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Showing posts with label CCSS. Show all posts
Showing posts with label CCSS. Show all posts

Debunk from F.E.E. on the Common Core Deniers


The Foundation for Excellence in Education, states --below in the Background area of their article -- that they respect much of the work of the American Principles Project and the work of Ms. Gallagher.

I don't.

First off, why is a 501.(c)(3) Non-Profit commenting on and campaigning against Government Policy in the first place?

So far every claim they have made against Common Core has been (dis)Information. There is a very important difference between "misinformation" and "disinformation".  Misinformation means that you didn't know what you were propagating was inaccurate. It means that you had no other agenda other than attempting to provide the best information you had available, and that what you knew was of importance.

DisInformation is something else entirely,

Student Data Accessibility, Transparency, and Accountability Act -- All Student Data to be Accessable



Student Data Accessibility, Transparency, and Accountability Act
Summary
The Student Data Accessibility, Transparency, and Accountability Act would require the [State Board of Education/State Department of Education] to make publicly available an inventory and index of all data elements with definitions of individual student data fields currently in the statewide longitudinal data system

Role of the Federal Government in Public Education

I was asked some questions about the Federal Involvement with local schools. through the form I have. This was a few days ago, but there was a lot of ground to cover. First off, after checking through pile after pile of data, the Common Core has absolutely no effect on the Federal involvement with the schools except to give them "less" reason for interacting. This report about Oklahoma (a news report) gave the indication that since they dropped CCSS, the Federal Government had more reason to be involved. I have a letter to a few to state school board members asking for a clarification on that statement, and I'll post that here as soon as I get an answer.



That's a messed up story. Everyone wanted the CCSS after experiencing it, and the state law makers took it anyway. Now they have no standards, the state is out a huge amount of money, plus the money they have to expend to create their own standards. And are any of those people who talked the state gov in to giving them up around to help out Nope. What a pointless waist of money and opportunity.

I did find plenty involvement from Federal with the states and the school systems however, and it is likely that what OK was talking about in that vid is within these laws, but as I explained in the email, I'm not sure I found all of them.

The Education Wars
The Achievements of James Milgram

100%/x%=800/26
(100/x)*x=(800/26)*x      
100=30.769230769231 * x   (30.769230769231) to get x
100/30.769230769231=x 
3.25=x 
x=3.25
26 is 3.25% of 800
Just trying to get into the Spirit of things. And actually, that's the most math I've done for a whole year. I might have counted a couple of times how many slices of pizza were left, and made an estimation of probability on the chances of me finishing the slice I already had, before my son snaked the last one -- but that is really all I use math for estimations and probability.

I do love data though. I consume a great deal of data.

Milgram -- Inciter of
the Math Wars



Do you recall the Math Wars?

I think anyone who was a researcher or near the academic world at least heard about them. Prof James Milgram is probably one of the last soldiers standing -- which seems appropriate since from many accounts, he started them. They began, in true form, the declaration being called, in 1994, though there are some references to 1987, which I'm not sure count -- signs of where things were leading? ... Definitely.

Education, public education, especially in the areas of Math and ELS are terrible. I believe... I haven't checked this though I'll probably confirm some time soon ... that they are worse than they were in the 50s.

The Standard Stotsky Built

What You Really Need To Know

I could tell it was there, just couldn't put my finger on it. Sandra Stotsky begins her bio on her Univeristy of Arkansas Professor page with this:
Sandra Stotsky is credited with developing one of the country’s strongest sets of academic standards for K-12 students as well as the strongest academic standards and licensure tests for prospective teachers while serving as Senior Associate Commissioner in the Massachusetts Department of Education from 1999-2003. 
Both the current and the archived frameworks show this isn't the case. The archive was created in 1997, two years before she arrives. The present is a hybrid with Common Core. No mention of her helping with either of the projects she claims is anywhere on the Edu websites. Emails requesting clarification are not responded to. 

Stress?

Common elementary math textbooks in the U.S. cover almost twice as many topics per grade as do Singapore’s. As a result, math textbooks in Singapore expect students to complete about one thorough lesson on a single topic per week, while U.S. students are expected to complete about one lesson on a narrowly focused topic each day.

Everyday stress after stress after stress.
                     -or-
Four High Stress Tests a Year

Hey, I'm still good with the Opt-Out.

In Singapore, schools use a national examination to identify upper elementary grade students who are having difficulty in math. Those students then receive
special instruction based on an adapted curriculum framework taught by trained Mathematics Support Teachers. Importantly, they also receive about 30 percent more math instruction than their peers so that they can cover the same rigorous content, only at a slower pace.

Never thought I'd Say this Again



As I shuffle from one level of insanity to another I wonder how these people think this stuff up? It's hard to ask, because there is this thing that is common among the Anti-Core websites -- they don't have comment sections with their articles. There is no way to ask them-- um.. what? And there are a number of questions I have- like the Opt-Out.

From what I gather, people wish to Opt their child Out of Common Core teaching, and have them be taught in ... special ed classes ... under a standard that what? What they were being taught before? So, the parent is saying,
"I don't want my little girl to be subjected to college and career-level teaching. Teach her that stuff from 1998. It was good enough then, it is good enough now." -- Mississippi Parent of three beautiful children.
And you know what? I'm cool with that option. Sure. Let's all stop this bickering and everyone push for the Opt-Out Special Edu for those who want it. Problem solved.

Teachers on CCSS English



Find more Lessons, Activites and Information 

Teachers Are Disengaged from their Employment

This could be the answer to a question I've been trying to solve most of the day. According to a Gaulp Poll, Teachers are not engaged in their work, and even more, some are Actively disengaged.

  • Just 30% of U.S. teachers are engaged in their work
  • Actively disengaged teachers average twice as many absences
This article is the first in a series exploring employee engagement among U.S. teachers as measured by Gallup Daily tracking.
WASHINGTON, D.C. -- In the U.S., K-12 schoolteachers who are "not engaged" or are "actively disengaged" at work miss an estimated 2.3 million more workdays than teachers who are "engaged" in their jobs.

(mis)Information ® Expert Dr. Stotsky

Grossly Misinforms on Common Core

Refuting Dr. Sandra Stotsky  and those like her
The only true failure in the development and design of Common Core was the estimation of opposition, and the appreciation of a politician's lack of conscience and total disregard for loyalty. Because of this failure of estimation -- the preparation for opposition was wholly entrusted to a)the writing of a FAQ, and then b) adding to that a Myths and Facts page on the Common Core website. The creators unwisely believed that if people had questions about Common Core, they would go to the web site and discover the answers for themselves. This is laughable, and wholly naive of course.
People rarely do anything to educate themselves. This is a well known fact in marketing and it is a crucial cornerstone in propaganda.

For propaganda to be fully effective, it must be believed by those who hear it - or at least not fully discounted, and it must be made at a time where discovery of the information which could discredit the propagandic statements is either not available, or the listeners are deterred from investigation.

Offer to Every Teacher

For the last ten years, maybe a little longer, just after the first eye-opening year of No Child Left Behind you could hear in every break room, every teacher's lounge, every coffee shop, and even while they paced in their living-rooms, "If they would just give us a list of what needed to be taught, and then left us alone, it would be fine. I'm a teacher! I have a degree and everything! I know my kids, and I know what works!"

So, you are an 8th Grade English teacher? How about this for what we need to know in Writing:

Text Types and Purposes:

Write arguments to support claims with clear reasons and relevant evidence
  • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  • Establish and maintain a formal style.
  • Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Establish and maintain a formal style.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  • Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of Writing:


  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)
  • Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge:


  • Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
  • Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").

Range of Writing:

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I know it looks like a lot, but it is for the year and it really isn't that much.

We don't care how you teach it. You can use lectures, or video, or Socratic discussion or sing a little song. You are the teacher. You know your students better than we ever could. There are a bunch of resources though, and thousands of teachers who are doing the exact same things with their classes that we can put you in touch with to share ideas and get support. There are lessons that are aligned to these requests, already made by some of the best educators in the nation, or you can make your own and share them with the teacher community.

All up to you. Have fun this year.

Common Core.



Teachers and Parents need to Stop listening to Secondary Sources

Remember in school, when we learned the difference between Primary sources of information and Secondary sources of information -- and why the two are not the same? 
  1. primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include:
  2. Primary vs Secondary Sources

    www.princeton.edu/~refdesk/primary2.html
    Princeton University
A parent just asked me if I had answers for the problems with Common Core. Apparently the teachers in her district are looking for ways out of using CCSS. The problem is, the answers are in the Core. 

See, as soon as they succeed in removing CCSS from their school system, then life becomes seriously difficult, because as soon as Common Core is gone, then they are back to 10 years ago under ESEA and the No Child Left Behind hell of 2002. Since every school failed that impossible thing, and the 12 years are up, this means that the schools will be closed, until a new plan can be presented to the Dept of ED, and approved. Most of the teachers will be fired and likely the principal as well. Probably what will happen is the school will be sold to a charter corporation and then re-opned. ESEA and NCLB are laws, not suggestions. Moving into the Race to the TOP program using as a standard CCSS, allowed Obama to give your school an out, and get you from under that mess of a law, since Congress won't fix it.

Obama came up with the "patch" solution of Race to the Top, but to satisfy the requirements of ESEA and NCLB each state is required to have in place a set of standards which demonstrate an ability to "ready students for College ..."  The Gov.'s of each state, seeing that ESEA was going to cut their throats (the changes made by NCLB are simply impossible to achieve. They sounded good when they were adopted, even reasonable, but they didn't take into account the many realities of  education. Too many realities were ignored. In fact, so many that I do not believe a single public school district made the minimum goal once in the 12 year period given to them.) The Gov's came up with CCSS back in 2007, starting development in 2008. At 2010 they had it ready when Obama came up with his waivers and Race to the Top.

It is important to remember here that ESEA and NCLB are not policies or suggestions, they are laws. It falls to the Executive branch to enforce those two laws. Obama has no choice in this. But he also understood that it was impossible to achieve the dictates. 

NCLB -- since the schools were all at "Failure" for more than four years -- dictates that 1) all the teachers, plus the principal should now be fired and replaced with teachers capable of making the goals. (which is impossible for two reasons, 1) all of the teachers are fired, there are not enough to hire available and 2) all the goals are impossible to meet no matter who is teaching the kids) Next the State should take over the school directly OR the school should be sold to a private corporation -- wish I was making this up, but you can verify this here on my blog where I pulled out these amazingly daft dictates.

You'll notice this part --   Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff, that is based on scientifically based research and offers substantial promise of improving educational achievement for low-achieving students and enabling the school to make adequate yearly progress.

That there is where Race to the Top comes in, and the need for a fully developed, heavily researched set of standards is needed to satisfy the law. The states had this, developed by the National Governors Association (NGA) The Dept of Education read over the CCSS, and gave their nod to Obama as being acceptable. 

That is and was Obama's only interaction with CCSS -- Simply to accept the DOE's assessment. I'll point out here too that it is against federal law for any Federal Office, including Obama as President, to involve itself with the schools directly at the local level... which is why he could not develop CCSS himself or have it created or suggest that it be created or anything else. The states had to do this themselves. 

So much for Federal plans of Indoctrination. All of this stuff about CCSS is BS. It is a very simple, unoffending, non-dictating set of standards. 


Places for Teacher Learning : Common Core

Groups and Organizations
These links will take you to essential reading materials from the institutions and organizations behind Common Core.
  1. Common Core State Standards Initiative:This is the official site for the CCSSI, featuring information about the standards, news, resources, and answers to frequently asked questions.
  2. National Governors AssociationThe NGA played a major role in the development of Common Core, so their website is a great place to look for answers about the standards.
  3. Council of Chief State School OfficersThe other major group behind Common Core is the CCSSO, an organization you can learn more about by visiting their site.
Useful Resources
Read up on Common Core, find out more about what it will mean for your classes, and get some help from educational providers and groups by following these links.
  1. CCSSI Wiki:One simple way to learn more about the CCSSI is to visit the program’s Wikipedia page, which is packed with useful information on the subject.
  2. Common Core 360Common Core 360 is an educational network that offers webinars, training tools, news, and more to help teachers adapt to the new Common Core standards.
  3. MasteryConnectUse the MasteryConnect site to track your students’ progress under the new Common Core system.
  4. Pearson Education Common Core State StandardsPearson, a major educational publisher, offers access to numerous resources on Common Core. Visitors to the site will find everything from basic explanations to informative webinars.
  5. McGraw Hill Common Core SolutionsEducational publisher McGraw Hill is also reaching out to teachers when it comes to Common Core, loading up their website with tools for professional and curriculum development.
  6. Common Core Adoptions by StateThe ASCD website offers up information on which states are adopting Common Core, along with links to each Common Core state website.
  7. The Common Core InstituteTeachers who are unsure about their expertise on Common Core should give the Common Core Institute a try. The organization offers Black Belt certification on Common Core, as well as a wealth of other conferences and professional development opportunities for teachers.
  8. Common Core Standards AppThis iPhone application (it is also available for Android) lets teachers keep essential information about Common Core at their fingertips.
  9. ASCD Common Core WebinarsASCD is working on new webinars on Common Core for this fall, but educators can take a look at their archived resources from earlier this year in the meantime.
  10. Common Core WorkbookUse this workbook from Achieve and the U.S. Education Delivery Institute to help guide the Common Core implementation process at your school.
  11. CommonCore.org:Here you’ll find an organization dedicated to ensuring that the Common Core is about more than just reading and math, instead promoting a well-rounded education that includes reading literature, studying culture, and engaging with the arts.

Bill Gates Proves his Monetary Goals for Common Core?



The comments on this video that I've seen on YouTube as well as personal - even company blogs, boarder on a level of  ignorance not often encountered in modern times. I'm most disappointed in the statements I've read which are reportedly from Teachers. 

The Rants, on the whole, explode out from this paragraph:

When the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching. For the first time, there will be a large base of customers eager to buy products that can help every kid learn and every teacher get better. [Emphasis added.]


So, let's start with Perspective since no one seems to have any and their paranoia appears to love its absence.

1. Bill Gates current monetary worth is estimated at $50 BILLION (caps used to draw attention to this amazingly large number). Actually if rises and falls between 50-100 billion

2. Bill Gates and his wife Melinda, in 2006 turned away from Corporate life and invested all of their time and money into their Foundation which hemorrhages money every year so that people around the globe can have things like water, food, shelter, and education.

3. Bill Gates plunged over $200 Million into the NYC school system -- with the idea that smaller schools would work better than the goliaths they had at the time. Afterwards and for some years he felt that this was a mistake -- that there was very little change or benefit derived from the smaller schools. Between 2002 and 2008, the number of high schools in
NYC increased from just over 250 to nearly 450. Many saw this as a huge disruption for the kids of that time, with no positive outcome. A great deal of both professional and general publications criticizing Gates for "messing with things he doesn't understand" came out on the Internet and media venues like Fox News.
     a) Gates never lashed back
     b) Gate continued to seek out professional educators and educational scientists and move forward
*Note: it has now been ascertained that not only have the smaller schools helped the students, that graduation is markedly up and dropout rates notably down.

4. Bill Gates has --as many Billionaires before and since -- signed a commitment on the Giving Pledge to donate half of his monetary worth to charities and projects which improve lives and promote education.
*Note: that is, roughly $25 BILLION he plans on putting into educational efforts across the nation.

Clarity: I've made a passion out of hating Gates during my life.. I was a programmer and system administrator for more than 20years, and deeply into the OpenSource movement-- which was at direct and vicious odds with Micro$oft. If my cat had diarrhea, it was Gate's fault.  -- Since that time, paying attention to what and how he has done things, I've forgiven him for Windows ME, ... but not for Win 2k.

Vocabulary:

Common Standards -- mean to Bill Gates the same thing they would mean to anyone who creates systems or programs computers. A Common platform in which a community of programmers and developers can created widely different modules and libraries from, which will all work together, and indeed be able to enhance one another because they are all developed using this Common Stadard. Equal terms would equal API, Protocal etc.

Market: the Population of available, and interested users. Does not need to equate to money, only investment (such as time and effort investment into learning how to use a new thing).

Buy: As with Market, this does not necessarily refer to money, but can and does refer to time, money and space expenditures. Buy can also have a intelligence or mental meaning as in "Sure, I buy that" to express understanding or belief.

Now.. curriculum lining up to tests...  may or may not be accurate in the way that both Bill and myself understand it, but from observation over the last 12 years with NCLB it certainly appears to be the natural tendency demonstrated by thousands of teachers across the nation. This tendency has been criticized at many levels and from various degrees of experts, however Bill Gates and people like him, do not base development on "what should be" but rather "what is" and "what is" equals "Teachers teach to the tests.

Hopefully that will change in the coming years if Obama can ever get Congress to do their damn job and alter the ESEA as he has requested them to do over 50 times since 2008. Obama's requested alterations are :

Obama's Plan -- A fair accountability system that shares responsibility for improvement and rewards excellence, and that is based on high standards and is informed by sophisticated assessments that measure individual student growth;  A flexible system that empowers principals and teachers, and supports reform and innovation at the state and local level; And a system focused on the schools and the students most at risk -- that targets resources to persistently low-performing schools and ensures the most effective teachers serve students most in need.

NCLB Status Quo: Rely on unsophisticated bubble tests to grade students and schools.

The Obama Plan: Support better tests. The Obama Administration has invested $350 million to support states in their efforts to create more sophisticated assessment systems that measure problem solving and other 21st century skills and that will provide teachers will timely information to help them improve instruction.

Now, this next part you are probably unfamilier with, but Bill Gates is also very aware of, and influenced by the culture of OpenSource. He has invested a serious amount of money into attracting the OpenSource community to the Educational world.

However, this effort to attract the OSs has been extremely difficult because in the Educational community there have been no standards, no sameness -- everyone does their own thing across state lines and sometimes across district lines. 

Because of this there is very little intrinsic reward (being that good feeling you get when you have developed something that thousands of people enjoyed and used to improve their lives.. you know that feeling? Probably not.. but it is an amazing high... just take my word for it).  

So the talent and the willingness was there, but it has always been stunted by knowing that no matter how good your program or project was, the market base for it was atrophied by lack of population -- and next year, all of the standards you based your project on might be removed and replaced by something completely different -- so project lifetime was volatile as well.

Now.. looking at his "malicious and suspect" statement pulled out from Bill's speech..  Turn your attention to the wonder his foresight has created..

OER (Open Educational Resources)
https://www.oercommons.org/realizing-the-promise-of-the-common-core-together

Gates gave it a push, but then let it go. The community was hesitate for a long time, but it is growing by leaps and bounds now. There are 1000s of OER CCSS compatible lessons, books, modules, resources and even full curriculum available for teachers and schools across the nation -- 90% of them absolutely free. 

These projects are developed by PhDs, Educators, Scientists -- but also by hobbyist and novelist and artists. They are all peer reviewed, and critiqued for conformity to the Standards and effectiveness. Teachers who use them can post their own critiques, offer suggestions, make requests for changes, or additions. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License.

That is just one site.

https://www.graphite.org/

There are at least twelve other huge hubs with 1000s of resources listed: Photos, recorded speeches, video, graphics, full software programs -- the list is growing even while I'm typing this.

This is the vision that Bill Gates had when David Coleman sat in his living room in 2007 and told Bill and Melinda about CCSS. This is what he is talking about, and if you watch him, in that video, he can barely contain his excitement,.. but at that time, the OSs haven't really invested into the idea yet so he is refraining from getting into this.

Bill Gates is a man, who if he finds $100 on the ground, loses money by stopping to pick it up, and people -- who seem oddly intelligent in other matters, are accusing him of Taking Over the Public School System for Profit. 

The  Money Market value of CCSS will have little meaning in five years -- how exactly did you believe Gates might make a profit off his $800 million current investment into the schools of the US? This premise is seriously flawed. For one thing, he has several other venues which deluge him daily with capital he can't spend fast enough now... he doesn't need to go after children's lunch money. Alright? 

If you (reader) are a teacher,  you might want to compose a thank you letter to Bill Gates, and Obama -- because Congress was just fine with letting you all go down in flames.  

If CCSS wasn't in place right now, last Tuesday (the 12th year mark of  ESEA) all of you teachers would have been fired, and the schools closed.. in every state. .. All of them. CCSS isn't a new way of teaching.. it is a reform for NCLB that qualifies and meets the requirements of the ESEA law, allowing Obama to keep the schools to continue for a few more years.

Think about that the next time you want to STOP CCSS from corrupting the schools...

.. just saying.





And So it Begins...Common Core Propaganda Steps up -- We start with the Basics

It was obvious, about 14 days ago, that a hell of a lot of money was suddenly injected into the Internet against Common Core. That money is coming from the usual suspects and lighting up the Koch camps a long the rivers near the capital. To see the fringes and the uglier , more rabid fray of the battle, tune into Twitter hashes #CommonCore #CCSS #StandUp4Kids There are a bunch of others, but those three will get you to the front lines.

The meme-pushers showed up in droves, with anti-Common Core jargon. At first it was infantile, and if you really thought about it, -- it was down right insulting that the average American, who could work a computer, was as ignorant as they proposed to be. I didn't make a connection right away. I really didn't believe at that time anyone who was moderately literate would object to Common Core. I was wrong. They were just late, that's all. Higher currents were keeping them back -- but that didn't really matter, they were here now.

Cut over to Common Core's web site, check out the Myths and Facts, and give a look over one of the Standards (this link will take you to a math standard).

Two things are abundantly clear once you are finished. First, there is no Teaching Method, no requirements about how the lesson is to be taught. People telling you that their child's homework is tougher than fighting fires or terrorists, because of the Common Core Math, are obviously lying(, or they might actually be stupid.) Ninety percent of the time, the same methods for teaching used before Common Core are still in place afterward Here, let's look at a Standard for English.

English Language Arts Standards » Writing » Grade 1

Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.1.4 - (W.1.4 begins in grade 3)

CCSS.ELA-LITERACY.W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

[end of standard]


So this is it. That is Common Core. In the first grade our students need to learn about the Production and Distribution of Writing. Then there are three (actually two since the first has been changed to begin at 3rd grade) skill sets our students need to learn about this subject.  Standards are written in Concise Language, so they seem a bit more intense than they really are, but basically little Suzie needs to pick something to write about, "Ponies."


Common Core Fake Web Sites: Propaganda

I got a Tweet and there was someone I don't know giving me a link to a web article titled A quick overview of fourth grade Common Core Standards

First, off, before we go any further, the Common Core Standards for 4th grade, are right here, on the Common Core web site. These are exactly what your child's teacher will be working off. All the grades are listed there. Every one of them.

She will develop lessons, or they will be supplied to her by your school which will address in an appropriate way, the activities, reading and writing to get those standards met with her lesson.

You'll notice something here with the Real  Common Core standards. It never says Fiction or Non fiction must be used, or how often either of those must be used, or that Mythology can not be used or any thing along those lines. I point this out because I run into the declaration that Common Core is going to rid our children of life and imagination  That is hogwash. Two of the composers of CCSS wrote and published an article on this topic, which clears all of this up.The Role of Fiction in the High School English Language Arts Classroom

Common Core Targeted -- Propaganda From Badass Teachers

Led by the National Governor’s Association and Council of Chief State School Officers, the initiative to create national benchmarks in reading and math emerged from the “standards and accountability” movement of the 1990s. 
But since they were released in 2010, Common Core has faced mounting opposition — and it’s coming from the left as well as the right. -- Salon Web Source

I use to hate Bill Gates. Nothing personal really, as I didn't know him personally -- it was just on general principle.  I was a programmer, a systems administrator and I loved Linux. So, I hated MicroSoft and by association, Bill Gates.

I've changed my mind.

Bill and and his wife donated $50 million to the efforts against Ebola yesterday. Yes, I realize that amount isn't that much to him, but it might be enough for the research we need done.

GOP has been calling for action from the President, while continuing to do everything they can to obstruct him. Even in the face of a flesh eating plague they continue with their culture of obstruction -- they need to be fired. All of them. Democrat and Republican alike. So we can expect no funds, no help an dno resources to fight this plague from GOP Congress, and in fact, despite the fact that our Military men are now at risk, they will do all they can to hinder operations.

Bill Gates walks in and like a parent snatching the ear lobes of whining children, clears a path toward meaningful action.

Bill Gates and his wife have also donated (est)$200+ million to the development and installment of Common Core. Don't get this twisted. I can't find anything that says he owns any part of Common Core. Despite what I read in News-like editorials across the web.
Bill Gates was de facto organizer, providing the money and structure for states to work together on common standards in a way that avoided the usual collision between states’ rights and national interests that had undercut every previous effort, dating from the Eisenhower administration. -- Washington Post 
Let's clear up this once and for all. Alright? Bill Gates and his wife have chosen education to be one of their projects. They have been all over the world helping bring education to areas, cites and countries. They are into several areas, like water for example, which is not much of  a problem here, but tends to be a problem in  Nairobi, Kenya. They don't own any part of Nairobi either. But they did work their personal asses off and there is now a better water system there, with hope for a future where water won't be a daily issue.

Bill Gates and His wife do not own any part of Common Core, nor do they have any rights, claim in the standards or interest in Common Core other than to see it up and working for the children of our nation. Their amazing effort cleared the way for this to happen like no other government body could have accomplished. -- and I write that as a grassroots Linux lover .

Many Children Left Behind.- Epic Fail

This is the 12th year. The year the educational law passed by near unanimous vote in the House and signed by Bush in 2002 "No Child Left Behind" was suppose to be met, and hopefully exceeded. The goal was that every student in the nation should be at or above grade-level in Math and Reading.  Grades 4 and 8 were the check points.

Doesn't seem like that difficult of a goal. If a child is in 4th grade, shouldn't she be reading at 4th grade level?

The whole plan sounds acceptable. It even gets your blood going. "No Child Left Behind". It rings with those slogans we hear from Fireman, Marines and Special Forces, "We Don't Leave Our Men Behind", "Everyone Goes Home." And at the time, 2002, just after the 9/11 crisis, we were looking for things to be patriotically positive about. Yeah, we were going to kill Bin Laden, but rage only gets you so far when you are hurt like that, you need something to care about, something with life in it -- who leaves children behind anyway? So Bush signed that paper, it became a national goal and we all felt good.

Results?  Epic Fail.

The test is only for two areas. Math and Reading. There is a single standardized test for each of those, which is given every year. The objective was to come up with educational strategies which would bring students up to grade level within twelve years. Math came up some. A steady if disheartening amount every year. Reading basically flatlined.

Our results indicate that NCLB generated statistically significant increases in the average math performance of 4th graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in 8th grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased reading achievement in either 4th or 8th grade. -- NBER Working Paper No. 15531

It is going to get Fakey this Year

This is a quote I found, I want to do some verification:  " On 7/31/2019 Trump has private meeting with Putin. On 8/3/2019, just three ...