And while state education officials say the mandated federal changes are a way to ensure college preparedness and mastery of basic skills, there are growing pockets of opposition to the plan across New York and the nation.
From The NYS Education Dept. Common Core resources
|RELATED: Engage NY.org | NYS Parent Teachers Assoc|
"What we are looking for is not walk away from evaluating teachers, not to walk away from testing, but to walk away from consequences tied directly to standardized tests," NYSUT President Richard Ianuzzi tells WBEN.
Even the best of lesson plans need to be continually adapted to student needs, he said in a prepared statement, and “you don’t test what hasn’t been taught” or the result is meaningless data.
The teachers union is one of several groups beginning to speak out against the common core curriculum and related standardized testing.
Last month, a coalition of 7 education groups ranging from the NEA to The State School Boards Association joined together to speak out against the plan and how it is being implemented.
Other examples of a the rebellion against the standards.
A rally against the curriculum and related standardized testing brought approx. 2,500 to Kleinhans Music Hall in Buffalo last week. Organizers- like Prof Walter Polka, a former school superintendent who now teaches at Niagara University say districts need to start pressing for reform. "It's eroded local control of the curriculum," Polka says
Nationwide, Indiana and Georgia have taken steps to repeal the common core idea, while Florida and Texas are beginning to look at reforming the way it is implemented.
In Tennessee and elsewhere, the push against the common core has made for some unusual pairings, with conservative Tea Party groups joining with progressives like the Badass Teacher Association, a group that says teachers are being micro managed.
"There are people in this fight fighting for different reasons, but the objective is the same," Karen Bracken, a founder of Tennessee Against the Common Core recently told NBC News. "Some people are concerned about the data. Some are concerned about the textbooks. Some are concerned about the constitutionality. Some people are concerned about the union issues,' she said.
SPEAK OUT!: The NYS PTA, a Supporter of Common Core Learning Standards is hosting a
Town Hall Meeting on Common Core Learning Standards
featuring Education Commissioner John King
Thursday, October 24th: Williamsville North HS, 1595 Hopkins Rd. 7pm - 9 pm
For Questions, cards will be provided, collected and questions will be read by our moderators. Statements will be limited to 2 minutes. Anyone wishing to make a statement must sign in upon arrival.
Buffalo's Early News In Depth;
John Zach & Susan Rose
in Studio with
Bob Bennett, Chancellor Emeritus
NYS Board of Regents
Exclusive WBEN Audio
On The WBEN Liveline
Hear from NYS Deputy Education Commissioner Ken Slentz & Buffalo Teachers Federation Pres. Phil Rumore
Could You Pass Your Kids' Common Core Test?
Test your math and vocabulary skills with these sample questions keyed to Common Core standards adopted by 45 states, including New York.
2. Coach Barrett bought 8 boxes of golf balls. Each box contains 6 golf balls. He wants to give each of the 5 team members as many golf balls as possible and keep the rest. Based on this information, which statement is correct?
A. Each team member gets 6 golf balls, and Coach Barrett keeps 6 golf balls.
B. Each team member gets 8 golf balls, and Coach Barrett keeps 2 golf balls.
C. Each team member gets 9 golf balls, and Coach Barrett keeps 3 golf balls.
D. Each team member gets 9 golf balls, and Coach Barrett keeps 5 golf balls.
C is correct. Each team member gets 9 golf balls, and Coach Barrett keeps 3 golf balls. (Taken from Kentucky's sample test for fourth-grade math)
3. Ryan cut a rectangular picture from a newspaper. The picture is 4 inches long. The area of the picture is 12 square inches. What is the perimeter of the picture?
A. 7 inches
B. 10 inches
C. 12 inches
D. 14 inches
D is correct. 14 inches (Taken from Kentucky's sample test for fourth-grade math)
4. Miyax stared hard at the regal black wolf, hoping to catch his eye. She must somehow tell him that she was starving and ask him for food. This could be done she knew, for her father, an Eskimo hunter, had done so. What does the word "regal" mean as it is used in the passage?
C is correct. Kingly (Taken from PARCC's sample test for sixth grade vocabulary; excerpt from "Julie of the Wolves" by Jean Craighead George)
5. Which of the descriptions best helps the reader understand the meaning of "regal"?
A. Wagging their tails as they woke
B. The wolves, who were shy
C. Their sounds and movements expressed goodwill
D. With his head high and his chest out
D is correct. With his head high and his chest out (Taken from PARCC's sample test for sixth grade vocabulary; excerpt from "Julie of the Wolves" by Jean Craighead George)
6. A lab has two bacteria cultures. Culture A contains 8 x 104 bacteria, and culture B contains 4 x 106 bacteria. How do the two cultures compare in size?
A. Culture A contains twice as many bacteria as culture B.
B. Culture A contains 1/2 as many bacteria as culture B.
C. Culture A contains 1/25 as many bacteria as culture B.
D. Culture A contains 1/50 as many bacteria as culture B.
A is correct. Culture A contains 1/50 as many bacteria as culture B. (Taken from New York's sample test for eighth grade math)
7. What is the solution to this equation? 2(x - 3) = 2x + 5
A. x = 2 3/4
B. x = -2 3/4
C. There is no solution.
D. There are infinitely many solutions.
C is correct. There is no solution. (Taken from New York's sample test for eighth grade math)
8. Evaluate: (2.4 x 104)(4.5 x 103)
9. What does the word VANITY mean in these lines from the text "Daedalus and Icarus"? "Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar"
10. Which word from these lines from "Daedalus and Icarus" helps the reader understand the meaning of VANITY? "Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar"
Common Core State Standards are K-12 English Language Arts/Literacy and Math standards that will create a clear, consistent level of knowledge for our public school students no matter where they live.
They Will Deepen Problem-Solving Skills and Critical Thinking
They Promote Greater Opportunity s
They Bring Back Flexibility and Creativity
They Call for Collaborative Decisions
Implementation is the Key to Success
OPEN LETTER TO EDUCATION STAKEHOLDERS:
Fifteen members of the Learning First Alliance, a partnership of national education organizations representing more than ten million parents, educators and policymakers, have agreed on the following statement:
The Learning First Alliance believes that the Common Core State Standards have the potential to transform teaching and learning and provide all children with knowledge and skills necessary for success in the global community.
To meet this potential, teachers, administrators, parents and communities are working together to align the standards with curriculum, instruction and assessment. Their work – which includes providing the pre-service and professional learning opportunities educators need to effectively teach the standards, making necessary adaptations to implementation plans as work progresses and field-testing efforts to ensure proper alignment – will take time.
Rushing to make high-stakes decisions such as student advancement or graduation, teacher evaluation, school performance designation, or state funding awards based on assessments of the Common Core standards before the standards have been fully and properly implemented is unwise. We suggest a transition period of at least one year after the original deadline in which results from assessments of these standards are used only to guide instruction and attention to curriculum development, technology infrastructure, professional learning and other resources needed to ensure that schools have the supports needed to help all students achieve under the Common Core. Removing high-stakes consequences for a short time will ensure that educators have adequate time to adjust their instruction, students focus on learning, and parents and communities focus on supporting children.
During this time, we urge a continued commitment to accountability. We recommend that states and districts continue to hold educators and schools to a high standard as determined by the components of their accountability systems that are not solely based on standardized tests, including other evidence of student learning, peer evaluations, school climate data and more.
We have seen growing opposition to the Common Core as officials move too quickly to use assessments of the Common Core State Standards in high-stakes accountability decisions. Such actions have the potential to undermine the Common Core – and thus our opportunity to improve education for all students. We must take the necessary time to ensure we succeed in this endeavor.
Cheryl S. Williams
ON BEHALF OF:
American Association of Colleges of Teacher Education (AACTE), American Association of School Administrators (AASA), American Association of School Personnel Administrators (AASPA), American Federation of Teachers (AFT), Association for Middle Level Education (AMLE), American School Counselor Association (ASCA)