Common Core.... someone please explain

[nugov2]

Then where and why does this "new math" come into play? Serious question. Using some of the examples up thread (may not be the best examples but those are the ones to be most confusing). That's the part I don't get. It they are to make sure the standard is that ALL 5th graders know ABC(D) then why have to introduce this new method of getting there? Like with state testing, they typically show how those grade levels are performing. While I don't like those tests because too many schools "teach to the test" it would show what and how lessons are being taught and if they are being done effectively.

You don't. .the schools are just using Pearson's horribly written lessons and that is there suggested method. And it sucks!

I have posted this before. ..give me a standard and I will give you some appropriate lessons. I also will add that just because it wasn't the way we were taught doesn't mean it isn't good either. I gave the example earlier about my dd bringing a lesson home that took me a little time to understand. It was new to me busy once I got it, I thought it was pretty good. It also isn't the only method they can use.

 

[StitchesGr8Fan]

Do any students of the 80's remember "new math"? There was even a Cosby show episode about it. Common core math reminds me of that. In a few years when US kids are actually worse at math than they are now it will go away.

 

[Lolsmum]

Then where and why does this "new math" come into play? Serious question. Using some of the examples up thread (may not be the best examples but those are the ones to be most confusing). That's the part I don't get. It they are to make sure the standard is that ALL 5th graders know ABC(D) then why have to introduce this new method of getting there? Like with state testing, they typically show how those grade levels are performing. While I don't like those tests because too many schools "teach to the test" it would show what and how lessons are being taught and if they are being done effectively.

It's not new math, but strategies that some kids have been taught in the past, some kids figured out on their own and some have never seen.

Honestly, I've seen those same strategies taught in the school my kids go to and they work very well. No parents are up in arms about it. One of the big differences though it that our kids don't have a ton of math homework. They get some homework topic related to math every couple of weeks, rather than worksheets nightly like some of my friends' children. A lot of parents who are complaining about Common Core math do not understand what their child is supposed to be doing, because it is different to what the parents were taught. They then decide that it is stupid or pointless, and you can be sure their children are learning that from their parents.

It's not hard to look up the standards for yourself, then see if you actually have an issue with them.

 

[TAX GUY]

nugov2, I appreciate all your feed back and trying to help me better understand CC. I still can't wrap my head around it, at least the way I'm told it's being implemented in my area. I guess at this point, I should leave it as it sits. Since at the current time my son isn't involved or exposed to it, I can leave it as such (that I don't understand it). Should the day come and I/my family is forced to use it, then I can get more involved in learning more about it. Thanks again, to those that tried to better explain it to me.

 

[TAX GUY]

It's not hard to look up the standards for yourself, then see if you actually have an issue with them.

At over 200+ pages, I wasn't about to read it all. I was hoping to get the cliff's notes.

 

[Mickey'snewestfan]

I've only read its either an "out of the box" from Pearson(?) which is garbage or you create your own.... I didn't see where other options were available "for purchase" or help.

Pretty much every educational publisher has developed new materials that align with Common Core. For example, the school where I used to teach used Everyday Math before the transition. Everyday Math has published Common Core aligned math materials, but the school decided to use the change in standards as an opportunity to switch to a new curriculum. They selected Singapore Math, which also has a Common Core aligned curriculum. Our Special Education classes use Touch Math, which has also released a new Common Core aligned curriculum. Saxon Math is another curriculum I've used in the past. They have also released a Common Core aligned version.

Similarly, our school used the Reader's and Writer's Workshop model, created by Lucy Calkins and the faculty of Teacher's College at Columbia University. They have also created new materials and substitute units to align with Common Core.

 

[TAX GUY]

Pretty much every educational publisher has developed new materials that align with Common Core. For example, the school where I used to teach used Everyday Math before the transition. Everyday Math has published Common Core aligned math materials, but the school decided to use the change in standards as an opportunity to switch to a new curriculum. They selected Singapore Math, which also has a Common Core aligned curriculum. Our Special Education classes use Touch Math, which has also released a new Common Core aligned curriculum. Saxon Math is another curriculum I've used in the past. They have also released a Common Core aligned version.

Similarly, our school used the Reader's and Writer's Workshop model, created by Lucy Calkins and the faculty of Teacher's College at Columbia University. They have also created new materials and substitute units to align with Common Core.

So do I understand correct that there are 3 different "types" of math (everyday, Singapore and touch)?

 

[nugov2]

nugov2, I appreciate all your feed back and trying to help me better understand CC. I still can't wrap my head around it, at least the way I'm told it's being implemented in my area. I guess at this point, I should leave it as it sits. Since at the current time my son isn't involved or exposed to it, I can leave it as such (that I don't understand it). Should the day come and I/my family is forced to use it, then I can get more involved in learning more about it. Thanks again, to those that tried to better explain it to me.

No problem. I want to say that I do understand the frustration people are feeling, BUT I just wish they could recognize where the problem originates from and it is not CC. If it was no district would be having success. There are true independent studies that show the teacher do favor this set of standards.

Pretty much every educational publisher has developed new materials that align with Common Core. For example, the school where I used to teach used Everyday Math before the transition. Everyday Math has published Common Core aligned math materials, but the school decided to use the change in standards as an opportunity to switch to a new curriculum. They selected Singapore Math, which also has a Common Core aligned curriculum. Our Special Education classes use Touch Math, which has also released a new Common Core aligned curriculum. Saxon Math is another curriculum I've used in the past. They have also released a Common Core aligned version.

Similarly, our school used the Reader's and Writer's Workshop model, created by Lucy Calkins and the faculty of Teacher's College at Columbia University. They have also created new materials and substitute units to align with Common Core.

Good point that I have failed to mention. Our school is using the same publisher...it just now has CC aligned in the corner. I should have my son bring home his 2nd grade math WB and match it up to what my dd used. She has all of her workbooks saved from schools every year on her bookshelf.

 

[nugov2]

Tax Guy....Here is a pretty decent article about what CC math means in California with a side by side comparison. Maybe that will help you understand a little more. It gives examples of what teachers are doing with the kids now vs then. I have no idea if this is a Bill Gates endorsed super secret CC website, but I can say the examples of what they are doing in the classrooms in California are very similar lessons to what they are doing here in my state. Hands on learning, manipulatives. Representation of high level understanding and reasoning through pictures or manipulatives. No long writing assignments for K....just the ability to explain the greater meaning. And yes it does help to understand why 10-3 is 7 and not just memorize that fact and using manipulatives to do it is a great tool.

http://edsource.org/2014/common-cor...o-elementary-school-math-2/63665#.VElAC_nF-cI

 

[nugov2]

Here is a written example of the standard and broken down to what they mean for younger students. Since this is what most posters get upset about with math and having to write and ruining it for kids not proficient in this...it shows it is not the big deal they are making it out to be in a lot of schools/districts.

This is the CC standard Construct viable arguments and critique the reasoning of others.



Younger students construct arguments using actions and concrete materials,
such as objects, pictures, and drawings. They begin to develop their
mathematical communication skills as they participate in mathematical
discussions involving questions like “How did you get that?” and “Why is that
true?” They explain their thinking to others and respond to others’ thinking.
They begin to develop the ability to reason and analyze situations as they
consider questions such as, “Are you sure...?”, “Do you think that would
happen all the time...?”, and “I wonder why...?”


First graders construct arguments using concrete referents, such as objects, pictures,
drawings, and actions. They practice mathematical communication skills as they
participate in mathematical discussions involving questions like “How did you get that?”
or “Explain your thinking,” and “Why is that true?” They explain their own thinking and
listen to the explanations of others. For example, “There are 9 books on the shelf. If you
put some more books on the shelf and there are now 15 books on the shelf, how many
books did you put on the shelf?” Students might use a variety of strategies to solve the
task and then share and discuss their problem solving strategies with their classmates.

Second graders may construct arguments using concrete referents, such as objects,
pictures, math drawings, and actions. They practice their mathematical communication
skills as they participate in mathematical discussions involving questions like “How did
you get that?” “Explain your thinking,” and “Why is that true?” They not only explain their
own thinking, but also listen to others’ explanations. They decide if the explanations
make sense and ask appropriate questions.
Grade 3 and still no actual written word needed to be successful at this standard!!

Students may construct arguments using concrete referents, such as objects,
pictures, and drawings. They refine their mathematical communication skills as
they participate in mathematical discussions that the teacher facilities by asking
questions such as “How did you get that?” and “Why is that true?” Students
explain their thinking to others and respond to others’ thinking. For example, after
investigating patterns on the 100s chart, students might explain why the pattern
makes sense


I don't want to post every single grade breakdown, but the argument that K, 1, 2 or even 3rd grade students are being required to write long drawn out explanations for their work is just not true. This is not a requirement of CC.

 

[Mickey'snewestfan]

So do I understand correct that there are 3 different "types" of math (everyday, Singapore and touch)?

There are many different math curricula, Everyday Math, Singapore, and TouchMath are 3, but there are plenty more. Every curriculum that is Common Core aligned will teach the same skills. So, if you open Everyday Math, Singapore, or TouchMath's book for 3rd graders you will see lessons and activities that teach single digit multiplication facts. That is because single digit multiplication are listed in the 3rd grade standards.

However, each of these programs teaches multiplication facts differently. Everyday Math uses a lot of games to promote fluency. If you went into a classroom that teaches Everyday Math, you might see kids in small groups playing "Multiplication Top It". Singapore math uses a lot of graphic organizers, so if you went into a classroom that uses Singapore Math, you might see children completing worksheets where they fill in graphic organizers. Touch Math uses TouchPoints on the number, and emphasizes a skip counting strategy, so you might see kids completing worksheets with numbers written with TouchPoints.

Since Common Core is a list of standards, any activity that teaches a skill listed in the Common Core, if taught in the matching grade, can be considered a "Common Core aligned" activity.

 

[jodifla]

I'm sure they would if districts asked for it. The problem is, the districts don't want it. They are just looking to blame CC while they sit back and rest on their laurels with hands raised saying....wasn't me, not my fault. Well, that is BS.





1. That is a lie. Everyone has a choice every single day on what they do and don't do. NO teacher is evaluated every day, so she has ever opportunity to adjust her lessons to meet the needs of her students. She is lazy...so, that is the reality. Any teacher(good teacher) who allows her students to flounder with crap lessons, when good lessons are just a google search away is full of it. I taught, I know what it is like. NOBODY is in your classroom except maybe a couple times a year for ONE lesson each time. The rest of the time nobody knows what is going on. Even submitting lesson plans are as simple as just showing what bullet point in the curriculum you will be hitting, not a step by step lesson including what you will be saying is every submitted to Admins.

2. Sorry, but this is an excuse. We all have kids with needs and some more than others, I know plenty of parents who not only work f/t, but also have a child with special needs who do volunteer and take an active role in the community. They don't have to justify what they do with their free time, but if they wanted to help make a change they could. Their children are on IEP's and if they are being subjected to lessons that require skills dictated that they need accommodations for via the IEP they can sue the school. They should at least try to make some time to contact a lawyer. Tons of pro bono Lawyers out there just salivating to pounce on cases like this.

3. We make time for what we want to make time for. Plenty of single parents who work F/T rally people together to fight injustice for what is right for their kids. For example the movie won't back down is a perfect example of a mom who fights for the rights of her child. Granted the movie is loosely based on the story, but you can do what you want if it is important enough. I didn't say you had to do everything, but if you can make time for a mom's group, you certainly can make time to meet with parents who feel just as passionately about this issue. You can spend 30 minutes a night researching lessons that are IYO good examples to teach the standards vs. what your teachers are using. Then ask who have the time to be at the meeting to present the findings. TEAMWORK...nobody said you had to do it alone. Start small with an email that asks people to meet if they feel the same. Brainstorm who can do what and take it from there.

4. CC wasn't rushed out, schools just decided to hide their head in the sand and not deal with it until it was too late and just buy the good ol' curriculum in the box. Again, if they began rewriting the curriculum when the standards were released they had PLENTY of time. When you child has a project due in a month and then waits until the night before and then complains they didn't have enough time and that is why they failed do you blame the child or the assignment???? Let me guess, both...the assignment was crap so your child couldn't have possibly succeeded and your child for waiting until the last minute...but really if it wasn't for that awful assignment your child wouldn't be in that situation.

Well, you just have everything figured out for everybody! It must be nice to be so sure of yourself despite all the evidence to the contrary, which you blithely ignore. (You don't like all those pesky studies by unbiased sources when you have anecdotal evidence from your own district!) All the parents and crying kids across the U.S. are just the unclean masses, yet to be saved by Common Core.

Also, I would brush up on those Common Core critical reading skills. It's not that my job prohibits me time wise, it's that our conduct code prohibits us from getting involved politically.

I'll be sure at our next mom's meeting to tell them all you think they are just a bunch of lazy idiots who don't want to work hard enough to help their disabled children.

 

[jodifla]

From Forbes Magazine, Oct. 23, 2014:
The Science Of The Common Core: Experts Weigh In On Its Developmental Appropriateness


http://www.forbes.com/sites/alicegw...eigh-in-on-its-developmental-appropriateness/


Excerpts from Forbes Magazine:

But this is more than an issue of parental pique. Child development experts and early childhood educators believe that there is actually quite a lot to lose. The issue is not at all ideological, they say – it’s partly pedagogical, and partly psychological. According to experts, a poorly conceived set of standards has the potential to be, at best, fruitless and, at worst, detrimental to the youngest kids who are on the frontline of the Common Core. In the long run, the argument goes, it might be associated with a lot more cost than benefit.


David Elkind, long-time child development expert at Tufts University and author of The Hurried Child, says that a related problem with the Common Core standards is that “children are not standardized.” Between ages 4 to 7, he says, kids are undergoing especially rapid changes in cognitive ability, but this neurological and psychological development occurs at all different rates. “Some children attain these abilities—which enable them to learn verbal rules, the essence of formal instruction—at different ages. With the exception of those with special needs, all children attain them eventually. That is why many Scandinavian countries do not introduce formal instruction, the three R’s until the age of seven. In these countries children encounter few learning difficulties. Basically, you cannot standardize growth, particularly in young children and young adolescents. When growth is most rapid, standardization is the most destructive of motivation to learn. To use a biological analogy, you don’t prune during the growing season.”

But it’s hard to separate testing from standards, and others argue that it’s even impossible. Mindy Kornhaber, a professor at Pennsylvania State University who’s been studying standards-based reforms for 20 years and the Common Core’s implementation, funding, and media portrayal since 2011, says that the two – the Standards and testing – go hand-in-hand. It makes little conceptual sense to let one off the hook and hang the other – they’re just two sides of the same coin.

“The argument that the Common Core Standards are somehow conflated with standardized testing is a wholly misleading rhetorical turn,” she says. “The Common Core standards are in fact supposed to be tested with the Common Core tests that are being produced by the testing consortia… A perceived threat to the Common Core reform (and I have this from a Common Core insider) is the willingness of a number of states to abandon those testing consortia tests.”

“It’s the Standards, not the schools’ implementation of them. The first standard in Kindergarten Math, for example, is ‘count from 1 to 100.’ It’s unrealistic. An average 4 or 5 year old is able to count to 20. If that’s the average, this means that some can do more, some can do less. Some kids can count to 100. What’s really funny is that Massachusetts’ state standards, which were supposed to be the most rigorous in the country, only has them count to 20. So it’s unclear where this research is coming from.”

. The issue may be partly due to the fact that the primary goal of the Common Core writers was college- and career-readiness; 12th grade graduation standards were apparently created first, and then the other grades “staircased” down. Which not everyone supports: “Who said that the finding that we’re behind in Math and Science is solved by throwing stuff at kids when they’re young?” asks Rosenfeld. “It’s so presumptuous… Homework assigned in lower grades is negatively correlated with success. This was all done with good intentions; but we know what the road to hell is paved with.”

“The Common Core will never become the National Standards with National Tests that its creators wanted. It will go away like the world ends in the TS Eliot poem, the Hollow Men: ‘Not with a bang but a whimper.’”

 

[nugov2]

Well, you just have everything figured out for everybody! It must be nice to be so sure of yourself despite all the evidence to the contrary, which you blithely ignore. (You don't like all those pesky studies by unbiased sources when you have anecdotal evidence from your own district!) All the parents and crying kids across the U.S. are just the unclean masses, yet to be saved by Common Core.

Also, I would brush up on those Common Core critical reading skills. It's not that my job prohibits me time wise, it's that our conduct code prohibits us from getting involved politically.

I'll be sure at our next mom's meeting to tell them all you think they are just a bunch of lazy idiots who don't want to work hard enough to help their disabled children.

Yup, that is exactly what I said. I blithely ignore ALL of the evidence to the contrary, just like you blithely ignore all of the advice and questions. Why can't you do any of those things? I'm just curious, why not try to change it instead of complaining all the time and hoping they go away. Plus all of your evidence pretty much comes from the same areas of the country and all of your evidence is against implementation and not standards. In every post, link, article you have never once proved CC is a failure, but just that lessons, teachers and administrators are the problem. Can you show me proof of that...again every bad lesson and person discussing how their child cried for hours over a lesson has a better lesson out there that would actually be good for them. I also did post links to several independent studies and you picked and focused on the one that was the Gates Foundation and ignored the rest. I'm just curious what will you do if CC doesn't go away(I am fine with it either way to be honest. Our district wrote curriculum that is great and appropriate for our students. Some areas stayed the same some changed, but nothing that would change much if CC is dropped)? Also why is my experience and that of other posters who have positive experiences viewed as crap? I don't disbelieve what you are saying....I don't think you are making it up, I just think you are angry at the wrong thing. I also think you should do something about it.

Who has a job that doesn't allow them to fight for their childs education?? Do you work for Pearson? Even if you worked for the school district you'd be able to. I didn't say you had to run for the school board, just to assemble your upset parents to help show the district you are in examples of districts doing it right. You don't have to be a pitchfork wielding group of protesters, just clear and concise with examples of what you think would work better and still meet the standards. I highly doubt any job would prevent that....and that is not getting involved politically. Maybe I can't read because I went to school before CC was implemented, so looks like my kids won't have to suffer the same fate as their mother

Here is another district doing it right...is it perfect, no...but I guarantee it wasn't before CC. Notice how they began roll out very early on...do you see a common theme between districts having success. Early start, writes their own curriculum, flexible and willing to change when something isn't working.

http://www.sfexaminer.com/sanfranci...ial-but-challenges-linger/Content?oid=2909883

I also never said CC was the best thing since sliced bread...just that when done right isn't really different than any other shift we have had in education.

 

[jodifla]

[/B]


Yup, that is exactly what I said. I blithely ignore ALL of the evidence to the contrary, just like you blithely ignore all of the advice and questions. Why can't you do any of those things? I'm just curious, why not try to change it instead of complaining all the time and hoping they go away. Plus all of your evidence pretty much comes from the same areas of the country and all of your evidence is against implementation and not standards. In every post, link, article you have never once proved CC is a failure, but just that lessons, teachers and administrators are the problem. Can you show me proof of that...again every bad lesson and person discussing how their child cried for hours over a lesson has a better lesson out there that would actually be good for them. I also did post links to several independent studies and you picked and focused on the one that was the Gates Foundation and ignored the rest. I'm just curious what will you do if CC doesn't go away(I am fine with it either way to be honest. Our district wrote curriculum that is great and appropriate for our students. Some areas stayed the same some changed, but nothing that would change much if CC is dropped)? Also why is my experience and that of other posters who have positive experiences viewed as crap? I don't disbelieve what you are saying....I don't think you are making it up, I just think you are angry at the wrong thing. I also think you should do something about it.

Who has a job that doesn't allow them to fight for their childs education?? Do you work for Pearson? Even if you worked for the school district you'd be able to. I didn't say you had to run for the school board, just to assemble your upset parents to help show the district you are in examples of districts doing it right. You don't have to be a pitchfork wielding group of protesters, just clear and concise with examples of what you think would work better and still meet the standards. I highly doubt any job would prevent that....and that is not getting involved politically. Maybe I can't read because I went to school before CC was implemented, so looks like my kids won't have to suffer the same fate as their mother

Here is another district doing it right...is it perfect, no...but I guarantee it wasn't before CC. Notice how they began roll out very early on...do you see a common theme between districts having success. Early start, writes their own curriculum, flexible and willing to change when something isn't working.

http://www.sfexaminer.com/sanfranci...ial-but-challenges-linger/Content?oid=2909883

I also never said CC was the best thing since sliced bread...just that when done right isn't really different than any other shift we have had in education.

I have answered questions. You just say all of my answers are wrong.

Again, my job does indeed preclude me from getting involved in an activist way, unfortunately.

And our district uses a very strict math curriculum, CPM. You can vary a bit how you teach it -- but not much. There are 4- and 5-page word problems. It words well for a minority of students, and sucks for the majority.

And the story you linked to doesn't really have any FACTS about how Common Core is successful or working in the classroom. It's sort of a feel-good fluff piece. There's talk of collaboration in the classroom -- but not if the kids are actually learning anything. Also, Arne Duncan was there. So the whole thing was heavily orchestrated -- there's just no real information in this story. Anti Common Core teachers didn't dare say a word -- if they administration even let them within 50 yards of the room.

That sort of "collaborative" math also has a dismal track record.

 

[nugov2]

I have answered questions. You just say all of my answers are wrong.

Again, my job does indeed preclude me from getting involved in an activist way, unfortunately.

And our district uses a very strict math curriculum, CPM. You can vary a bit how you teach it -- but not much. There are 4- and 5-page word problems. It words well for a minority of students, and sucks for the majority.

And the story you linked to doesn't really have any FACTS about how Common Core is successful or working in the classroom. It's sort of a feel-good fluff piece. There's talk of collaboration in the classroom -- but not if the kids are actually learning anything. Also, Arne Duncan was there. So the whole thing was heavily orchestrated -- there's just no real information in this story. Anti Common Core teachers didn't dare say a word -- if they administration even let them within 50 yards of the room.

That sort of "collaborative" math also has a dismal track record.

CPM math has been around since the early 90's. How is that program your district uses in anyway related to CC? Your complaints again have nothing to do with CC standards, so it is just confusing to me

Advocating for your child does not make you an activist. I didn't say you had to start a national campaign. So your job precludes you from attending board meetings? What if they were going to cut a program like band that one of your kids were in...you are not allowed to speak on the benefits of the program and the detriments of cutting it? You cannot be involved in the best interest of your childs education?

 

[jodifla]

CPM math has been around since the early 90's. How is that program your district uses in anyway related to CC? Your complaints again have nothing to do with CC standards, so it is just confusing to me

Advocating for your child does not make you an activist. I didn't say you had to start a national campaign. So your job precludes you from attending board meetings? What if they were going to cut a program like band that one of your kids were in...you are not allowed to speak on the benefits of the program and the detriments of cutting it? You cannot be involved in the best interest of your childs education?

CPM math is considered perfect Common Core math. We were told it was the only curriculum that didn't have to be rewritten to comply with Common Core. It focuses on collaborative learning that is touted in your article instead of direct instruction. It has a dismal track record: Most districts don't keep it long, because it causes their math scores to plummet and kids reported getting to college and being very far behind. Of course, it isn't the only math program that is aligned to Common Core, but our district uses it for everyone from 6th to 12th grade, even in special education, unless you pull your child out into a center program, which we had to do this year.

I could certainly go to a School Board meeting and express my disapproval, but I could not orchestrate nor campaign in a way that I would if I did not have this particular employment restriction.

 

[nugov2]

CPM math is considered perfect Common Core math. We were told it was the only curriculum that didn't have to be rewritten to comply with Common Core. It focuses on collaborative learning that is touted in your article instead of direct instruction. It has a dismal track record: Most districts don't keep it long, because it causes their math scores to plummet and kids reported getting to college and being very far behind. Of course, it isn't the only math program that is aligned to Common Core, but our district uses it for everyone from 6th to 12th grade, even in special education, unless you pull your child out into a center program, which we had to do this year.

I could certainly go to a School Board meeting and express my disapproval, but I could not orchestrate nor campaign in a way that I would if I did not have this particular employment restriction.

Then bring in a math program that works, bring them lessons that work. You don't have to campaign to do that. What does it hurt to try. Better than doing nothing. I'd rather know that I went to a board meeting presented facts on why it isn't working and provided programs that are working and ask why they couldn't look into adopting a new math program that better reaches students and still aligns with CC.

The Common Core Curriculum Standards do not mandate a specific teaching methodology or instruction for mathematics, it is at the discretion of the school districts to decide on instruction. So again, how is it the fault of the CC standards that your district picked a program that doesn't work well with it's students. Every district is not using this program...that was developed over 20 years ago by a group of Math teachers. It is the responsibility of your district to be flexible and realize this program does not work and do something else. If they cannot afford to purchase anything then write lessons that work...it is free to do that.

 

[sam_gordon]

CPM math is considered perfect Common Core math. We were told it was the only curriculum that didn't have to be rewritten to comply with Common Core. It focuses on collaborative learning that is touted in your article instead of direct instruction. It has a dismal track record: Most districts don't keep it long, because it causes their math scores to plummet and kids reported getting to college and being very far behind. Of course, it isn't the only math program that is aligned to Common Core, but our district uses it for everyone from 6th to 12th grade, even in special education, unless you pull your child out into a center program, which we had to do this year.

I could certainly go to a School Board meeting and express my disapproval, but I could not orchestrate nor campaign in a way that I would if I did not have this particular employment restriction.

Regarding the bolded... by whom? In all the many threads discussing CC, I've never seen any claims of a "perfect CC curriculum". It sounds like you (parents) got sold a bill of goods by someone.

 

[nugov2]

Regarding the bolded... by whom? In all the many threads discussing CC, I've never seen any claims of a "perfect CC curriculum". It sounds like you (parents) got sold a bill of goods by someone.

Exactly I even googled CC and CPM together in different ways to see if it came up as something highly recommended and it doesn't except on the CPM website, but if you go on to Pearson's website their curriculum is highly recommended. All companies selling curriculum to schools are going to say that...and it might be right for some districts, while not for others. Sounds like the district didn't do it's due diligence in researching programs and instead of trying it out on a small scale to see if it works for them they went all in...which is a big mistake. When a district is looking into adopting any program, you never do it that way. You start with a pilot program(and sometimes multiple phases of a pilot) before a full scale roll out.