Tag Archives: NC Academic Standards Review Commission

WYBI: The Elephant in the CCSS Room

Every noticed a subject so important yet so not discussed properly?
Every noticed a subject so important yet so not discussed properly?

You know me, if there’s a Common Core related topic not being exposed, I’m your gal. So, imagine my surprise at some of the rhetoric shared during the last NC Academic Standards Review Committee meeting. I truly hope the Committee can access the documented truth behind it before it’s too late.

The Announcement That Got Me So Excited:

A few weeks ago, a press release stating that Dr. Sandra Stotsky and Dr. James Milgram, along with WestEd’s Dr. Perks would be presenting information to the NC ASRC (Academic Standards Review Committee)was released. This is the group charged with seeing if CCSS is right for NC or not. If not, what course of action is needed? If CCSS IS right, I hope there’s a mass exodus out of the state. In case you didn’t see the announcement, here it is:

The Previous Testimonies I’d Heard:

Like most other anti CCSS warriors, I’ve seen several of the YouTube video recordings of the, as I call them, Dynamic Duo taking on what’s wrong with CCSS. I’ve also read several of their published criticisms that have been shared among those against CCSS. Somewhere in my mind I envisioned a packed meeting room, a bank of reporters lining the walls, and succinct, compelling testimony from them. On the other hand, having researched WestEd so well and knowing how sold out to the CCSS the non-profit is, I knew the expectation bar would be set for extremely low come time for that presentation.

The Meeting:

So, imagine my surprise on meeting day when I make the trip to Raleigh, get up to the top floor of the State Board of Education building, and find that maybe 20 people are there! What?? Where are the angry parents? Who forgot to tell the TV Stations? How come more people from all sides of the education spectrum aren’t here? Now, true, my guest and I were about 20 minutes early, but THIS meeting was to be HISTORIC!

When, just one year ago (March 20, 2014), the public was invited, encouraged, and sought after to make an appearance to speak either for or against CCSS. Folks lined up (number was capped at 60). However, those speaking arrived earlier. They were waiting on the doors to be unlocked. THAT was historic!!

So, knowing so many across the state of NC have been fighting against CC for so long, I assumed the Milgram/Stotsky/Perks presentations would be even more attendance worthy. Yes, the ARSC does use 1 pm to 5 pm as their meeting time. Yet, there were those of us who did take the time to attend. I can tell you that by 2 pm, there were about 30 folks..so we did see a gain in attendance. As far as the bank of reporters? There were a few. I think I counted 2 video cameras. One was in the possession of a true American patriot who fights CCSS. The other one?? No clue.

Oh, one fun fact before I get into the elephant in the room, one of the members of the validation committee for CCSS (yes, THAT committee) was seated directly to my left. While she did approve the CCSS as worthy (meaning her name is there with the others who signed off), she was not asked to speak (at least yet) to the ASRC. I’m glad no one could hear her comments during the meeting..they weren’t very pleasant. I can happily tell you that every time she looked my way, my big anti CCSS lapel button was the first thing she spied. I’m also happy to report, no bloodshed was seen during the entire meeting.

The button that can stop a supporter dead in their tracks.
The button that can stop a supporter dead in their tracks.

The Presentations:

By and large, the Dr. Stotsky and Dr. Milgram presentations were full of very good information. Even Dr. Perks’ presentation was full of information. The difference was 2 were open about their feelings for Common Core, while one appeared content riding a fence. (Gee, I sure hope they have splinter removal kits at WestEd.)

Several of the comments spoken by the “Dynamic Duo” received rounds of applause. My patriot friend, Major Dave took the time to video their entire talks. I’ll include the links so you can hear all of them for yourselves.

Dr. Stotsky’s:

Dr. Milgram’s:

Dr. Perks’:

Those Damned Elephants of CCSS:

While what I’m about to share could be taken as I’m being critical of the meeting, that is NOT my purpose. My only purpose in sharing the following is to help shed light on how deceptive the education reform (largely in part due to CCSS) can be. It’s the biggest elephant in our students’ lives! If we don’t start talking about it, we’ll not have any room when the elephant sits on us and crushes us!

Elephant #1:
Beefing up professional development for teachers. (Dr. Stotsky)

Alone, that statement is accurate. However, knowing how many dollars, for profit, not-for-profit, and non-profit groups dedicated to this is staggering, especially when you consider that almost every single one of them has been or is being funded by pro CCSS supporters. (I just published an article about Duncan-led teacher alignment) We MUST be careful who’s in charge!!

Elephant #2:
Doing away with traditional high schools and their diplomas. (Dr. Stotsky)

The good doctor gave some examples of how successful these are from the New England states. However, again..CCSS research is showing that this type of education reform is not only embedded, it has been tied to Workforce, or Career Tech Education..ALL of which are CCSS aligned!!

Elephant #3:
NC currently isn’t using mathematical researchers to build standards. (Dr. Milgram)

Alone, this statement is not only honest, it’s crucial. However, If the researchers include anyone tied to CCSS (past, present, or future) in any way, shape, form, or fashion, we’ll be no better off than we are right now.

Elephant #4:
Research mathematicians are out there, just not in the USA. (Dr. Milgram)

Comparisons to several countries were made during the meeting by several people, not just Dr. Milgram. However, isn’t international benchmarking and the global competition crap helping feed the CCSS Machine??!! We cannot be a strong America if we don’t think American. We are losing so many bright students due to crappy education because we are trying to be un-American in how/what we teach. Remember, at one time in our nation’s history, our students (and other citizens) were at an almost 100% proficiency rate for important school subjects. We were great at one time in education. We can be great again. I think constantly looking overseas will not only strain our necks, it will cause us to lose focus on our nation. I don’t want my students to be like every other global student. I want my students to be the best students they can be!

Elephant #5:
The Standards Contiuum (Dr. Perks)

This visual (which wasn’t to plain to see from several feet away from the screen or the bad lighting in the room) was a real eye opener. My interpretation of the visual is below:

Dr. Perks also shared standards should be vertical.  A continuum is horizontal.
Dr. Perks also shared standards should be vertical. A continuum is horizontal.

Elephant #6:
Dr. Perks addressed Mr. Peek (ASRC co-chair) formally throughout the presentation, except once when he was sharing how to understand standards (CCSS or any other). He was stating that  you needed to look at the nouns used. Dr. Stotsky countered with verbs were worth considering as well. In fact if a standard is written correctly, no unpacking it is needed. It’s clear, concise, and easy to begin!

Now, this is an elephant (switch from formal to casual) only if you wonder (as I do) are these two really that familiar with each other? I certainly saw plenty of questioning faces when this slip happened. Have IBM and WestED conferred on CCSS’s behalf?? Who knows..it was awkward, however.

Several other elephants in the room by Dr. Perks were given. You can see them for yourselves in his clip above. However, be sure to count the educratic buzzwords throughout all the presentations. I was really surprised.  Be sure you listen for who among the doctors is for ‘radical education reform’.

What Was Downright Dangerous:

During the ASRC’s question/answer time for each of the experts presenting, one was asked by Katie Lemon (an NC Teacher of the Year) about ‘rigor’ in the classroom. Quite a spirited banter ensued. While the long/short of it is that you need to define what ‘rigor’ means and how much of it you want, it was the resources suggested that had me sit up in my seat and think (almost out loud), “NO!!”.

Dr. Perks was steering the ASRC to Dr. Marzano and the Fordham Institute for resources to help define rigor. Where’s the danger? Dr. Marzano is known for a socialist, emotional learning vent in education. Fordham flat out lies about education. Dr. Perks also stopped short of advertising for his company, but you certainly could tell he was heavily suggesting the need for more professional development and collaboration among teachers.

The Biggest Elephant of All:

The ASRC is being held up on funding yet again. It was shared in the meeting that the funds are somehow tied to the NC Coal Ash bill, Senate Bill 14 (see: http://www.ncleg.net/Sessions/2015/Bills/Senate/PDF/S14v3.pdf)

So knowing that the bill which created the NC ASRC included funding was to be used to get speakers like the 3 from the meeting AND knowing the funding is still tied up..how did NC pay for the guests? Why were they all rushed away before the public could speak directly to them after the meeting?

Final note: If you’d like to access any of the articles I’ve written about Dr. Marzano or his research institute, Fordham, WestEd, etc. Be sure to use the search bar on the blog.


Tech Thursday: The Latest Faux Pas in Education, Workforce

One big selling point to the Workforce CCSS aligned agenda: internships, apprenticeships, and similar programs.
One big selling point to the Workforce CCSS aligned agenda: internships, apprenticeships, and similar programs.

At the last NC Academic Standards Review Commission meeting;

the topic of Common Core Standards was ripe in the air;

the members were gathered, each with much care.

When one member, much to his own delight

says, “We need to do this right–

consult those who work, who own businesses;

Without them, we face an incorrect fate–

kids who can’t work, when they graduate.”

“So, let us all, turn to the Chamber of Commerce–

They will know we must be immersed;

Common Core Workforce alignment

will build the kids education, while filling the businesses purse!”

Reality check:

 I’d like us to take a short look at the supporting groups behind the man who expressed how we (as the citizens of NC) NEED to involve more businesses in education (aka: P3s; public private partnerships). I’m sure, in your state, you have people just like this. Considering how the U. S. Chamber of Commerce was given so much Gates Foundation money to pass on to the state level Chambers (the express purpose of promoting Common Core), you may in fact, know several supporters who share this man’s perspective.

I, however, do not. I’ve done too much research into CCSS to buy the ‘skills gap’ argument; the dire need for businesses weighing into how the schools should align classes to fill their jobs. Do these people NOT remember that for thousands of years all that was needed is a strong base and ANY job can be attained. No, they are too busy spouting off the ‘best practices’ line or the ever popular ‘skills for a 21st Century.’ How many of them have stopped to think back to those folks who ALSO were in changing times of old? Did they always align education to fit future? No, yet somehow, we’ve been able to NOT only survive as a nation, but THRIVE.

So, what groups am I referring to? For starters, The NC Assoc. of Middle Schools. This state-wide group is sponsored by Glencoe/McGraw Hill for starters (duh..no CCSS here, right?! GMH not only supports CCSS, it aligns its PreK to Adult educational materials to the Standards). To learn more about GMH, http://www.mheducation.com/about/investors. The NCAMS is also sponsored by Thinking Maps, which is based here in NC, but used globally. They love CCSS very much, as well. From their website, you’ll see visual patterns used to align children’s thinking skills. Wanna see it for yourself? http://thinkingmaps.com/thinking_maps_common_core.php Another sponsor? The College Fund of NC. Yep, this group was given to the state by the NC Legislature back in 1999. Their tie to CCSS? Funds used at every single community college (in previous posts I’ve featured how all the NC community colleges are CCSS aligned already.) AND the 4 year institutions. Yep, most of them are CCSS aligned, supportive, or both already. Another sponsor of the NC Middle School Association which is also CCSS aligned from secondary school to those Career Clusters/Pathways?! Why, 4-H, of course. Here’s an excerpt from an on-line farm game, “farm safety activities that align with Common Core Standards and National Agriculture, Food, and Natural Resources Career Cluster Standards.” (to see the rest of the game: http://www.extension.org/pages/71192/play-it-farm-safe:-an-online-educational-game#.VJD6OSvF-hR)
Now, knowing our Review Commission has an active sitting member supported by a main group so rich in CCSS, it’s no wonder his view was ‘let’s listen to, involve, and align with the business world.’

More rhetoric on ‘workforce’:

On Tuesday, just one day after the Review Commission meeting, was a “Future Forum” meeting. None other than the NC Chamber of Commerce was the ‘proud parent’ of this soiree. I don’t know about your state’s Chamber of Commerce, but NC’s has been extremely vocal about not only its support, but its love and devotion to not only the Common Core, but the Career Pathways. Why, they use wonderfully embracing phrases to describe your students (‘talent supply’, “human capital”, ‘talent pipeline’, etc.). Why I mention the Chamber is their report from 2012 was brought up during the Review Commission meeting.

The Workforce Report mentioned during the meeting, is available on the NC Chamber of Commerce’s website. http://ncchamber.net/wp-content/uploads/2014/05/North_Carolina_Workforce_System_Review_and_Options_for_Reform_2014-Final….pdf  *Note: the 2012 one is actually an appendix item in this updated report. One of the reform items? Continuing to use the community college system as a means to an end. Then, there’s how all the funding can help NC become even more aligned. So, if the community college is a means to an end, what does that make the student?

From the NC Chamber of Commerce document joining workforce and education reform.
From the NC Chamber of Commerce document joining workforce and education reform.

As far as that Forum:
 Go take a look at the featured speakers for the Forum. http://ncchamber.net/chamber-events/future-forum/ Even though the event is past, If you want to find the Twitter feed from the meeting, #FutureofNC (yes, even if you don’t live here, you need to see this. Why? I can bet your state has similar efforts going on..especially with your state level Chambers of Commerce involved). Okay, I’m assuming you’ve looked. You may be saying  “So??” Dr. Tony Wagner of Harvard was a celebrated speaker at this event. Harvard..as in the University. The same university which partnered with Pearson Publishing to create the ‘Career Pathways’ movement that (now) is an integral part of Common Core (in previous Tech Thursdays posts this has not only been shared, but backed with documents and links).

So, after seeing some of the tweets and adding it to what I already know about the love affair between Harvard, CCSS, Chambers of Commerce, I decided to take a bit of a closer look at Dr. Wagner’s stance. I think you’ll find it interesting too.

A look behind the man:

Here’s a short video the doctor is featured in that’s all about 21st century preparedness in the classroom. http://vimeo.com/88923503 (you can copy the address and open in a new window)

Listen to his message. Yes, you may be dazzled by the gadgets. C’mon, who doesn’t love a good gadget?! However, listen to the vernacular being given by, not just the doctor, but the others. All about the collective. Gee, where have we heard that in CCSS? Want more views from him about why we all should innovate education? http://www.tonywagner.com/1016

I’ll assume you’ve just read his commentary from the above link. No, you didn’t see Workforce or Common Core per se, but did you get the overall drift of the CCSS agenda?

On to the “High Tech High School” he mentioned. Yes, it’s based in CA. Yes, it’s the brain child of the Gary and Jerri-Ann Jacobs Investments, along with many other public/private partners. BUT it’s also the product of the Gates Foundation as well. Back in 2005, High Tech High received $3 million dollars, then in 2012, $100,000 for innovation in the 10 schools that belong to the High Tech High School network. (see: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=high%20tech%20high%20school)

Projects at the High Tech High School are funded by the Public Charter School Dissemination Grant Program. How do I know, when I was investigating the website, an embedded logo at the bottom right hand of the page told me so. (see: http://www.hightechhigh.org/projects/)

‘Common Core’ at High Tech High? You betcha! Here’s an excerpt from a press release, “

Teachers are working hard to prepare their students for Common Core, with limited access to updated resources,” said Michele Hansen, president and CEO of the Girard Education Foundation, whose philanthropic support enables teachers, parents and students to access the website at no cost. “Activate Instruction facilitates teacher collaboration and makes it easy for teachers to access quality content from high-performing schools for free.”

“Teachers on Activate – who number nearly 4,000 – can now search for, and follow, sets of more than 18,000 resources (including nearly 2,000 playlists). Many of these resources have been uploaded by high-performing schools that have voluntarily shared their content. Those schools include: Summit Public Schools in the Bay Area, High Tech High in San Diego, and Da Vinci Schools and KIPP LA Schools in Los Angeles. Teachers can even follow other teachers’ specific playlists, creating the opportunity for teachers’ work to be recognized nationally.” (get the rest of the press release: http://www.activateinstruction.org/about/press-kit/)

So, what does all this mean for Workforce, Adult CC, and my student?

It means we need to be ahead of those in charge by connecting the dots between Common Core in the secondary level and the post secondary level. We need to continue to expose the overreach of federal, and now, state government programs which continue not only support P3 involvement in education, but seek to purposefully seek it out, encourage it, and reward it. As others, including myself, have shared..Workforce tied to CCSS is NOT going away. It is gaining momentum. If we wish to stop a CCSS aligned work skilled nation, WE must gain momentum, too!

Now, back to the Review Committee:

One of the charges to carry out the Committee has is to have the best for NC students. I’m not sure how seeking to incorporate the Chamber of Commerce will be best for NC as long as it continues to support CCSS AND bring in those who are also supportive to whip up support from the business end. It creates a false positive environment. It’s employing the appeal to fear fallacy (we must bring in the business owners or we won’t have a skilled workforce), the bandwagon fallacy (you can’t have 20th century teaching in a 21st century world; kids won’t be employable), and the argument from ignorance fallacy (we’re dancing all around CCSS and what it’s doing to NC, but we’re not really willing to be objective about it either).

What can your state learn from NC?

Plenty! We’ve got to get the P3s out of the education bed. We’ve got to stop allowing the false argument that 21st skills are more important than any other century. We’re not the first group of people finding ourselves in a state of change. Every generation has had change to face! Every century has had folks face the unknown. Do you think it the times gone by that everyone had a answer for every future job? No, BUT they did the best they could. If you look close enough, you’ll see that their best has served you and I for many years EXTREMELY well. Just because the CCSS Machine is grinding out the message of Workforce alignment, doesn’t mean we have to accept it. If NC wants the best for the students, I’d have to say how things are being handled isn’t the answer. The clock is ticking, folks..how will the BEST happen as long as mediocre mockery is in play?

Every second wasted in mediocrity is another supportive move for CCSS aligned workers.
Every second wasted in mediocrity is another supportive move for CCSS aligned workers.

Breaking News: NC’s ASRC Committee on Review

The NC Academic Standards Review Commission is the answer to the NC Repeal CCSS Law signed by Gov. McCrory.
The NC Academic Standards Review Commission is the answer to the NC Repeal CCSS Law signed by Gov. McCrory.

Normally, on Tuesdays, you’ll find my “From the Files” posts revealing some true documents and connecting pieces to Common Core Standards. However, today’s Tuesday post is ‘breaking news’ as in I give my anti CCSS report of the NC Academic Standards Review Commission meeting that was held, just yesterday, 12/15/14. This is especially for my other NC warriors who are down and out with the flu and couldn’t be there. IF you aren’t in NC, but following our saga, you need to learn from our proceedings. IF you are in NC, we need to get to work, pronto!

The Fourth Meeting:

Monday’s meeting marked the 4th meeting the ASRC (Academic Standards Review Commission) held. This meeting was special for several reasons..at least from my perspective as a known anti CCSS warrior.

1) Commission members were seated to face the audience as a collective group. The co-chair member hand selected by our Governor took center table at this event. Flanking him were 2 other highly suspected pro CCSS supporters. At times their smiles would cause each of their dentists much happiness, as their handiwork was well displayed. Absent  from the day’s meeting were: the other Co-chair and an at large member. Still another at large member was present over the phone at times.  A quorum was in fact present.

2) Still no money from those in authority over the Commission. BUT, there’s a promise of funding! The Commission will have to wait until the General Assembly begins their 2015 Legislative Session in January. Until such time as money in provided, the NC Dept. of Administration will continue to cover the bare bones expenses. Oh the dollar sign dreams were dancing in some members heads as they shared “I wish we already had the money, we need a policy expert!” Then there was ‘When we get our money, we’ll focus on operations cost of the Commission, reimbursing travel expenses, and creating a NC citizen survey for feedback.’ Excuse me, but did ‘we’ forget the parts about the money going to fund experts and other such items?! As far as the procedure and process for funding? That is to be accomplished by the Legislators in their 2015 session (which by the way is what’s known as the ‘long session’).

3) There were more reporters at this meeting that ever before. At least 2 NC DPI executives were in the audience, as well. Those of us who were ‘general audience’ members were less than 10. Only four of us could pass for recognizable anti CCSS folks. There was much discussion at the beginning of the meeting about video taping future meetings for accountability and having the NC ASRC website updated to include recent information. As it was put so condescendingly, ‘For those stakeholders involved..and the general public.’ What else was noted about how helpful the website is? “DPI information”. As far as the ‘technical difficulties’? We were advised to check with the Commission’s sponsors.

4) Volunteers were sought today, but not from the audience. According to the one co-chair present, action items needed to be divided up and if folks didn’t speak up, his choices would stand. {Let me stop for a moment and share that I’ll be diving into some of the discussion after this, but I wanted you to have the benefit of the last moments of the meeting. Why? So you can have an idea of what is deemed as most important by the Commission, or at least the one speaking for the entire group. Think of it this way, you’re being spared the over 2 and a half hours of grandstanding; circle logic; and ‘let me steer you this way while you think it’s your way’ motives.} Handling the “Rewriting, Simplifying the Standards” (the first proposed priority) is Tammy Covil (one of the Commission members NOT in favor of CCSS). Assisting her is Dr. Ted Scheick; picked to handle the “Increase in LEAs flexibility” is Katie Lemons, a teacher who is using the CCSS; picked to handle the “Drilling Down of Appropriateness of the Standards”, Jeff Isenhour and Olivia Oxendine.

The logic and a lobotomy:

The logic ?!:
As usual for these meetings, things appeared to start off well enough. We had greetings, the day’s agenda read to us (which sounded more like a novel), and the minutes of the last meeting reviewed. But, as we saw in the last meeting, that third meeting where all bogged down and stayed mired in muck the rest of the meeting. It didn’t take long for this one to start down a trail of reports before it was interrupted by side discussion after side discussion. (at some point I felt like yelling ‘squirrel’!) Now, what could cause such distraction? A teacher survey two of the Commission members were reviewing. At some point it was stated that a “Google invite” survey, rather than a NC ASRC one, was the material being featured. Of note was this particular “Google” survey, in one week, had gotten 100 responses. Unclear (at least to me) was were all 100 in NC; why only 100 when there are thousands; how reliable was this survey? (pardon me, a bit of digression). The points being brought up from this survey were 4 important areas teachers would most like to be asked about. One) support; 2) student’s prior knowledge in math and reading; 3) assessments; and 4) the Standards.

Other moments of sage-likeness included ‘standards effect curriculum; assessments stand alone’ or wait, no, it’s ‘assessments drive instructions.’ Wait, ‘how does all this tie to CCSS?’  Not long after this, “We need more surveys, yes, there’ll be even more surveys created off the present feedback (referring to the Google invite)!

Enter a moment of enlightenment; the survey creation was followed by who was to take them (surveys/teachers) and that they be afforded totally anonymity. Why? Because after the first professional teacher training session to learn HOW to TEACH CCSS, everyone hated them yet spent much time trying to come up with things to say that wouldn’t cost them harm.

Back to the sage-like moments which included, ‘reason we have ‘essential’ standards..equity for whomever/whatever.’; ‘let’s hire a professional reporter maker..a report will address our priorities and would be a set of recommendations for Gen. Assembly.’; ‘clarity of standards important for implementation by Dec. 2015, this will support teachers; a better chance to professionally train them a 2nd time around. “Standard 6”; “Integrated Math” (two must haves brought up at several times during the meeting.

One of my personal favorite (and I use all the sarcasm I can muster up) was this one, “We need to roll up our sleeves and study the Standards, that’s where we get clarity.” Another close second, “We need to find out how CCSS funded in this state.” (it was brought up that Race to the Top did that). Response continued with ‘That may be so, but did it get invested in the right places? (the response was ‘many wonderful things came out of Race/Top funds) Questions that followed this were ‘What did it cover?’, “How far did it go?”, and “How can we supplement?”

More logic?!:Some things, no matter what they were, were said over, and over, and over. Only difference is at least two members would be eligible for the “I said it once one way, but I’ll say it again another way, then proceed to find at least 5 other ways to say it again while I interject my point at every available turn I can” award. In no order of importance the following sentiments were expressed:

1) rewrite the standards; 2) we need to involve the Departments of Labor and Commerce to find out what REAL skills are needed; 3) start at graduation and plan for education backwards; 4) we can alter the standards and it’s free; 5) more time/money needed; 6) let’s involve as many in-state, sold out folks as possible to go from here; 7) how can we define what clarity, standards, etc. are before we do anything else; 8) just HOW did we fund the move to CCSS?; 9) we certainly don’t need to dumbdown!; 10) maybe we need to revisit how a diploma is awarded or that we should move to age 19 instead of 18, etc.; 11) we are undermining rigor when we can’t teach the standards; 12) outcome this, outcome that; 13) CCSS embraces College/Career Readiness interchanges with CCSS defines skills. Now add to these, ‘that’s why we need businesses involved. We teachers get isolated and then behind.’

Troubling statements:

1) Using professionals from not only in-state colleges, but the ones who’ve been tied to CCSS; using the report from the group which oversees NC’s colleges/universities to see how they are measuring up in teaching future classroom leaders/teachers in the CCSS.

2) Using the FCC e-rate funding as a ‘it’s a great thing for education’ leverage ( I wrote just last week about how embedded CCSS is in the FCC’s E-rate movement). The only thing MORE troubling is that the NC Governor (pro CCSS) , the NC Lt. Governor (anti CCSS) are all on board to sign NC up to be one of the first states to be streamlined in technology. Oh, before I forget, using “Home Base” is a great thing (think student data mining).

3) That to have ‘effective lesson plans/curricula’, you need to ‘remove the child’ from the equation. Similar to this is, that assessments tell us more about the standards than the rhetoric allows for.

4) That right now, 7th graders are getting 1,000 years of history in one academic year but have no clue which portion will be included on the weighed assessments. Also in classes right now, the reading skills for non-fiction are totally different than for fiction. Coupled with the mindset ‘if you speak well, you read well.’ (sorry, I’ve seen too many exceptions to the ‘rule’ on this one to buy in)

5) Using CCSS as a benchmark so business owners can ‘know’ what kind of employee they will get. What is taught will ‘execute’ against that benchmark.

My lobotomy?! 

After 4 hours of not only what I’ve shared, but all the other things I didn’t, I now feel I more than qualify for lobotomy! My poor mind. My poor heart! The only one I feel more compassion for is the one anti CCSS Commission member present during this meeting. While many, many thoughts are words were shared, hers, repeatedly were careful, concise, and tremendously graceful considering all the agenda driven motives displayed. To be fair, there were some good points made by most everyone. Problem is, just when you thought they’d wised up, left the pro CCSS crap behind, they would come right back with another ‘shake your head’ statement. Just think, we’re getting nowhere fast in this and all the while in the classrooms across NC and the nation, it’s CCSS business as usual, day in and day out.

What we got as a law doesn't match the process we're agonizingly being drug through.
What we got as a law doesn’t match the process we’re agonizingly being drug through.