Tuesday, April 21, 2015

       This project is a cooperative effort by individual parents and educators from across Louisiana.  We have taken time to carefully research Common Core.  The problems are very real.  

     Common Core is a very important issue that will be debated during this legislative session.  It is important to US that the FACTS, not just talking points are available to our legislators so that they can vote FOR our children's education.  We urge you to do your own research.  What you will find here are some basic points.  We are more than happy to point you to more in depth research if you would like.  Thank You for visiting.



The Very Real Problems With Common Core
By: Michael Deshotels, retired Louisiana educator and blogger

Real Problem #1: Contrary to the official version of origin, the Common Core actually came from special interests in the testing and publishing industries with financial bribes to selected stakeholders from the Bill Gates and Walton Foundations.

Real Problem #2: The writers of the Common Core Standards accepted almost no input from regular K-12 classroom teachers who are ultimately responsible for implementation, resulting in very impractical standards.

Real Problem #3: Contrary to federal law, Common Core was pushed upon the states by the Obama administration using the coercion of exemptions to No Child Left Behind and the bribery of Race to the Top funding.

Real Problem #4: The Common Core Standards were never field-tested resulting in standards that do not work in real practice in Louisiana schools.

Real Problem #5: Early childhood education specialists have determined that the Common Core Standards are extremely inappropriate for younger students. Third graders are required to sit through 12 hours of annual standardized testing and countless hours of test prep.

Real Problem #6: Math methods required by Common Core have been found to be impractical and unnecessarily burdened with unorthodox methods of doing simple math problems.

Real Problem #7: Unnecessarily complex phrasing of math problems in the standards causes frustration of students based on reading level. 

Real Problem #8: The Common Core ignores and omits commonly accepted and crucial cursive writing training and higher math applications.

Real Problem #9: The promotion of unorthodox methods for reading such as “close reading” techniques are untested at K-12 levels and found to be ineffective.

Real Problem #10 (and most important): Parents were left out of the process completely!




Facts about the opposition to Common Core
By: Ganey Arsement, current Louisiana educator

  • Parents, teachers and community members are not opposed to high standards.  They are opposed to Common Core standards.
  • The Common Core standards were adopted and implemented by the Louisiana Board of Elementary and Secondary Education without following administrative procedure.
  • In accountability, the definition of “stakeholder” includes administrators, teachers, staff, students, parents, community members, business owners, school board members and city council members.  None of these stakeholders were included in the process as required by Federal law.
  • The majority of the standards in both Math and ELA are developmentally inappropriate for the age of the child in which they are presented.
  • In 2010, the previously used Grade Level Expectations (GLEs) were ranked #3 by the EPE Research Center.
  • In 2003, the Louisiana graduation rate was a dismal 60%.  The Louisiana GLEs were implemented in 2004.
  • From 2004 to 2012, the graduation rate in Louisiana rose from 60% to 73.5%.
  • The two previous facts illustrate that Louisiana’s standards were indeed high and that the education system in our state was not broken.
  • A review of the standards that results in rebranding the Common Core standards as standards developed in Louisiana is unacceptable.
  • The majority of parents, teachers, administrators and other stakeholders would be content with the GLEs.
  • A writing of new standards would be widely accepted if, and only if, ALL stakeholders were involved, the LDOE and BESE have complete transparency and the standards are ultimately approved by the legislature based on input from constituents.
  • The PARCC test is invalid and unproven and should be removed from Louisiana and replaced by a proven, statistically stable, assessment as required by Federal Law.




Common Core StandardsVerifiable Facts
By: Ganey Arsement, Louisiana Educator

Rationale “We must raise the expectations for our students, for our schools and for ourselves to prevent other nations from out-competing us.”- Barack Obama’s Blueprint for Reform, March 2010.

Faulty Reasoning
Based on the incorrect assumption that global rankings in standardized test identifies the fault in our educational system, focus has been aimed at educational standards shifting from attainment of basic skills to mastery of higher skills. For example, the shift in Math education is to follow the Singapore Math model. Singapore Math is highly visual and requires a mastery of foundational skills. Several studies have shown that the reasons the students in Singapore do so well with this approach is limited cultural diversity and an industry-based economy. More than 90% of students in Singapore are employed in the industrial workforce upon graduation. There are a very few scholars, inventors, explorers, artist, etc. One culture. One economy.
The idea that countries like Singapore out-compete the Unites States is solely based on Math scores. Yes, they may mass produce electronic parts for the rest of the world, but only because their population contains a specific skillset, and they produce goods at a fraction of what they can be produced elsewhere.
Development Under the premise of the above reasoning, it was determined that there was a need to develop higher standards. Surely, if our students can do as well as theirs, then the result would be a more capable workforce that can compete. Under the guidance of the National Governors Association (NGO) and Council of Chief State School Officers (CCSSO), the non-profit organization, Achieve, was created. Achieve enlisted another organization, Student Achievement Partners, to create the standards. The standards were to be reviewed by internal audit groups. Here are some facts about the creation of the standards.One of the audit groups, Alliance for Childhood, refused to sign off on the standards because of their inappropriate nature and issued a formal statement to that effect.

  • The standards were completed in under one year, but had not been made public until after many States had already adopted them.
  • Sixty-five people participated in the creation. The group was comprised mostly of representatives from the testing industry. Only one was a classroom teacher.
  • Content experts and practitioners were omitted from the process because they were “determined to base the standards on content research.” Education Week, June 2010
Acceptance and Implementation The Common Core standards were accepted by the NGO/CCSSO (not written by), and the Race To The Top program was introduced by President Obama citing that the educational dollars would be made available to the States that adopted the Common Core standards, or comparable standards. Forty-six states adopted the standards without having seen them. The standards were reportedly designed to increase problem solving skills and higher order thinking skills; however, this is not a function of standards. These skills are cultivated by curriculum. Therefore, the implementation of Common Core standards requires specific curriculum and assessment which is produced by the very companies that were represented in the development.
Analysis of the standards Immediately upon implementation, members of the education community began to notice problems. Many of the standards were similar to previously used standards but moved down two grade levels. A Math skill that a 3rd grader would of have been taught previously, was now required of a 1st grader. The problem with this type of grade level shift is that many upper level skills are based on previously learned foundational skills and facts. In addition, the concept of higher level skills are at risk of being above the cognitive skill of the younger student. For example, the average kindergarten student doesn’t cognitively understand the concept of linear time such as yesterday, today, and tomorrow, yet they are required to solve word problems that they cannot read and not only require knowledge linear time , but also the ability to conceptualize a math problem. In addition, they are required to memorize and recognize more than 60 words for reading at a level that they have no context for. In general, there had been less opposition from parents of the middle school aged children because those children have reached the cognitive level required and they have had 5 more years of foundational skills. Kindergarten through fifth are not getting the foundational skills. They are going straight into conceptualizing.

Curriculum and Assessment
The curriculum and assessment, developed by the companies who developed the standards, represent a fundamental shift in purpose. Prior to NCLB, the purpose of standardized tests was to determine a student's progress in attaining basic skills and represented in a percentile comparison of a similar demographic across the nation. The ITBS, a norm-referenced test, was the primary instrument used by most states. NCLB changed that testing to standards-referenced testing which compares a student to a standard, then ranks them in comparison to other students. In both cases, the assessment was designed to create a general snapshot of skills attained. Under the new standards, the curriculum teaches skills above the student's level of learning, then the assessment creates a snapshot of what the student DOSENT know as opposed to what he DOES know. The system promotes failure, by design.







120 comments:

  1. THANK YOU!!! Finally the voice of reason is heard! Very well written and easy to understand. Parents, teachers, and other members of the community are waking up to this mish-mash of educational practices and how it is negatively affecting our children!

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  2. I wholeheartedly support this effort and I will continue to fight against common core in the state of Louisiana for our most precious of gifts, our children!!!

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  3. A huge THANK YOU to everyone who brainstormed this and carried it out! I was forced to pull my school age children out of the public school system early in this school year to protect them from the child abuse common core is. Our children, teachers, and parents deserve and demand better than what the unicorn brigade is trying to push on us!

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  4. Thank you to those who've done all of the research and pulled this information together! I'm working to educate myself, but I couldn't have made my case nearly as well as y'all have done.

    Let me say first that I appreciate and respect the teachers, staff, and principals at my boys' schools. They put in a lot of work and time and effort to help my boys learn and do well. They aren't the ones driving the trainwreck that is Common Core. That's an agenda pushed from above their pay grade, and our Legislature needs to step up and get rid of it.

    Legislators, I hope y'all are reading. Your constituents are paying attention to how you vote. We're paying attention to whether bills that are in favor of developing our own standards, with local input from local educators and parents, ever make it out of committee or if they're shut down before they have a fair hearing. Common Core is not about educating our children. It is about turning them into "human capital" for corporate use and consumption. It's about making some people a lot of money, but it is not about what's best for Louisiana's children. Step up and do what's right for our state, our educators, and our children. Get rid of Common Core.

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  5. Amen to all of the above- this was not for the children or the teachers or the parents- Get rid of Common Core...follow the money

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  6. My comment will be visible after approval of whom?

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    1. The crawfish mamas, that is. We were worried that the "other" side might be ugly here, so we originally set the posts to be approved before appearing here. But we have dinner to cook, laundry to do, kids to run after. In other words, we don't have time for that! So, post away one and all.

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  7. Connie ZimmermannApril 22, 2015 at 3:11 PM

    Thank you so much for the superb Crawfish analogy, for posting this critical information and for the tremendous efforts you are making to help our legislators and BESE understand the harm they are doing to our children by not eradicating Common Core from our state. I cannot even being to express how ashamed and disappointed I am of the elected officials in this state who are pushing this damaging educational fiasco. Everything you've posted exactly matches what I've also gleaned from hours of research and study.

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  8. Very educational. I truly hope that each legislator does his or her due diligence to be informed of these and the many other facts about CCSS!

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  9. Thank you for sharing this information. We can't do this testing stuff at the expense of our children!

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  10. Thank you for this effort. We must protect our children. High stakes testing is a very abusive environment for teachers & kids. We will need to unite our efforts across the state & vote legislators out of office if they do not stop this & replace it with a benchmark test that doesn't data mine the children. We also need to get rid of VAM procedures used to abuse teachers, when the teachers feel threatened, so do the kids. Katy, Texas just passed laws to get rid of any & all high stakes tests. It's such good news for their kids. Louisiana needs to follow behind them.

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  11. You hit the nail on the head and did it a way even proponents can understand!! Kudos and thank you!

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  12. Excellent information and spot on! I hope that our legislators read this and research it because everything I've read over the last year supports these points 100%! Common core is killing creativity and individuality in our classrooms. Children are no longer excited about learning. Instead, they are frustrated, defeated, and tired of the "drill and kill" and "learning to test" priorities. We need to go back to developmentally appropriate expectations and activities so that children will be self-motivated and invested in their own education!!

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  13. Great information. Man, I hope they listen.

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  14. There are MAJOR problems with Common Core, but the underlying problem that needs to be addressed immediately is that the leaders of our state and country are not listening to the citizens.

    Our elected officials are distracted by special interest groups and their Snake Oil, fairy dust, and unicorns. Our leaders and businesses alike have been hypnotized by money and propaganda to believing that Common Core will solve all of the "workforce" woes in this state and country. They have been convinced that what is best for our children is to treat them as human capital to be used as market research and guided as drones to the smoke stacks of industry. We are now seeing the demise of our community influenced public school system to a publicly funded private industry all in the name of a fake "crisis in education" and sparkling "higher standards."

    We the people must rise up and hold our elected officials accountable for the culture of industry manipulated policy-making, and demand that they listen to those that they represent. I call all citizens of Louisiana to stand up and be heard! Call, e-mail, go to the capitol, go to your local legislator's office, and be heard! We have more power and influence than BIG money has, but only if we ACT on our Constitutional liberties and inalienable rights!

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    1. Caryn, with which particular standard(s) do you have an issue or consider to be a "major problem"? Please be specific.

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  15. Hopefully our elected officials will do what is best for our children and get rid of this mess. Great blog and thank you for all your dedication.

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  16. Parents will not stop fighting against this initiative CCSS . We will continue to garner support because truth will conquer the LIES behind CCSS.

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  17. Thank you for sharing FACTS! We will continue to stand together and spread the TRUTH...for the best interest of our children. I am a parent and a teacher. I support this cause 100%.

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  18. This was a true Louisiana patriotic effort! Those ABC idiots could not even come up with a mascot representative of this State. A unicorn? How lame and thoughtless of them. But as just common folk around here, we don't take offense, we just find opportunity! When passion comes from the heart and mind, anything is possible and the truth is found. When an initiative is born out of a bank account and a spending budget, it is usually void of facts and proof, just fluff opinions with no conscience. Why do these legislators not understand that mama bears are determined and will succeed under any and all circumstances? I absolutely love being on the right side of democracy, the right side of child welfare in education, the right side of corruption, and the right side of the mama bears! Keep on rising Rock Stars! I am just one of those educated parents that CC promoters can't seem to shake off. Underestimated and Overeducated! I SUPPORT!

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    1. Please realize that there are many teachers and school administrators throughout the state who wholeheartedly support the ccss. They have observed in their respective classrooms a significant increase in cognition among their students as a result of these standards. For you, Derek, to claim that there is a "right side" on this issue exhibits the same level of perceived arrogance as that of which you so strongly reject among some who support the ccss. To you, I ask..with which standard(s) in particular do you have an issue and why?

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    2. Not this one.

      One example: 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
      W.K.7

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  19. With which particular standard(s) do you have an issue and why?

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    1. Mr. Leger,
      The answers to your questions are clearly illustrated on the page above. It appears as though the Common Core Kool-Aid has affected your reading comprehension; therefore I suggest that you reread the passages "with purpose and understanding."

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    2. The standards are deficient in many areas. These are supposed to be our complete standards and they completly exclude cursive writing. My daughter looked down at my signature the other day and said " Daddy, what is that?" I explained "that's my name, my signature." She asked what it meant and why I didn't write letters.

      When I took Russian I learned how to write Cyrillic in cursive. The easiest time for our kids to learn new letters/writing is when they are young. Now most will lose the ability to readily learn and read cursive writing in other languages as well as their own. I guess printed names and X's will have to do for signatures going forward.

      The Unicorn page even admitted this fact but failed to address it. Why don't you start there and if you do a good job we can continue.

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    3. So, rather than a personal attack, how about simply answering my question? With which standard(s) in particular do you have a problem? and why? It is argued above in a very general sense that the ccss are "developmentally inappropriate". Which one(s)? I am assuming that you've actually looked at the collection of standards, right? If so, I'll make it easy for you, just name one of them and tell me what about that particular standard is wrong.

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    4. My issue is the fact that standards are not age appropriate. Lessons in math are non-traditional. Grammar & spelling are not thoroughly taught. Classic literature & nursery rhymes are omitted in lieu of "informational" text. In addition, the GLE's were quite successful. They were clearly stated, age-appropriate and taught basic skills.

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    5. Specifically, the issue is not one particular standard. There are many "sins of omission", in addition to the fact that basic skills are excluded.

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    6. Which "basic skills" in particular are excluded?

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    7. Okay, since it isn't apparent to you that the opposition is to ALL of the standards and the process in which they were created, adopted and implemented, then I'll be more specific. Let's start with kindergarten. Five of the first eight standards begin with the words "With prompting and support" or "with guidance and support." This, by definition, is not a measurable or attainable standard. This provides an opportunity for the teacher to determine attainment of the standard by providing prompting, guidance and support at their discretion. Furthermore, standard 3 RI.K.3 asks the student to "describe the connection between two individuals, events, ideas, or pieces of information in a text," with prompting and support, of course. This is a cognitive milestone that a 5-6 year old has not passed. At this age, children should be provided with support in developing executive functions, specifically self-awareness, self-control and physical exploration of their environment.This particular standard was previously a 3rd grade standard which is appropriate for a child of that age. In addition, the are standards that ARE NOT supported in the Common Core. For example, the ability to read and name upper and lower case letters, as well as recognize your first and last name in print. These skills have had to be taught at home, and students who are not being taught at home are being labeled "at risk." These are the basics and the foundation that is needed to attain every one of the standards that follow. That's just the first 8 standards of kindergarten.

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    8. From a highly effective Kindergarten teacher:

      My understanding behind the idea of using "with prompting and support" with the standards mentioned is due to the varying levels of students entering kindergarten-our students have to start somewhere. The prompting and support is meant to help meet the child where they are developmentally and gradually be taken away by the end of kindergarten. I understand that because of the said phrase the standard may be interpreted as less precise therefore making it seem like it is unable to measure or attain. However, I assure you that by the end of kindergarten students no longer need the added support and are confident in their ability to perform.

      Describe the connections . . . Questions such as: How are Mary and Sue alike?- connections between two characters, What causes seeds to form?- cause and effect connection, etc. The connections aren't as deep or complicated as what you would see in third grade but definitely a start and attainable. This standard uses scaffolding (with prompting and support) because of varying ability levels.

      Some standards are easier to attain for the little ones, some require more rigor to master and require the added measure of prompting and support.

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    9. Annette McClenahanApril 25, 2015 at 8:34 PM

      The problem I have with this answer is that just like children not all teachers are alike either. Not every teacher will interpret the standards the same way. I have two children in first grade and neither child is learning the same things. I have one who is learning spelling words and the other is not. I have one that is learning math facts and the other is not. They are literally across the hall from each other and in the same grade and are not being taught the same things. Yeah CC is real great!

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  20. I sincerely hope that EVERY elected official will read this very informative blog!! We believe in our teachers and the skills they have been taught, let them teach!! This nonsense of teach to the test is ridiculous and taking away valuable instructional time!! Common core has many students frustrated and is taking away their self esteem!! Students who were confident and liked school, now cry from the pressure & hype that comes with all the pre testing & testing!! Please listen to you parents and help fight for the minds of our children!! No more data mining and allowing children to be mere lab rats for the big companies who are lining their pockets off the back of our precious children!! Say NO TO CCSS!!! Don't crawfish out on the parents & children of the State of Louisiana!!

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  21. Thank you so much for this! I completely agree! LISTEN UP Legislators....momma's, daddy's, and teachers are not going away quietly! OUR kids future's and well being are at stake here!

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  22. Thank you for taking the time to share the truth! It gives many of us hope that there are so many in this battle for the right reasons which are our children. The behavior of PRO CC speaks volumes in itself. Many seem to prefer fighting, instigating, attacking, manipulating the truth and profiting above anything else. Just as Derek Smith said above, "Underestimated and over educated"! Those who take the time to do their own research do understand and wholeheartedly support this cause!! We aren't going away! Mr. Leger, perhaps you should take your desires elsewhere because no one cares to entertain your nonsense any further. It is clear that you have lost your purpose a long the way and have made it your personal mission to insult and attack parents as well as teachers who disagree with you. Sadly, it seems as though you take pride in your behavior which is very troubling beings you work in our education system. Facts are in black and white listed above. Parents can debate matters with those who can actually make a difference. Arguing with you simply to entertain your desire to tweet rude insults is not worth anyone's time. It gets us no where!!!

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    1. ...and once again, can anyone list a particular standard(s) with which they have an issue and why? Not an argument, not a personal attack or insult, just a simple question about the standards.

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    2. No one is required to supply you answers, the parents live the nightmare. You as an educator ought to recognize that; and that this time the parents are on the right side. Stand for Children,, ABc, LABI and CABL have a vested interested that doesn't allow them to have the ability to recognize when well informed parents voice their disgust. Know one is obligated to answer you. The reasons they oppose it are listed above and the will suffice.

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  23. Love those little Crawfish Crawling to the Capitol to tell the TRUTH!! People need to wake up and start paying attention to what is going on in our kids education and the FEDERAL GOVERNMENT needs to GET OUT of our state with these Common Core Standards!!! So thankful for the amazing parents, grandparents, and leaders in the state that are fighting so hard for our kids right now!! Thanks Ganey Arsement and Micheal Deshotels for writing the truth so clearly for all to understand and hopefully grasp what is truly going on in Louisiana! WE will ERASE COMMON CORE from the STATE!!! Listen up you Legislators!!! Listen to the ones that you represent and BOOT this CCSS OUT!!! OR we will BOOT you out!!

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  24. My first problem with this new initiative was when my school gave away good books, some new, at registration last year. Then there were no books. My kids were getting handouts and teachers had no real way to send work home. Mass confusion. No test were sent home, just grades. My A Math student was receiving an F the first 9 weeks. This started my research and opened my eyes to how age inappropriate this curriculum is. My child didn't suddenly forget his math tables, but these forced concepts are destroying his love for learning. We must not make our kids COMMON. They are individuals that learn differently. In my day, that was celebrated. Correct answers, no matter how we got there, were correct.

    I am a registered and active voter. I will be informed on who is FOR or AGAINST common core. I am watching how the votes are going so far. Those in the legislature trying push through bills to support this common core takeover, we have your numbers. Your constituents are awake, aware, and we're watching.

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  25. The standards are deficient in many areas. These are supposed to be our complete standards and they completly exclude cursive writing. My daughter looked down at my signature the other day and said " Daddy, what is that?" I explained "that's my name, my signature." She asked what it meant and why I didn't write letters.

    When I took Russian I learned how to write Cyrillic in cursive. The easiest time for our kids to learn new letters/writing is when they are young. Now most will lose the ability to readily learn and trad cursive writing in other languages as well as their own. I guess printed names and X's will have to do for signatures going forward.

    The Unicorn page even admitted this fact but failed to address it. Why don't you start there and if you do a good job we can continue.

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  26. My issue is the fact that standards are not age appropriate. Lessons in math are non-traditional. Grammar & spelling are not thoroughly taught. Classic literature & nursery rhymes are omitted in lieu of "informational" text.

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  27. Standards ? Whatever standards are standards ! Something to teach to. The curriculum and teaching methods REQUIRED to attain those standards is one of my many concerns. School boards are being told what cirriculum they must use. Money in those deep pockets and Ferderal overreach into our schools and our wallets !

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    1. "School boards are being told what cirriculum (sic) they must use." - False.

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    2. LOL! Keith everyone knows the truth about the Tiers. Of course it is true; wag $$ in front of the leadership of a school board and they jumped at tier one curriculum. That is , until the taxpayers of the district woke up and caused this to be reversed.

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    3. Missy, may you please cite where school boards are being told which curriculum they must use?

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    4. "Jumping at" and "being told to" are two very different things. It is up to the districts/school boards to chose/create their curriculum. There is no CCSC.

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  28. Hey Keith, you found me? I'll put my arrogance up against your arrogance any day, if that is what you want to call it. Or, we can just say we are communicating openly in public using free speech rights! I like the side I am on. You can stay on your side. I believe I am on the right team. Now that you have worn out the same tired rhetorical question here, do you have another talking point? Simply put...as a sheriff deputy just told me, you have to implement change in stages. Taking 3rd grade cognitive learning capacities and foundational skills directly to the 1st grade to somehow believe the kids will "magically" get it, is plain moronic theory! Yes, it is theory on paper and that is all it is worthy of. If I were to give you any credit at all, I would say "oh, let's just give this education transition a couple of years to work itself out." If I were to agree to that idea, I would also be agreeing that my child's education for the next two years is disposable while the experiment goes through it's turbulent motions. And, if I were to agree that was acceptable, I would be agreeing that my child's grades going from Banner Roll for the first 7 years to B's C's and D's is also acceptable. Then, who knows, maybe even TOPS is out of the question eventually. The fact is KEITH, I don't agree to any of this CCRAP! You, Stand For Children, LABI, ABC, CABL, y'all can take your Gates and Walton, and Louisiana Business interest money and find a new playground. Disposing of one year, two years, three years, of my child's education is NOT ACCEPTABLE! Here is a standard for you to chew on! Is 39% correct answers on a statewide assessment test a good indicator of adequate achievement (Performing)? That is not even getting half correct answers. Some say simple guessing can produce a 50% result. Is that a standard? Is it a manipulative standard? Is it a curved standard? Whatever it is, it is poor! That is a low standard! If we have teachers and administrators around the state that fully support CCSS, did they also fully support the GLE's? Or, did they all just flip flop - supported GLE's but not CCSS, or supported CCSS but not GLE's? Did you try to make a point? Anyway, glad you are here and found me so we can see your viewpoints and clear up all the misinformation out there! Good Luck with that! There is no dispute for the facts presented in this blog! Tag, your it!

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    1. Mr. Stand ON Children, Leger, Ask how New York parents and educators feel about how CCSS has affected their children and their schools! Remember with me that John White was there implementing CCSS and working for Bloomberg before he was here, with Bloomberg giving money to our Pro CC BESE board members campaigns. New York is in an uproar! I know facts about how CCSS is failing in states where it has been implemented do not interest you in any way...but the facts are all there for anyone to consume. You cannot throw enough money at CCSS and CCRAP to make the parents (protectors) of Louisiana's children think it is a pretty enough pill to swallow.

      I align with Derek Smith: My child's education is not an acceptable casualty in your "profit laden investment scheme" involving more money for Pearson and other test producers; more money for the Charter movement; more money for the businesses who want to exchange my child's opportunities for work force fulfillment fodder; more money for crooked pols. I hope you got your career advancement promise or that fat paycheck promise in writing. You are dealing with people who consider you a tool.

      I have seen you in other places online asking the same question over and over. You are deliberately obtuse when presented with thoughtful answers. I hope everyone just ignores you in the future when you throw that tired old line out there. If they insist on responding to you, however, I hope they ask you this: Prove to us why you believe CCSS is an improvement over Louisiana GLEs. Then they need to just leave it alone...cause there will be nothing but the sound of a pin dropping. You have nothing to bring on the topic. I say this because you never bring it.

      All parents, citizens and voters want a well rounded education for our children. CCSS is not appropriate or well rounded or any where near "college ready" prep. But you already know this.

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    2. I'm not going to address and play along with personal attacks...

      Derek, I'd be willing to discuss and try to help with your daughter's struggles privately if you're interested.

      Without writing a dissertation, I can simply state that as a 20+ year educator with the last 11 as a school administrator, I have observed on a regular/daily basis the significant increase in student engagement and authentic learning as a result of effective implementation of the ccss in both ELA and math classes. I have listened to several highly effective teachers throughout the state explain to me how much better the ccss are over the old GLEs in terms of critical/creative thinking versus memorization. I've seen students understand math facts rather than just memorize and accept them as facts. I have seen students develop a deeper understanding of what they've read and express their opinions followed by text citation. I do recognize that some students struggle academically. The struggle of each child is unique and can be a result of a variety of sources. I encourage any parent who's child is struggling to work with their respective teachers and administrators to develop a positive and reasonable approach. There is no doubt that the ccss, generally speaking, are more rigorous than the GLEs. However, it would be irresponsible for us to continue on the path we were on which led to unacceptable numbers of dropouts and students required to take remedial courses at the college level. The standards are just that...a set of standards, nothing more, nothing less. The expectations have increased. Students will struggle. Struggle in most cases eventually leads to innovativeness, creativity, confidence, a deeper and better set of life-coping skills such as problem solving and critical thinking.

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    3. Coincidentally the only teachers you seem to be listening to are those who agree with you, however you are not only refusing to listen to the highly effective teachers who disagree with you. Instead you insult them. I very seriously doubt that you have spent your days in every single classroom across the Parish because if you had you would have a much better reality of the struggles that children and teachers are having. Listening to select group of individuals is not fair to all teachers and more importantly its not fair to all the children. You suggested that we contact our teachers for a more positive approach if our children are struggling. Do you honestly believe that we have not spoken to our teachers? That we aren't involved enough with our children to go above and beyond to help them? I do believe that it is a given that we have done all the above. The problem is- when we go to our teachers and they began to cry and explain how they are also struggling it is a little difficult. When teachers respond back with apologies explaining that they know the child is struggling along with many others in the class but sadly because they are required to teach by the book and cover so much material in a short period of time- they no longer have the time to stop and work with each child. Teachers are stressed out. Many do not want to be involved in this nightmare because it has turned into such a battle. Parents had no choice but to begin speaking out for both the teachers and the children. Do you know how many of us receive private phone calls/emails from teachers simply to say THANK YOU! Trust there are many!! Many that you aren't listening too, many that you haven't given the time of day to, many that you don't seem to be concerned about unless your passing judgement, tweeting insults, etc. It is sad! This should be about what is best for the children and our teachers. Clearly it is NOT- that is IRRESPONSIBLE Mr. Leger!

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  29. Absolute fabulous presentation of the issues.
    We must get rid of CCSSI and the states corruption! The sooner the better, for my family and this state.

    Thank you!

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  30. Keith Leger = Stand ON Children

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  31. I have a problem with Common Core as a parent of children who were old enough not to be effected by it and children dealing with it right now. I Hate the way they teach Math, t makes no sense the long route they go to learn the simplest math equation, and of course you have to draw a graph for something as simple as 2 + 2...give me a break, I have had to show my youngest the old way and then hopefully together we can work through and figure out the NEW way....the reading he has now sucks it totally takes the parent OUT of being able to help a child, all work done at school, so no vocabulary brought home, no bokks brought home to study, no stories, but I think the point of that is they do not want me to see exactly what he is reading....The social studies and science words and definitions leave alot to be desired, I have literally took out the dictionary and taught my child the true meaning of some of the words simply due to the stupidity of the definitions.....It is geared more to me towards taking parent involvement out, which for a parent who actually cares enough to help, this ticks me off....Not to mention all of the standardized testing, that my child is NOT good at and it DOES NOT reflect his ability at all, it just reflects his ability to sit and hold his attention for long periods of time.....the cursive writing came up at my house the other day, my 8th grader had to sign a document where the form had Student signature, then he had to also fill in the blank labeled print student name, he was so confused stating "Mom why do I have to print my name twice, what do they mean a signature, can I just print? I do not know how to write in script, we have never learned that yet" Needless to say my husband was floored by this........I have enough of the federal government involved in my life and I do not want them anymore involved, especially when it comes to my child's learning, because lets be honest ....you name for me one thing that the Federal Government is involved in that is actually a success .....can't do it can you ! This is just another one of those examples.....

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  32. This is a great site. Thank you! I sit in wonder at the notion that CC supporters toot the horn on the 10% of students or schools who "thrive" using common core, but seem tone deaf to masses who have laid out the issues against it. If it's not good for the 100%, then it's not acceptable. PS: I sat amongst parents who were appalled that their child's principal would stand at the mic and profess such success with Eureka Math, while their children (attending that same school) were failing or on the verge of failing. Sad.

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  33. I'm all for raising the expectations for our children but not to the point where these same students we're wanting to achieve, no longer want to go to school because of extreme struggles in Math and English; some that never had these struggles before. I believe that there are many ways to reach answers and many ways to interpret questions, Math and Reading, instead of just one way...Common Core is forcing our kids into believing what they were previously taught is wrong and that's not right! Stop just worry about School Performance Scores and start TEACHING OUR KIDS!!! The kids took the ILEAP and LEAP last week for Social Studies and Science but they took a test that they weren't ready for because they hadn't been taught the subject because the schools are too busy teaching the test. What happened to kids loving to go to school, having story time, show and tell, and so on? We don't need to be like every other state, that's what makes Louisiana so unique...we aren't like all other states! So let's keep it this way and vote no to Common Core! Don't help set our kids up for failure!

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  34. Thank you for your work! Please keep it up!

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  35. The following comments regarding the implementation of CCSS are from Louisiana teachers. Names have been removed but their respective districts have been included.

    (Bossier) As a high school English teacher with 20 years experience in the classroom, I can see the benefits of the CCSS for ELA in my students on a daily basis. They are willing to think outside of the box, and they have no problem finding evidence from the text to support any opinions they form in their reading. It is nice that I don't have to spoon-feed them as much as I used to.

    (Bossier) Sometimes it is hard for me to articulate the differences I have seen since CCSS. It has let me be the teacher I imagined myself being in college, before a textbook and workbook were placed on my desk. The standards have allowed me to teach texts and have discussions I have not seen since I taught in Texas. My students are always excited about our next unit, our next novel, our next discussion. The connections I see them make on a daily basis to past texts and characters is amazing! Why would anybody want to teach any other way?

    (Lincoln) The introduction of Common Core Standards has had a incredibly positive impact on my students. The increased focus on understanding an author's message and not just surface reading of text has impacted thinking skills in addition to improving comprehension. The addition of speaking standards has my fourth graders learning to hold scholarly conversations about what they read. I listened in just this morning to a group of students trying to decide why a character would act in a certain way and basing their arguments on textual evidence. Their conversation showed a level of understanding that went well beyond simple comprehension. The best part of this was that one of these students is a special needs student who has always "failed" in reading. With the increase focus on speaking he has learned that he can express himself and his ideas. Now he's working on expressing himself in writing. Without the first success, he never would have tried to write them! I've always expected a lot from my students. The CCSS have pushed me to expect even more. Students rise to the level of our expectations so we need to set high standards to see them soar.

    (Bossier) Implementing the CCSS has taught me that third graders can accomplish more than I ever believed before. When I first read through them, I thought I was going to choke because my kids "couldn't" do THAT. My kids not only CAN do the standards, they thrive with them and make deeper connections to texts at 8 and 9 than I did in high school. My kids write about texts better than many adults. My kids read a text and discuss it like true academics. I am surprised, impressed, and inspired daily by what my kids CAN do.

    (Calcasieu) Last year I implemented the "Show me the Evidence" cards in addition to using parenthetical citations; the students really took it seriously and did write more in-depth responses. In addition, composing original questions for the author or perhaps the characters, not just "your own test questions," has been a fun departure. I also used Keith's suggestion about using Bloom's Taxonomy in conjunction with constructing questions, and the kids really took to it. I explained that we follow Bloom's in our planning & questioning, and I think it made them feel grown up and important. I laminated both "SMTE" cards and Bloom's sheets and either place them at each station or let the kids come get them from the basket on my desk as needed.

    (Lafayette) Teaching the standards has grown me as a teacher. I had to take stock of where I was in my understanding and ultimately increase my understanding in order to really challenge my students. Better teaching, improved learning...It is a win-win situation!

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    Replies
    1. Mr. Leger, Stand For (on) Children is certainly getting their monies worth out of you today. Please provide teacher names. We mom's like to research. I would like to confirm, #1 if said teachers actually exist, #2 if said teachers are teacher leaders or in any other way get compensated for promoting Common Core.

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    2. Those were my exact questions!

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  36. continued...

    (Calcasieu) Here is just a glimpse of the success that has happened due to the implementation of the CCSS. This year has been an eye-opening experience as I've watched my students grow tremendously. These students have learned to interpret reading material at a higher level. My students are skilled in the ability to decode and understand the meaning of words in a variety of text. Through this process, they have built a stronger vocabulary that they not only use during class time, but outside the class as well. Another "brag" factor is that the words they are learning are being used within their writing. Students are able to correctly use these higher-level words in their writing! They are debating and defending their opinions, views, and factual information by using evidence within the texts being read in class. Student morale is up and their CONFIDENCE has increased! My students are proud of their accomplishments and are excited, motivated, and eager to learn everyday! I have never seen a love for reading as I have seen this year (and I've had these students since they were in 1st grade). Students are taking ownership of their learning and are driving instruction daily with their questions, comments, and critiques of the texts used in class. They are relating texts to their own personal experiences and bringing in a various points of view on topics covered.
    Below is a list of the activities that have contributed to the positivity, success, motivation, and excitement of my 3rd graders:
    • Debate Fridays--Students question one another about the text that was read during the week by providing and citing evidence to support their reasoning.
    • Character Trailers--Students have created video trailers describing a character's traits, motivations, and feelings.
    • Text-Talk Time--Students have an opportunity to ask and answer one another's questions, interpret and decode meaning of words within the text, discuss author's point of view vs. their own point of view.
    • Narrative Writings--Students have created narratives that not only included story elements, but figurative language and dialogue.
    • POSITIVE ATTITUDES--Students have become motivated to take ownership of their learning
    Yes, it was a struggle in the beginning; however, through these struggles my students have learned valuable life lessons: compassion, cooperation, perseverance, responsibility, courage, etc. They have learned that in order to be successful, they must work hard and try their best. My students are proud of their growth and all that they have accomplished in such a short period of time and so am I!

    (Jeff Davis) My first grade students have shown tremendous growth since the CCSS have been implemented. In Math, they are writing their own problems of the day, having classmates solve their problems, and justifying their answers based on what they have learned. My students now have a deeper understanding of the WHY when solving problems. The way they think about numbers and their ability to solve problems using multiple strategies, show their work, and speak confidently about it makes me smile daily. I know I am instilling skills in my students that will be valuable to them way beyond first grade.

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    1. Mr. Leger, Stand For (on) Children is certainly getting their monies worth out of you today. Please provide teacher names. We mom's like to research. I would like to confirm, #1 if said teachers actually exist, #2 if said teachers are teacher leaders or in any other way get compensated for promoting Common Core.

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    2. Yeah the one from Calcasieu that's a joke. They don't have time for all that. Don't believe a word of it. My kids teachers are so stressed they do nothing but study for a test all day every day!

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  37. continued...

    (Calcasieu) This year has really shown me that students are capable of so much more than we realize. CCSS has helped push my students to take ownership of their learning in a variety of ways. They have truly mastered the art of reflection, and have learned to actually think for themselves. They continually question other students' responses and require to know how an answer was found and why it was given. My students have become such experts in not just excepting an answer simple because it was given. Now they want to know how "I" arrived at a particular response with prove being supplied to them. I have to admit that at times they can even out debate me causing me to switch my opinion and point of view on certain topics. One of their favorite activities is when they use Post-It notes to add comments or compliments on a fellow peer's writing, and they even make suggestions on how the writing could be improved. They use such vivid vocabulary in their writing and conversions, so much in fact, that it often surprises even me! Also, my students now love the art of writing! In the beginning when I would say the words "essay" or "writing task" they would cringe. Now, they keep their own writing journal and write in it daily on their own accord. They write in it at recess, on the bus both to and from school, and at home. I have inspired the love of writing, therefore, I feel like I am a superhero! What could be a better feeling than that?

    (LC Charter Academy) I love the ELA common core standards and how they help me prepare lessons for my 8th grade students. Having these standards help me plan my lesson in a way that is more engaging and challenging than I may have created otherwise. I know that my students will be more successful in highschool because they are capable of meeting the standards set forth. I know people worry that it is too hard, or the students will not be able to perform, but you would be shocked at how many actually strive to reach the goals when they are set higher.

    (Cameron) One significant plus brought forth by CCSS in my fourth grade ELA classroom is the freedom to use good quality literature to teach reading, as opposed to the dreadful and boring, one-size fits all reading program or textbooks. Because CCSS pushes for increased and wide-reading, and responding, my students are becoming ones that actually ENJOY reading (and writing)! No longer do they hate to read, or view it as a chore. Because of this, my students are becoming more competent readers, writers, thinkers, and learners. In fact, most, if not all of the 47 students that I teach have increased their reading levels tremendously since the beginning of the year. In many instances, these increases have reached two, three, or even four grade levels in reading proficiency. This kind of success never happened for me through traditional standards.

    (Jeff Davis) I think the biggest change that I have seen in my classroom is that I no longer have to tell students to stop and think. It has just become part of our classroom culture. It doesn't scare them when something is difficult and will require a little time. In the past if the answer did not come quickly most students would simply sit and wait for someone else to figure out the answer. Now I have my whole class stopping to think and gather their thoughts before formulating an answer. Silence is no longer scary, it is productive.

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    Replies
    1. Mr. Leger, Stand For (on) Children is certainly getting their monies worth out of you today. Please provide teacher names. We mom's like to research. I would like to confirm, #1 if said teachers actually exist, #2 if said teachers are teacher leaders or in any other way get compensated for promoting Common Core.

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  38. continued...

    (Caddo) Wow is all I can say. I was criticized for teaching to higher standards in the beginning, but who can argue with results. Many parents said I expected too much from my students. I remember my 5th grade students debating about an article we read on facing barriers. It included how people like Jackie Robinson overcame challenges. To hear how these students confirmed and refuted each others opinions they established from an article was amazing. They even referred back to previous text to support their reasons why challenges made Robinson better. To extend the lesson they wrote autobiographies highlighting their "barriers." They used connections to real life characters such as Ruby Bridges and other social activist. Now, i taught most of these students in third grade so I knew their ability levels. They varied. But that was not a reason not to expect more of them. They rose to the occasion because it was expected. I don't think anyone has a right to take this from them. I can still hear Brandon and Rashad actively disagreeing with Ashurea and I'Laya, using comments like...Prove it by showing me three examples. About a month ago, I saw a parent who was not happy with my expectations at first. She said, I see where you were going. She is excelling in 6th grade. Yes, she made C ' s and sometimes lower on some assignments but that transition prepared her for not just an "A" but the ability to use what she learns to communicate effectively anywhere. A grade is subjective but seeing children excel at using text to learn and share their learning with others is priceless. All I can say is that our children are worth it.

    (Lincoln) After reading so many of the responses I would say that the standards have brought about a change in teaching that is exciting to hear about. I wish that some of the teachers who challenge the standards could hear all of the positive that is being shared. I speak often about the need to challenge student thinking and to move beyond "the old ways of teaching." It is incredible invigorating to me to hear the successes that everyone is sharing her. These are the stories that need to be shared. There is great power in student success as evidence that the standards can work when the are embraced. Growth cannot come without change and someone's a little pain. How wonderful to hear from other teachers who have embraced the change and endured the pain and are now seeing student growth!

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    1. Mr. Leger, Stand For (on) Children is certainly getting their monies worth out of you today. Please provide teacher names. We mom's like to research. I would like to confirm, #1 if said teachers actually exist, #2 if said teachers are teacher leaders or in any other way get compensated for promoting Common Core.

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    2. I have SEVERAL testimonies from actual teachers who HATE this. Let me go find those posts....

      Delete
  39. continued...

    (Caddo) Earlier in the school year, I had reluctant participation from many of my students and concerned parents who would come sit in the classroom. If only the parents would stop by now. In implementing ccss, I have seen students that days classified as intensive readers rebut am and justify their answers as well as students who are on our above grade level. Listening to group and class conversations has put smiles on my face.

    (Rapides) CCSS for ELA caused me to put more responsibility on my students for discussing and learning instead of providing the answers for them. I learned that they can do it much better than I would have imagined, and we all get so much more out of the learning experience. Also, teachers are sharing ideas and lessons on an unprecedented scale. Having the same standards nation wide allows for sites like teachingchannel.org to provide high quality examples that can be used anywhere from inner city to rural areas. When we meet teachers from other states at work shops or talk online, it's like we're finally all using the same playbook to improve student learning everywhere.

    (Calcasieu) The ELA standards have been an incredible resource for me as a teacher. It took my lessons from minorly engaging for my students, to all-consuming. They now come into class and know that they will be pushed to the limit and forced out of their comfort zones. My class is "hard," but they love it. I have seen so much growth for each student using Scantron testing. It's impossible to argue with the data. My students come in and rather than look up definitions, they create accurate ones without the use of a dictionary. They hold conversations extending their learning that blows me away. A student came in Friday excited to tell me how he saw something about cybernetics and prosthetics related to the novel we were reading. That never happened with GLE's. There is never a dull moment, and I attribute it to the standards.

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    1. Mr. #datafreak, it appears that you are trying to win your little argument on your own terms. You are filling the page with stuff that #1 ant be proved as true (gee, ya'll do tend to lean that way) and #2 Words that are irrelevant to the topic. How about we stick to the WHOLE POINT of this blog, and discuss what have been listed as the problems with Common Core. Can you do that? I mean, anyone could head off to unicorn land and sprinkle some fairy dust and POOF make some "Pro Common Core Teacher Comments" appear.

      Delete
    2. Mr. Leger, Stand For (on) Children is certainly getting their monies worth out of you today. Please provide teacher names. We mom's like to research. I would like to confirm, #1 if said teachers actually exist, #2 if said teachers are teacher leaders or in any other way get compensated for promoting Common Core.

      Delete
  40. Fact not fantasy! Many students who loved school up until this year are now hating to get and go to school each day. Many of the middle school kids are now talking about how they can not wait until they are old enough to drop out. Common core has changed how many students feel about getting up and going to school each day and not in a positive way. I applaud the parents who have stepped up to the plate and are fighting this battle for THIER children. It is a fundamental right as a parent to have a say in how and what their children are being taught. There are so many issues that have an effect on student learning that no one is looking at. I encourage each and every legislator to consider the issues with common core very carefully because I can promise you voters are watching to see which way you vote on these issues. Real voters who will be voting in the next election and the one after that and the one after that.

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  41. I am so pleased with the details being provided her on Common Core. As both an educator and parent, the CCSS have brought many frustrations. With failed implementation, to school districts not properly providing professional development training, to both student and parent feeling the emotional stress of the new. Educational standards are only a guide for which is the basis of growth and accountability. No different than those blue prints architects develop for contractor to follow in building a residents, a commercial business, and/or an industrial facility, and along the way many changes takes place until the finished product. As such, without having properly aligned standards that are age specific aligned with those many educational theorists, one is setting up a child for failure, no matter how great thy teacher. We don't have one type of student learner, we have many, any many with different types of educational needs. As for "list a particular standard(s) with which they have an issue and why?" I will be happy to provide that to Mr Leger If he sends me his email. Document is 17 pages and only includes Algebra I. ~Elizabeth Long

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  42. Oh my... here we go .round and round the standards debate... crud.. that is not entirely the issue. I get tired of this distraction and it is a DISTRACTION. We can have this debate of which standard is good or bad when we have control TO CHANGE THEM. what don't y'all get.
    WE CAN'T CHANGE THEM. We can add 15% to them only. This is a tired argument. and one the pro cc likes to get you going round and round with. Oh my student does this now and my student can do that... I can teach this or that... My student does well with ccss others state my students are failing ccss. Stories to promote ccss and stories against ccss but it is the FUNDAMENTAL PRINCIPLE we are battling here.. CONTROL LOUISIANA or two non-profits(JOKE) in DC.

    BUT I ASK.... CAN WE CHANGE THEM? CCSS are copyrighted.. WHAT IS THE PROCESS?

    Why is it States are finding it hard to change CCSS Standards because THEY CAN"T !!!

    WHEN WE CAN CHANGE THEM- we can have the talk which ones are good and which ones are inferior. Until then.. I suggest we stay UNITED and insist our legislators protect our rights as parents to have a voice in the education decisions of this State.

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    1. So, let's discuss the process of standards review...

      The LDOE proposes a standards review process led by professional Louisiana educators that results in the best Louisiana standards for students.

      Louisiana is free to use the standards that best prepare students and meet state laws. Louisiana’s state laws require that standards be rigorous and prepare students for college and the workplace, as determined by educators, experts, and business and industry leaders. Nothing prevents Louisiana from making any adjustments to current state content standards deemed appropriate, and there are no limitations on the extent to which the standards are adjusted to meet local needs and priorities.

      The following principles will guide this local review:

      1.Consistency: The standards review will be consistent with the legally required process and with past Louisiana standards reviews.

      2.Focus on the standards: The review process will focus on the substance of the actual standards themselves.

      3.Improve what exists today rather than start from scratch: The review process will improve current standards based on local, expert input and results, rather than requiring of teachers another five years of work to re-do classroom plans.

      4.Public input: The review process will include opportunities for the public to weigh in on every standard. In addition, all meetings will be open to the public.

      Now, isn't that a much more reasonable and responsible process than completely ditching the current standards, go back to the old GLEs (training, textbooks, assessments) for three school years while we construct a new set of standards from scratch that would then have to be approved by a majority of legislators? Seeing as both ACT and SAT tests are aligned with CCSS, it would in fact be irresponsible for us to revert to GLEs that are not aligned to those college entrance exams.

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  43. So true. CONTROL - COSTS and CONFIDENTIALITY should be debated. Instead we have pro-cc getting us talking multiplication in one grade vs another.
    The debate is CONTROL. State Sovereignty. Tell us the PROCESS on how we change the COPYRIGHTED STANDARDS and not the we can add 15% bull and we can talk about which one to change.

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  44. Mr. Leger, I am going to jump in and ask that we remain on point. Lets try to have some positive dialog which pertains to the points listed within the content of this blog. I thank you for your cooperation, sir. -Amy Lemoine

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  45. Keith, thanks for all those copy and paste testimonies from teachers! It reminds of the Board meetings with all the newby CC cheerleader teachers! And, thanks for you offer to help my daughter even though I didn't mention my daughter, which you already knew. As a rightfully educated, collegiate All American Scholar, I take it as my duty as the parent to help my daughter(s) with what they can't comprehend in the classroom. Lucky for me, my communications with their teachers have been extremely helpful. Funny that the teachers I communicate with hate Common Core. You have given us a snapshot of (let me guess) Paid teachers to support Common Core, they are the only ones that will speak favorably. We already know this, you don't have to prove it. Moving expectations down 2 grade levels is not rigorous, it is stupid. But, I have a good one for you now. Tell me how CCSS improves the standard of poverty! This is the one "societal standard" that NO ONE who supports CCSS will touch! No one will ever answer how CCSS fixes the REAL PROBLEM. I know why, education cannot address poverty. The community that a school serves absolutely dictates the input and outcome of a school's performance. But, because education cannot fix that, there is no "Crisis value" in even attempting to address it. So, those with whom you associate yourself, recognize you have to find another "crisis motivator" in order effect a movement of change in education. You conjure up poor standards as a motivator, you use misleading numbers to indicate poor performance. You use other countries with entirely different education systems that don't educate all children to indicate a gap. Your information about graduation rates and drop out rates is not legit. What is the marker for gauging these assessments of yours? I like this line from a friend...Numbers do not lie, but the person cobbling the numbers can tell a lie! So, let's cut to the chase. One supports CCSS as long as there is a carrot on a string in front of you. If you had nothing to gain, there would be nothing to talk about it. It would just be business as usual in the school and the classroom. Please give me the benefit of the doubt and just admit that this so obvious it can't get a rebuttal!

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    1. Derek, your children are very fortunate to have a "rightfully educated, collegiate All American Scholar" as their Dad!

      My offer to help your child is genuine.

      I'm disappointed to read that the teachers you communicate with "hate common core". If in fact this is true, perhaps they would benefit with additional professional development. The CCSS do require a much deeper understanding of subject content and instructional strategies and some teachers may not yet feel adequately prepared. Btw, are these the only teachers with whom you're willing to communicate?

      "You have given us a snapshot of (let me guess) Paid teachers to support Common Core, they are the only ones that will speak favorably." - False

      "Moving expectations down 2 grade levels is not rigorous, it is stupid." - Opinion. Many experienced teachers are quite satisfied with the grade level at which the CCSS are being implemented. Please go back and reread the teacher comments. Many exclaimed that they too thought originally that some of the standards were a little too demanding/rigorous at first. However, after taking a positive and "American can-do" approach, have now witnessed that yes, our students...like students from other states/countries...are indeed very capable of higher expectations.

      Sorry, you lost me on the whole "social standard" regarding poverty thing. Are you implying that students who live in an impoverished environment are not capable of learning? Please clarify.

      My support of the CCSS stems, as stated several times before, derives from my personal observations in multiple classrooms as a school administrator. How many classrooms have you observed?

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    2. Mr. Leger does love to copy and paste! I also found his "offer" to help your child offensive. His children must being doing wonderful with common core which is why he thinks he needs to be helping ours! I thought he said no personal attacks?

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  46. A good TEACHER tells us WHY?

    http://truthinamericaneducation.com/federalized-education/why-i-quit-my-teaching-job/
    ..."The business-minded, boilerplate approach to education through standardization, measurement, and analysis, greatly curtails teachers’ most valuable gifts, decreases morale, and as a consequence, affects our students. Our student body’s most prominent quality is its diversity, yet here we are, trying to measure them all by the same yardstick. We are trying to control output when we have no control over the input. It is folly to believe that we can adequately compare results across school years when so much changes every year. What is the control group in this social experiment? Diversity and standardization are not good bedfellows – the terms are oxymoronic at best. Authentic teaching cannot be done with a script."

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  47. Implementation of the CCSS is the reason that I resigned from teaching to homeschool my own children. I am the mother of a gifted student and his needs were not being met by the curriculum. I am concerned about the unconstitutional takeover of the education system by the federal government. I am angered that public school students are being used as guinea pigs for untested standards. Gone are the days of the neighborhood schools and the ability of parents to lobby for change on a local level. The most concerning part of CCSS is the agenda that they are pushing. They are not teaching children how to think. They are teaching them what to think. As a conservative Christian, I feel these ideals are in opposition to both my personal beliefs and biblical principles. Every person has a worldview. CCSS is taking away the God given right of a parent to impart their own worldview to their children.

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  48. LITERACY.RL.1.2
    Retell stories, including key details, and demonstrate understanding of their central message or lesson. As a first grade teacher, I find this to be developmentally inappropriate for 1st graders. Having to use the guidebooks, it was incredibly difficult for the majority of students to demonstrate understanding of a central message or theme.

    LITERACY.RL.1.6
    Identify who is telling the story at various points in a text. Dialogue is difficult when they have not been previously taught quotation marks and "said" is a tricky word.

    LITERACY.RF.1.4.A
    Read grade-level text with purpose and understanding. Quite difficult when none of the stories in the LDOE guidebooks were grade level texts and there are no standards for students with IEPs who are below grade level.
    Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

    Most of the following standards were previously GLEs for 2nd grade
    CCSS.ELA-LITERACY.L.1.1.E
    Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    CCSS.ELA-LITERACY.L.1.1.F
    Use frequently occurring adjectives.
    CCSS.ELA-LITERACY.L.1.1.G
    Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    CCSS.ELA-LITERACY.L.1.1.H
    Use determiners (e.g., articles, demonstratives).
    CCSS.ELA-LITERACY.L.1.1.I
    Use frequently occurring prepositions (e.g., during, beyond, toward).
    CCSS.ELA-LITERACY.L.1.1.J
    Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

    LITERACY.SL.1.1.C
    Ask questions to clear up any confusion about the topics and texts under discussion. Difficult for a 6 year old to determine what they are actually confused about.

    Just a few I feel are developmentally inappropriate for 6 year olds learning foundational skills.

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    1. I posted the above comments. I am a first grade teacher in Calcasieu Parish.

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  49. Keith Leger works for Stand for Children. That group has blocked many of us from posting on their FB page; it seems to stand to good reasoning he should be removed from this page. This was not put up as a debate blog. Rather an informational blog for everyone to get the facts. His constant skewing of anyones response, only servers to bring us down to his level. There is no healthy debate to have with Keith.

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  50. Mr. Leger,
    You asked for specifics which I gave you more than nine hours ago, but you haven't acknowledged. Instead, you have engaged in the same tiring rhetoric that surrounds Common Core, and provided statements from supportive teachers like Kayla Roca, Shuntay Wilson, Tammy Schales and Meredith Starks. Those are the first 4 testimonies, by the way, and yes, I know from where they came. These are Teacher Leaders who received paid training to promote and implement CCSS. If the CCSS is so awesome and successful, why is it that so many millions of dollars have to be spent to get the public to buy into it? If it is indeed as good as you say, you wouldn't have to convince people. Your position wouldn't exist because, yes, indeed, you are paid, as well to promote CCSS. Now, explain to me how does the CCSS accomplish this? How do "standards" teach these things? Be specific. That is a function of curriculum AND facilitated by good teachers. Are you telling me that these teachers weren't good teacher before CCSS, or are you telling me that CCSS made them good teachers? I am confused. CCSS promotes a national curriculum which violates the Constitution. What is truly disheartening is that someone who boasts of a 20 year career as a teacher and administrator, earned his Ph.D with a dissertation on the value of VAM and COMPASS, both of which are a disgrace to the teaching profession. It isn't surprising that you got the position that you have because your former boss wrote COMPASS. So, you sir, who wants to give the appearance that you are credible as a Common Core advocate has gotten into bed with the likes of LABI and CABL. You are a turncoat and an opportunistic salesman, but have no fear. The end is near, and that is when you will find that those friendships you once valued will no longer want to associate with you. Good day!

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  51. Algebra I - CCSS, which I have an issue with.

    The goals and learning objectives of the CCSS for Algebra I include learning objectives that are not currently found in any Algebra I textbook. For example, in Data Analysis, Probability, and Discrete Math, Unit 8, which deals with interpretation process of flow charts, has nothing to do with an Algebra I course. Most students will never see a flow chart unless they are enrolled and taking a College level Computer Science course. The CCSS goal of covering everything possible in an Algebra I course is both unrealistic and completely undoable.

    CCSS: Interpreting Categorical and Interpretive Data
    S-ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

    ~~Elizabeth Long

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  52. This comment has been removed by the author.

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  53. Slam dunk Mr Crawfish! Thank you for providing the facts (names of paid teacher leaders) - everytime! Bravo C Couvillian! "What is the control group?" My sarcastic answer, the Federal government! Keith, I'm deeply saddened to see that poverty is confusing to you as it relates to education. Maybe you should get out and around the district more. Maybe visit a school or two where getting an extra stipend as a certified teacher isn't enough persuasion to teach is such an environment. I don't need classroom observation where it would be a cinch to set up a dog and pony show for a visitor, like a state representative. I observe what invades my home disguised as education. That is all a parent needs to begin the long and taxing process of finding out what the hell is going on. As much as you will try again to discredit a parent, remember our opinions and votes count for something in public service!

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  54. Mr. Leger,
    I have read the above comments. I see that others have given you individual standards so I will not beat a dead horse. I will however give you facts that have been known and accepted for decades. Before I do that, I will also answer your question "How many classrooms have you observed?" Hundreds sir, and not as an administrator. I am a pediatric occupational therapist. I have worked with children for 16 years, 11 of which have been in multiple school systems across the state including Orleans Parish prior to Katrina. I specialize in child development. What you and all of the other supporters of CC refuse to acknowledge are the facts about child development that we have known and that are widely accepted by developmental specialists, pediatricians, developmental neurologists, and teachers for over 50 years.

    Any standard or curriculum that requires a child under the age of 13 to analyze information in order to conceptualize a response is developmentally inappropriate. How can I possibly back this up? With neurological research that I would be happy to email to you if you would like to read it. Analytical and conceptual thinking takes place in the pre-frontal cortex of the brain. This area of the brain does not begin to develop and process in this way until 12 years of age. Full maturation of the pre-frontal cortex is not complete until the early to mid 20's. As an educator I am sure that you have heard of Piaget's stages of cognitive development. Well he most certainly knew what he was talking about. Ask any teacher who has spent time in a classroom working with children and they will tell you that prior to approximately age 12 children are concrete thinkers. They cannot effectively work in the abstract. Particularly young children. And there is a reason for this. Don't we need concrete information in order to analyze new concepts? In order to think abstractly we need foundational information to apply our concepts to. This Mr. Leger is where CC is actually harmful. Children who feel inadequate to the task become frustrated, defeated, and eventually give up all together. If you really "stand for the children" I suggest you take yourself out of the game until you have done some more research. As for my own personal children, I respectfully request that you sit down sir.

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    1. Excellent information Mr. Riley. Thank you for your professional opinion of this important matter. I just don't see where all of the doctors, educators and other professionals who have documented these observations could be so wrong.

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    2. Thank you for your professional concerns. The things you spoke of are my biggest concerns.

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  55. The Common Core State Standards Initiative is essentially a prototype--one that was developed by self-proclaimed non-experts and not sufficiently piloted prior to its implementation into the classrooms of millions of American children ((http://truthinamericaneducation.com/common-core-state-standards/david-coleman-2-years-ago-we-were-a-collection-of-unqualified-people/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+TruthInAmericanEducation+%28Truth+in+American+Education%29) .

    There is NO INDEPENDENT body of research that supports the assertion that CC standards are, in fact, higher standards. There are, of course, reports by organizations that received money to develop or promote Common Core (e.g., Stand for Children--the organization for which Mr. Leger works). Citing research that originates from the very institutions that developed or are promoting and/or benefitting from these standards is tantamount to allowing a bank to conduct its own audit. Dr. Greene, a long time researcher, provided testimony before the United States House of Representatives Education and Workforce Committee addressing this (http://edworkforce.house.gov/uploadedfiles/09.21.11_greene.pdf):

    "...there is no evidence that the Common Core standards are rigorous or will help produce better results. The only evidence in support of Common Core consists of projects funded directly or indirectly by the Gates Foundation in which panels of selected experts are asked to offer their opinion on the quality of Common Core standards. Not surprisingly, panels organized by the backers of Common Core believe that Common Core is good. This is not research; this is just advocates of Common Core restating their support. The few independent evaluations of Common Core that exist suggest that its standards are mediocre and represent LITTLE CHANGE [emphasis mine] from what most states already have."

    Examinations of the Common Core standards by content experts and top educators have yielded similar conclusions as those stated by Dr. Greene. Common Core's standards, other than being more jargon and pedagogy laden and shifted around in terms of grade level, are not much different from previously adopted standards found here and in other states.

    The instructional methods promoted within the English standards and its supporting documents are heavily infused with a seventy year old literary theory. Those who promote Common Core and trust that these standards will miraculously help students develop better critical thinking skills frequently point to the specific ELA standards related to close reading (often identified in CC as "text-based" or "text-dependent") and seem to laud this as some new shift in how English will be taught. Analysis via close reading and requiring text-based evidence from students when they develop their conclusions and/or arguments is NOT a new standard or concept. It is one that I and many of my former colleagues utilized in our classrooms for decades.

    The instructional methods promoted within the math standards and its supporting documents echo those of past math reforms, particularly the Modern Math program of the 1950s and 60s. It is interesting to note the similarities between these two reform periods:

    "No educational proposal, before or since, has won such wide and quick acceptance. PTAs, politicians, and textbook publishers stumbled over one another to endorse the new approach to what was probably the worst-taught subject in American schools. Many high school teachers also were ecstatic, even though new math required that they work harder, perhaps retrain, and drop the drill sergeant's mask for that of the muse. When the Soviets launched Sputnik, in 1957, the small new-math experiment, previously confined to a few score schools, became a national obsession. Parents went to night school to learn the new approach. The press hailed the reformers as the guiding geniuses of the most important curriculum change since Pythagoras." (Miller, 1990)

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  56. (continued)

    Beyond the fact that Common Core is an untried initiative with no empirical body of research to support the assertions being made as to its efficacy, there is also no body of research that supports a positive correlation between educational standards and student achievement. Current research shows a weak correlation at best. In 2010, the Fordham Institute (a pro-Common Core organization) published an analysis of the quality of the Common Core standards and the standards of each state, assigning a letter grade for their quality. If standards, indeed, have a strong positive correlation with student achievement, one would expect that the highest performing states would receive high grades for the quality of their standards, and the lowest performing states would receive low grades for theirs. An examination of the 2009 NAEP scores for the top 10 highest performing and lowest performing states found the following:

    4th grade math--
    The ten HIGHEST performing states had no A's, 2 B's, 3 C's, 2 D's, and 2 F's.
    The ten LOWEST performing states had 2 A's, 3 B's, 5 C's, no D's, and no F's.

    4th grade reading--
    The ten HIGHEST performing states had 1 A, 3 B's, 3 C's, 3 D's, and no F's.
    The ten LOWEST performing states had 2 A's, 2 B's, 3 C's, 2 D's, and 1 F.

    8th grade math--
    The ten HIGHEST performing states had 1 A, 2 B's, 3 C's, 2 D's, and 2 F's.
    The ten LOWEST performing states had 1 A, 2 B's 6 C's, no D's, and no F's.

    8th grade reading--
    The ten HIGHEST performing states had 1 A, no B's, 4 C's, 4 D's, and 1 F.
    The ten LOWEST performing states had 2 A's, 2 B's, 3 C's, 3 D's, and no F's."


    In addition, there is no body of research that indicates a strong correlation between standards and a nation's economic prowess. The argument that we must reform our nation's educational system to ensure America's global competitiveness is an old one. One only has to look back to earlier educational reform movements to know this:

    "...whether we like it or not, we are beginning to see that we are pitted against the world in a gigantic battle of brains and skill, with the markets of the world, work for our people, and internal peace and contentment as the prizes at stake. (Cubberly, 1909, p. 50)

    "The rapid development of Germany's foreign commerce in recent years is one direct consequence of her excellent system of vocational training, and the development of our own foreign trade, in competition with Germany and with other European nations, will be determined by our ability to compete with them, not as in the past on the basis of natural resources but on the basis of skill and efficiency." (Commission on National Aid to Vocational Education, 1914)

    "The world is indeed one global village. We live among determined, well-educated, and strongly motivated competitors. We compete with them for international standing and markets, not only with products but also with the ideas of our laboratories and neighborhood workshops. American's position in the world may once have been reasonably secure with only a few exceptionally well-trained men and women. It is no longer." (A Nation at Risk report, 1983, p. 6)

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  57. (continued)

    Teachers may claim that students are improving BECAUSE of Common Core; however, in order for anyone to claim that students are improving as a direct result of these particular standards (causality), credible evidence should be provided. Absent evidence, such claims are anecdotal. Again, research has indicated that there is little. if any, positive correlation between standards and student achievement; but, for the sake of argument let us assume a moderate to strong relationship does exist. Before one can make claims about the efficacy and continued investment in a program as large in scope as this initiative, there should be, at a minimum, consideration of the following: Was a program evaluation of this initiative developed that utilized the guiding principles recommended by the American Evaluation Association that would ensure an ethical evaluation? Did the evaluation examine trend data to determine if the "effect" (improvement) was not, in fact, occurring, even minimally, before the "cause" (i.e., Common Core initiative)? Did the evaluation examine other possible explanations that may explain the increase or decrease in student achievement (e.g., Hawthorne effect, residual/cumulative effects)? Essentially, were external variables controlled? What measurement instrument was used to measure student achievement? Had that instrument undergone evaluation for validity and reliability? Again, absent an ethical program evaluation, any claims by teachers or others that improvement in student achievement can be directly attributed to or "caused" by the Common Core standards are no more than anecdotal in nature. The many pro-CC teacher comments provided here could be countered by as many or more of those with deep concerns about the standards. However, while the teachers who support Common Core have been encouraged to speak freely of their support, those teachers who oppose Common Core have been threatened with reprisal if they speak publicly of their opposition. Not exactly a fair comparison.

    Are we really willing to gamble our children's futures and millions of taxpayer dollars on a program that lacks empirical evidence of its efficacy because people "believe" or "think" this is "the answer"? Unfortunately, yes. Louisiana has, since the inception of its public education system, tended to invest a great deal of time and energy in one program after another, often trends and fads, to the tune of millions upon millions of taxpayer dollars with great declarations and dreams of improvement, but ultimately with little return on investment. This one hundred year old plus observation by an early US Commissioner of Education speaks volumes regarding Louisiana's approach to education:

    "If the generations could be educated by proclamation, and if the statute laws could establish and support "seminaries of learning," the State of Louisiana, instead of being one of the most illiterate, would today be at the head of educational eminence among the States of the Republic. In reading its body of legislation from the beginnings of the century to 1860, connected with the early hope of educating the masses, the reader is impressed at once with the eloquent elaboration of the statement and the inefficiency of the administrative methods in providing effective means for the enforcement of the law." --United States Commissioner of Education, 1896

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  58. May God bless and protect the children that have no voice, and silence the adults that only STAND for greed, power, and evil.

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  59. As a teacher of 13 years, I would just like to say I'm tired of all the changes to our curriculum. I have not taught the same curriculum for more than 2 consecutive years. The reason it looks like our children are falling behind is because we never give anything time to work.

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  60. This comment has been removed by the author.

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    1. Exactly what does this have to do with the topic being discussed?  Absolutely nothing, but since you are here I would like for you to read the words of Mr. Brett Geymann, because apparently you havent yet, they are true and correct and they apply to you and Mr. Leger.

       "1. Don’t elect anyone at any office that supports Common Core.
      2. BESE should have every member removed that supports Common Core.
      3. If you are a member of LABI or any other special interest group that continues to support Common Core against the wishes of the people of this state, you should resign from the group.
      4. District Superintendents, School Board members and Legislators need to grow a backbone and support the parents and students or they should find another occupation.
      5. Any principal that has intimidated a parent over opting out or opposing Common Core should be banned from the profession in our state.
      6. All of those supporting Common Core and a loss of local control of education are destroying our children and the next generation and they must be stopped."

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    2. Since when do we "support" content standards? I did not know it was possible to support an inanimate object unless of course you are a 2x4!

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    3. I also wasn't aware there was a membership? But a public page and forum. I wasn't saying anything rude- I was saying how our house Ed committee proudly honored Calcasieu parish students. And I know they read this page- so I thanked them :)
      Maybe this comment will be approved!

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    4. Of course you know they read the page!! Naturally, that is why you would decide to once again share your "positive" comments! Mrs. Plauche don't you think it is time that you properly educate yourself on CCSS, listen to parents, pay attention to students and act for their best interest instead of your own. It is clear that you seek recognition from those currently above you but perhaps you need to be schooled a little more on politics and how it works. You must understand that those you seek approval from were elected into those positions. Elected by parents, tax payers and everyday people- US!!! We will not make the same mistake twice! We proved that at the last CPSB election. That was just the beginning for each of us! Eyes are wide open now! Those currently in office will eventually lose their seats and go away but WE will not! We trusted elected officials far to long and did not pay attention to detail. Hard lesson learned but thankfully it has woke people up! What will you do once voters take back control of who sits in those seats, our schools and our money??? WE, the parents/voters are whom you should be most concerned with and willing to listen to when it comes to our children! Not those who have an agenda. One at our childrens expense. Parents who have taken the time to voice their opinion have every right to do so. These are our children not yours! I can guarantee you that parents who have invested their time and energy into this battle are educated and have researched a great deal. Obviously more so than you have! Do not dismiss parents because they are not in your classroom. Many of these parents have more education than you do therefore make them highly qualified to have an opinion that matters. They are also parents who spend just as much time teaching their children on a daily basis. They know and understand their childs struggles far more than you do! You may have them in a classroom for several hours a day but you are obviously not ALLOWED the time to stop to understand each childs gifts nor struggles if you are forced to teach to the test all day/everyday! No time to spare, right Mrs. Plauche?

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    5. continued.....
      It bothers me a great deal that such a young teacher with many years in her career a head of herself would follow the lead of others simply to gain some sort of temporary favoritism that may or may not help you along the way. I suspect you will be next on the "teacher leader" payroll. Sadly, your stance in all of this does not gain respect nor admiration from many. An admirable teacher would stand up for students, parents and community against all odds including self gain. An inspiring teacher would demand freedom to teach each and every individual student by means he or she may need to be taught. A successful teacher would be able to teach a child to learn without federal government telling her how she must do so. A caring teacher would set her own agenda aside long enough to listen to the majority of little voices around her crying for help. As a teacher you should clearly be able to understand each child is different and each hold a unique gift! I can not wrap my head around the fact that a teacher would be okay with teacher every child the exact same way, expect the same from each of them and be okay with the federal government telling her she must teach accordingly. Do you parent each of your children the exact same? Do you hold them each to the same expectations? Do you walk in the door every afternoon at the same time, serve dinner at the same time and so on? I am certain you do NOT! Yet, you think its a reality that every teacher, in every classroom is to be on the same page across the nation? ARE YOU LIVING IN A FANTASY WORLD? Sounds great indeed but it is not reality! How about you take some time off of social media and begin reading reliable sources, properly educate yourself on CCSS and refocus your attention on the students best interest! Put your energy in to demanding we raise the bar, set higher expectations for our children but create standards that are locally controlled that allows you to TEACH. You are the teacher, correct? It is a sad shame if you NEED the federal government to TELL you how to TEACH! If you don't have that ability after the 7-9 years (unsure exact yrs) then perhaps you are in the wrong profession! I am certain you went into this profession for a reason. I hope that it was because you have a passion to educate children, touch lives and make a difference! Your job is to educate but a long the way you should inspire children to find their own unique passion/gifts and to be confident! Being different is a beautiful thing! We need different people in this world!! Don't you think so? I do not want my child to be like everyone else and I sure as hell do not want my child compared to those in China! I do not parent the way those parents do because I do not agree with it! My right! I do not want my child taught as they are either! Again, my right! I am proud of the accomplishments that Americans have had! You should be too! Kind of ironic that everyone keeps comparing our children to other countries. Do you know how unhappy most are in other countries? How many dream of the opportunity to come to America? Here we are trying to be like them! It is insane the way you all justify all! There is so much more to CCSS than a set of standards Mrs. Plauche! I highly suggest that you do your homework and pay attention to what it is you are supporting! Until then please save your praise for your classroom! The children deserve it! We all see through your actions. I don't see the teachers making a real difference in their students lives constantly seeking praise from others. I don't see them posting online how many hours they work on their own time in attempt to persuade voters to give you a pay raise. Welcome to LIFE! Majority of people do the same! All of our jobs take away from our families, come home with us in the evenings and everyone else works summers!

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    6. continued.....
      I believe I read a comment below that you tend to stir the pot, delete messages after the fact and then accuse others of bullying you. I noticed above that after people began to respond to you that you removed your post. Please understand that no one is bullying you. When you continue to put yourself into situations you clearly open the door for others to respond to your own actions. At this point your actions are clear as your repeat the same behavior. Either refrain from doing so or expect that people will voice opinions right back at you. If you feel what you have to say isn't something you can stand by (not delete after the fact) then its probably best to not say anything. I am sure that lesson was taught to you as a child. Enjoy your night Mrs. Plauche.

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  61. I would just like to say that I hope that all of the commenters are actually going back and reading the content of this blog before putting in their comments. The facts regarding "the standards" have been well researched by professionals and educated parents across Louisiana (and this nation). Anyone who works directly with children should have a good grasp and understanding of the stages of normal cognitive development, I,e., brain development. You cannot simply alter neurological development because you wish for it match your educational ideology. The brain is wired to develop from the simple to the more complex. When applied to learning this makes perfect sense - from foundation, to framework, to analysis. To ignore developmental concepts when writing standards, curriculums, and standardized tests is irresponsible, and to expect them to perform under these circumstances is, in my opinion, abuse.

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  62. What a wonderful, worthy endeavor!! So proud and thankful for the moms who took the time to put this together and carry it out. I truly hope this will open the eyes of our legislators that we parents are not "outliers" or a "fringe group." There are more and more of us everyday who dig into the facts behind Common Core and are appalled, dismayed, frustrated and frightened! As the mom of young children, the developmental inappropriateness of the K-3 standards is highly concerning to me. But even the standards for the upper grades, and the curricula being implemented to meet those standards are poorly lacking in true education. We are doing our children such a massive disservice if we allow these standards to stay in place!

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  63. I don't think Mrs Plauche read the blog. She just inserted herself for an opportunity to say some rah-rah-ree that had nothing to do with any topic here. Be warned, you must be nice to her or she will turn into a victim. Bait and switch! Joy and Keith get along well. As you can tell, they both love Common Core and inappropriate expectation standards. And they love that DATA! They love when they can confuse a student into thinking they learned something. They love that PARCC test. Typical Joy maneuver.

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    1. Funny because I was thinking the exact same thing! I just assumed she must have lost her way once again because this site nor anyone on here except of course Mr. Leger support CCSS. I have also noticed that Mrs. Plauche makes a point to pop in often on various pages. She tends to post the same glorified praise, followed by inappropriate, unprofessional, rude comments with clear intentions to stir the pot. Perhaps she is seeking recognition from those above her or maybe its just her character. Unsure of which but I have noticed the moment anyone responds to her ridiculous responses she quickly deletes ALL of her comments (except the praise of course), returns to her personal page and/or others claiming she has been bullied as well as threatened from everyone for praising her students! All of which is very misleading to others, untruthful and fact that she seems to enjoy it is troubling (fits right in with CCSS)! I guess we can only pray at some point she will stand on her own two feet, do some critical thinking outside the bubble, do some proper research from reliable sources, stop following Mr. Leger around and find her way. Until then, I feel safe to say she will continue to pop up speaking off subject hoping that she gets another brownie point!! Pretty easy to read!!

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    2. Hit the nail on the head!

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  64. Shall I start copying and pasting mathematics standards with the strategies embedded in the standards...I have a mathematics degree. The CCSS is far from "college ready."

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  65. Shall I start coping and pasting elementary mathematics standards that have the stragefies embedded in the standards...I could be posting for awhile....I have a 4 year mathematics degree as well as 2 other collegiate degrees. I am also a parent. I see numberous problems with the CCSS. I have a right for my voice to be heard. I thank all of these parents and citizens standing up for their children. The CCSS must go.

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  66. Debating the quality of educational content standards presupposes that standards based education is a worthwhile endeavor, which it is not. Furthermore, common core standards are about as useless as ethanol in our gasoline. How did students ever learn anything before common core? To my knowledge automobiles ran just fine before ethanol. It is sad that some people will fall for anything. May I suggest to those gullible individuals that ethanol gasoline works great for small engines.

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  67. Mrs Plauche (Joy) you struck again! Funny how it was predicted you would delete your "feel good" comment! I think you are the only one here that actually feels good about it.....so predictable. I would suggest you just stay on your playground with all the other Common Core cheerleaders. If you are great, you don't need to try to convince the world. My Hope for Joy is that she will read this blog! But that might be against the law for CCSS supporters. Anyway, there is a lot of educational FACTS to be found here. Beware, facts may make your head spin!

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  68. i have read the blog. I have spent many hours researching the standards- not just third grade but for my other school age children (3). I wasn't looking for praise- merely trying to shine a light on what occurs in my classroom. Mine. I am fully aware of life. I have never dismissed parents...
    I will continue to praise my children in my classroom- and treat them as my own. Yes the last few weeks have been super packed, but I did what others teachers did- -pushed through. The end of the year is always busy and stressful.
    Yes I guess Mr smith it does seem as I play victim when I find myself defending what you and others say.
    I don't feel like a victim though--I think this year has been stressful, and many changes occurred, but that is also "life" . I do empathize with those who are struggling and I have always opened my door.
    I think it's great that this blog is here as well!
    Those are also all facts :)

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  69. I'm interested in knowing how many special education teachers Mr. Leger has spoken to, how many special education classes he has observed? Have you researched how common core and the PARCC test have affected the children with learning disabilities and IEP's?? I have read so many articles and watched many videos of teachers describing what it is doing to their special education students and children with learning disabilities. "Stand for children"?? It seems more like you have laid down and tripped my child, and others like him.

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