ed only until age 12, relatively high rate of illiteracy, training for services jobs (80%), total central control of schools, common standards
  • But, really…what does any of this mean? This is all based on standardized tests, which are unreliable measures of learning. And, the people who keep barking about us being in 23rd or 25th place, or whatever, have a lousy grasp on how statistics work. What drives me crazy is when people like Michelle Rhee, Bill Gates, and Joel Klein try to tell us that we’re using SCIENCE AS AN EXCUSE. The only way to fix this, according to them, is to fire the teachers and turn all schools into charter schools, funded by billionaires who want to make a profit. But, I digress…let’s get back to our discussion.
  • To suggest that there is a STEM crisis in attempt to flood the market is not only bad for our kids’ futures, but bad for the economic future of America. Billionaires richer; workers poorer.
  • What’s the evidence that CCSS—or any national standards movement—will lower the dropout rate?
  • The only time that “college and career ready” was publicly defined by a supporter of the Common Core was by ACT Chief Operating Officer in 2008.The level of achievement a student needs to be ready to enroll and succeed—without remediation—in credit bearingfirst‐year postsecondary courses. And by postsecondary we mean primarily two‐year or four‐year institutions, trade schools, and technical schools. Today, however, workplace readiness demands the same level of knowledge and skills as college readiness.What’s the evidence? Test scores from the ACT and SAT.ACT has positioned itself to be an “authority” in the path to “college and career readiness” by creating more tests.
  • By “unanimously,” I mean that all opposition was hushed and ignored.2012-13: a year earlier than most statesWhat shouldparents do?
  • We refused. We boycotted. We opted out. WHY? What was happening in the classroom. What was happening to our kids’ personalities. What was happening to our kids’ anxiety levels. Largest mass boycott of testing in history of US.
  • Did the architects of the CCSS plan them with tests in mind? I think that the CCSS were created to be tested. That’s how content standards work. That’s how they’ve worked for a long time. They are not separate, and we cannot simply get rid of the tests. Have you noticed the turnaround from Arne Duncan, Bill Gates, Randi Weingarten, Iannuzzi, and others?
  • First, let’s be clear that public schools are not, and should not, be treated as corporations. Corps do business in order to create or maintain a product or service for the sake of creating profits for shareholders. They have highly structured top-down hierarchies with strong barriers between components. They seek operational feedback from the bottom in order to create new mandates. They have similar rules and procedures across the board and across state lines. The business model is sacred and is to be adhered to by all employees, and usually held in confidence. Employees are forced to sign non-disclosure agreements.
  • Curriculum is scripted
  • Our schools should be a place where everyone involved supports each other.But the Common Core is a system that was built to make sure that everyone learns everything at the same time.This creates tension among everyone. Some kids need more help. Some kids don’t live with the same luxuries as others. Some kids have a hard time at home, which affects their school performance.And, many of the standards are simply bad…developmentally inappropriate. No amount of time or number of manipulatives are going to standardize learning. It can’t happen. Our kids are different. And that’s okay. Or, at least, it should be okay.
  • These are not photos of testing kids in NY, but I chose images that reflect the stories I was told from many different parents. This is not because the testing was too hard. This was because the Common Core Network rests all of its weight on the shoulders of our children.This isn’t just about tests. Parents talk about the confusing homework, the loss of recess and “fun classes” (why aren’t all of our classes fun, or at least interesting?), kids feeling lost and unable to keep up, and kids being labeled since they can’t sit still for as long as they are told or feel trapped in their desks.
  • This framework is reminiscent of the corporate takeover, or “merger” model. The business model is replaced with one that promises efficiency towards success. Unfortunately, that success is based on test scores, and what does that make our kids? Commodities. Products. To be ranked based on standards proficiency and filed by score. Then, as they get older, they are tracked and placed into the college or work for which they are qualified.
  • Good teachers know that this is bad for their students. It creates symptoms for them too. And it’s not just because they know their jobs are on the line. What you saw in the previous slide is too much for a good teacher to handle for very long. They are backed into a corner and threatened, coerced, incentivized, and scared into going with the Common Core flow. Stepping out of line has meant reprimand, termination, even criminal charges.
  • I can’t predict the future, but I can use whatever evidence is available to make an educated guess. Lots of people point to Finland as the education model we should try to use. I’ve seen a lot of reports from Finland, and some are impressive. I don’t think they are perfect though. I want to look at another one of those top performing countries: Singapore. I remember when everyone was raving about how our math scores needed to look like Singapore’s in order for us to be economically successful. They ranked number one on the TIMSS test for several years.
  • Singapore is rock star country on TIMSS tests. But they produce very few scientists, engineers, or mathematicians. When asked why Singapore graduates so few top-ranked scientists, the Education Minister said this:“We both have meritocracies. America’s is a talent meritocracy, ours is an exam meritocracy. There are some parts of the intellect that we are not able to test well—like creativity, curiosity, a sense of adventure, ambition. Most of all, America has a culture of learning that challenges conventional wisdom, even if it means challenging authority. These are the areas where Singapore must learn from America.”
  • Gates Foundation, Rupert Murdoch’s Newscorp, and several other investors are working to create large databases for student information. This includes personal and demographic, disciplinary and absences/tardies, health and disability, standardized test scores, even bus stop location. It will also collect detailed info on teachers.Why? The official answer is to help schools determine the best ways to teach.If that’s true, why were FERPA laws relaxed to more than is needed to achieve that goal? Arne Duncan moved to relaxed FERPA so that school districts and states could sell or disclose that data to third party vendors without parent permission or notice.More likely scenario: as schools continue to struggle and fail under the CCSS, private corporations can determine what products to sell, how many teachers to fire, and can start bidding to have the school “turned around.”Students are to be tracked, ranked, and filed into “preset futures,” where students are placed into specific tracks for career and college. Most kids will be “on track” by eighth grade, although there is reason to believe it may happen before fifth. Standardized testing and the PARCC umbrella will continue to track student progress towards those presets. My question is, what happens to the students who falls off the rails of the track?
  • Spread the word. Organize—use social media, meetings, house parties, library conference rooms, flyers, and conversation. Talk to people! Use your knowledge to wake people up!Speak up! Start a blog, write letters to the paper over and over…and then send copies to your assembly members. Attend BOEs and get a feel for how they feel about this…and then tell them how you feel. This is crucial. Feedback from all over suggests that many legislators and board members have no idea this is even happening. Some DO know and are waiting for growing numbers of constituents to get behind them. Engage in phone blitzes, email floods, and ask your reps to meet with you.Show up at rallies…even if the message isn’t the exact one you want to send, large numbers do attract attention.Watch for legislation being written that supports this cause and write letter, emails, and make calls to show your support.
  • Transcript

    • 1. The Common Core State Standards Gambling With Our Future
    • 2. What is the Common Core State Standards Initiative?
    • 3. The CCSSI Mission Statement: "The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy." -corestandards.org
    • 4. Why were the standards made? "Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a highquality education. It should be clear to every student, parent, and teacher what the standards of success are in every school." - corestandards.org
    • 5. The CCSS motto: "...fewer, deeper, higher..."
    • 6. Here are the math standards in Kindergarten...
    • 7. Know number names and the count sequence. CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger. CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1– 20, count out that many objects. Compare numbers. CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
    • 8. Understand addition, and understand subtraction. CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5. Work with numbers 11-19 to gain foundations for place value. CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Describe and compare measurable attributes. CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects and count the number of objects in each category. CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
    • 9. Identify and describe shapes. CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
    • 10. Now, here are the ELA standards for Kindergarten:
    • 11. READING: LITERATURE Key Ideas and Details CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Craft and Structure CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems). CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (RL.K.8 not applicable to literature) CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
    • 12. READING: INFORMATIONAL TEXT Key Ideas and Details CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book. CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page. CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print. CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
    • 13. READING: FOUNDATIONAL CONCEPTS Phonological Awareness CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do, does). CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
    • 14. WRITING Text Types and Purposes CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Production and Distribution of Writing (W.K.4 begins in grade 3) CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    • 15. LISTENING and SPEAKING Comprehension and Collaboration CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners aboutkindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges. CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
    • 16. LANGUAGE Conventions of Standard English CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters. CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs. CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities. CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation. CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language (L.K.3 begins in grade 2) Vocabulary Acquisition and Use CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
    • 17. Deeper CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word
    • 18. Higher CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • 19. Talking Points
    • 20. Talking Points
    • 21. Talking Points
    • 22. My Talking Points • Content standards are static; the world is not • CCSS designed so that all students learn the • • same things (backwards mapped) CCSS kill innovation – emphasis on preset knowledge for preset future CCSS were designed to be tested o Test scores used for profits from materials/programs o Tracking students and schools • CCSS are developmentally inappropriate • Too much control in the hands of a few
    • 23. A Little Bit of [recent] CCSS History
    • 24. Some messages that came with it... • • • • our students are not internationally competitive in math and reading and science we don't have enough STEM college grads our dropout rate is too high our students aren't prepared with the basic skills needed to start college or entry-level careers Common Core State Standards is the answer to our needs for success!
    • 25. Our students are not internationally competitive in math and reading and science Pearson Chief Ed Advisor says these countries put teachers in high status and have a “culture of education.”
    • 26. Our students are not internationally competitive in math and reading and science Reading: U.S. had average score of 500 which put us, statistically, in 7th place.
    • 27. Our students are not internationally competitive in math and reading and science Science: U.S. had average score of 502 which put us, statistically, in 13th place.
    • 28. Our students are not internationally competitive in math and reading and science Math: U.S. had average score of 487 which put us, statistically, in 18th place. Source: PISA 2009 Results http://nces.ed.gov/surveys/pisa/pisa2009highlights.asp
    • 29. Our students are not internationally competitive in math and reading and science If you remove other variables, like poverty: U.S. would be, statistically, in about th 8 place. Source: Stanford Report http://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
    • 30. We don’t have enough STEM college graduates Almost one-half of our current STEM graduates don’t work in a STEM-related field. This includes computer scientists and engineers. We’re told it’s because our graduates aren’t qualified, and talent must come from outside the country. Source: Washington Post http://articles.washingtonpost.com/2013-04-26/business/38828223_1_stemfields-foreign-workers-senate-immigration-bill
    • 31. We don’t have enough STEM college graduates Bill Gates leads the charge on getting more students graduating from U.S. high schools ready to code and develop software. These are relatively high-paying jobs for American grads. We use foreign talent because it’s cheap. Americans aren’t cheap…unless we could somehow flood the job market with coders and developers.
    • 32. We don’t have enough STEM college graduates In other words, if we can build a huge talent pool of low-level coders and developers and engineers, we don’t have to pay them as much. This isn’t STEM education – it’s “targeted” STEM. Bottom line: There is no STEM crisis.
    • 33. Our dropout rates are too high From 1990 to 2010, dropout rates for all subgroups have fallen – across the board They are still too high, but… Source: National Center for Education Statistics
    • 34. Our high school graduates aren’t “college and career ready” Two very big problems with this claim: 1. No one has offered a verifiable definition of what “college and career ready” actually looks like. 2. Without a definition, this statement becomes totally meaningless.
    • 35. High-Stakes Testing • 2010: Common Core was unanimously adopted in • • • • • most states State ed departments began a strong campaign to foster support Testing on CCSS by 2014-15 year Ed Commish in NY warned of lower performance (maybe 30% lower) on “more difficult tests” Teacher evaluation relies on results Other than mean things that districts may do, there is no student benefit or harm
    • 36. Source: FAQ http://www.corestandards.org
    • 37. What is this doing to our schools?
    • 38. What is this doing to our schools?
    • 39. What is this doing to our schools?
    • 40. What is this doing to our kids?
    • 41. What is this doing to our kids?
    • 42. What is this doing to our teachers?
    • 43. What is this leading to?
    • 44. What is this leading to? Talent meritocracy Exam meritocracy
    • 45. Data Mining
    • 46. So, what do we do? Pressure Legislators SPEAK UP!

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