Resource slides for Jonathan's presentation to the New Milford Board of Education on 12/3

1. Connecticut Core Standards
The Good, the Bad, and the Ugly
New Milford BOE
December 3rd, 2014
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa

2. Mission
To prepare
EVERY student
for learning, life,
and work
in the 21st century.

3. Our world has changed…
1. It is digital, flat, open
and pluralistic.
2. It is unpredictable and
volatile.
3. It is increasingly
unforgiving to those
who are unskilled.

4. 3 Domains
of Education
Goals
Mission
Leadership
Focus
Practices Measures
Common
Core?

5. The Evolution of Educational Standards and Testing
Areas of Before 1986 NCLB 2001 PA12-116 2012
Focus
Learning Goals
Assessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student Abilities
Instructional Focus
Inputs/Outputs
Universal Access
Locally Determined
Rank and Sort
No News is Good News
Get A Degree
Table of Contents
Pencil & Paper
Grouped & Labeled
Teacher Dependent
Ready for K - 59.9 to Leave
Universal Proficiency
State by State
Tests for ALL
Label Failing Schools
Certifications & BEST
State Standards &
Frameworks
Pencil & Paper With
Performance Tasks
Integrated (N=40)
Standards Aligned
Need for Pre-School
Skill Demonstrations
Universal Measures
46 State Consortia
(Math, LA, Science)
Smarter Balance
(IPI) for All
Ranking Every District, School
and Teacher
Certifications, TEAM,
and SEED
Multi-State
Unified Standards
Digital With
Performance Tasks
Integrated & Scrutinized
(N=20)
Common Core Aligned
And Digitally Supported
Pre-K and Full-K Standards
Demonstrations & Tests

6. The Irony of it All
Close reading to determine
fact is a CCSS foundational
skill…from the tone of the
debate over this last year, I
think we could all use a
little more of it.
Jonathan P. Costa

7. These Standards Are Lowering the Bar
Point: Not rigorous, not
benchmarked, somehow
actually less difficult than
your current state
standards.
Counter Point : Read the
standards.
• 91% ELA Aligned
• 83% Math Aligned

8. Which of These Skills Would
You Want Your Child to NOT HAVE?
• Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
• Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
• Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
• Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
• Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
• Make sense of problems and persevere in solving them.
• Construct viable arguments and critique the reasoning of others.
• Use appropriate tools strategically and attend to precision.

9. By Having a Common Set of Standards,
We Are Saying We Want All Kids to Be the Same
Point: Kids are different,
standards should be different.
Counter Point: Standards refer to
the WHAT not the HOW.
Differentiated standards allow for
permanent tracking of students
based on predetermined
assessments. How many of you
would volunteer to have your
child in the slow track?
There is no evidence to justify a single standard for all students, given the
diversity of interests, talents and needs among students. A one size-fits-all
model assumes that we already know the best standard for all students; it
assumes that one best way for all students exists.

10. No Teachers Were Involved in
Writing the Standards
• Point: The standards were created by
non-educators who don’t understand
children.
• Counter Point: The Common Core
drafting process relied on teachers and
standards experts from across the
country. Connecticut teachers were
involved, as was our CSDE, as well as
extended periods for public comment.
No different from any other standards
drafting process for the last 30 years.

11. Big Brother, Big Government Takeover
Point: By having common standards, we are
endorsing Obama’s collectivist & socialist
future and allowing a federal intrusion into
local public education.
Counter Point: The largest federal intrusion in
history came under freedom loving President
George W. Bush (NCLB) and passed the 2001
Congress on a combined vote of 475-53. As
for getting more money if you adopt them –
yes – the same as every other federal education
program - ever.

12. Common Curriculum Resources for Free
Race to the Top: While Connecticut did
not win one, we benefit from the
states that did. All curriculum
resources as a result of these
grants, must be made
available to the public
at no expense.

13. This Is About Money, Not Education
Point: Pearson and other
contractors/publishers are
getting rich and are pushing
these tests and materials just
to make money.
Counter Point: Apparently
pre-Common Core educational
vendors were all non-profit
organizations selling materials
for the good of all mankind.

14. It’s All About the Money: Part Two
Point: Bill Gates is pouring money into the
reform process because he has some ulterior
motive – undo influence, technology stocks…?
Counter Point: The same man whose
foundation is responsible for a 74% reduction in
African childhood deaths from measles over
the past decade, and the near-eradication of
polio on that continent, has some underlying
evil intent because he has demonstrated
support for raising educational standards?

15. Big Brother Data Mining
The Charge: Vendors or the
government are going to use the
data they have on your children to
gain some leverage and control your
future.
Counter Point: In the modern era,
schools have always collected this
data (address, phone, wealth, health,
performance) and there are laws
that govern who has it and what it
can be used for.

16. Tests, Tests, and More Tests
Point: Testing is out of control. We
are dramatically increasing the
amount of time we spend testing our
children and it plays too large a role
in determining our children’s future.
Counter Point: The actual amount of
time tested – when compared to
CMT/CAPT is less – although – if a
student wants more time to finish
any portion of the test, they can have
it (formally, just the purview of
special education IEPs).

17. Perfect, no - but it is a better test.
The assessment
consortia has published
the criteria that they
will use to score open
ended items.

18. Student’s Under Stress
Point: All of this testing and
accountability talk puts too much stress
on our children.
The Counter: We own this one. The
higher the stakes, the more corrupt the
system will become and the more stress
will be communicated through the adults
in the system to the children in the
system. This is not about the test – its
about what we do with the results of the
test.

19. Improvements?
There is always room…
• Fewer, high leverage skills
should be focus.
• Seamless integration of digital
learning – not just testing.
• Less reliance on text for
comprehension/communication.
• Communicate with parents about
implementation strategies.
• Other?