Under a new Missouri law, eight task forces each comprised of more than a
dozen appointees are supposed to recommend new learning benchmarks for
public school students to replace the national Common Core guidelines by
the 2016-2017 school year.
But not all of the appointees had been named in time for Monday's
initial meetings. Those who were present first argued about whether to
actually meet, then about whether officials from the Department of
Elementary and Secondary Education should be present, who should take
notes and whether the public should be allowed to watch their work.
After they resolved those issues, task force members sparred over the
merits of the Common Core standards, which were developed by a national
organization of state school officers and the National Governors
Association. They are used to gauge students' progress from
grade-to-grade and create consistency among states. But opponents say
they were adopted without enough local input.
Missouri is among 45 states to have adopted the Common Core standards
but is one of several now backing away from them. Indiana, Oklahoma and
South Carolina also have taken steps to rewrite their standards, North
Carolina is reviewing its guidelines and Louisiana Gov. Bobby Jindal has
suspended his state's testing contracts in an attempt to halt Common
Core standards.
Missouri's attempt to forge new standards got off to such a shaky start
Monday that some wondered whether it ultimately could succeed.
"If they can't come to a consensus, what do you do at that point?" said
Sarah Potter, spokeswoman for the Department of Elementary and Secondary
Education. "We're not really sure."
There was a clear divide among task force members between Common Core
opponents appointed by Republican legislative leaders and supporters of
the standards appointed by public education officials.
2 comments:
This is in response to Brad Noel's remark: "I get told every day by parents, 'We're sitting at the table for hours with tears in our eyes,'" trying to do homework under the Common Core standards . . . a parent representative . . . to the elementary math task force. "A lot of it is, in my opinion, not appropriate."
I am a very strong supporter of Common Core, but it is absolutely essential that its implementation be coincident with another change that is being completely ignored.
A significant part of the problems that are being revealed with attempts to implement Common Core is that we are teaching (especially math and science)in the same way that we have always taught (math and science), which is in no way consistent with student educational development required by Common Core. For example, the way in which mathematics is consistently being taught (and has always been taught)is in no way consistent with a requirement that students develop any applicable expertise in mathematics. Unfortunately, a recent new approach being taken to teach science in certain schools in Fayette County is almost guaranteed to provide students with little if any conceptual understanding of science.
As I stated in 2005 ago during the FCPS's 2020 Vision days: "If you build a house using inferior materials, adding additional inferior materials will not improve the quality of the construction."
More of the same inappropriate approach to teaching math will guarantee failure of Common Core. The same is true for science. If Common Core is to to succeed, schools must make significant changes in the way in which we teach - particularly in the areas of mathematics and science.
I am aware that there are several at FCPS CO that believe that we must continue to teach math the same way it has always been taught, and that no changes are needed at all. So explain then why so few students entering college have not even a remote applicable understanding of mathematics and why so many problems relating to math and science are mysteriously being revealed as we begin to implement Common Core. Continued insistence on remaining out of touch with educational reality in mathematics and science is a certain death knell for Common Core.
We have paid for multiple elementary teachers to attend co-op and other common core trainings over the last two years and our scores are actually dropping. At the same time, our middle school has a very traditional approach to teaching math and has not participated in much PD and their scores are great. So what's up with that?
What really bugs me the most is the use of this calculator program that basically does the work for the student. Received a student from another school that uses this "resource" (we don't) and when she got to math class couldn't do any of the problems because according to her the calculator was broken. Really?
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