We brought you recently how a bunch of "tea party" leaders(term used loosely) sent a letter to Governor Walker, telling him to opt out of Common Core state standards. The kowtowing to the extreme minority in our state is not surprising and it led to, maybe the worst bill written by the current regime yet, SB619.
This led to a sham of a day of testifying at the Capitol:
Tony Evers, our democratically elected Superintendent of Public Instruction supports CCSS:
The problem with the SB619 and the whole Common Core opposition is much ignorance. There were people who called it socialism(it isn't) and even a parent, who said that because of CCSS her child can not spell(i was embarrassed for this poor lady).
There was a recent article written by the Washington(state) teacher of the year on the reality of Common Core, that everyone who wants in on the debate should read. Here are some highlights.
The term “Common Core” has become a bit of a lightning rod. But I would encourage those with concerns to read the standards. Simply put, the Common Core standards are a set of common expectations for literacy and math. These standards provide a consistent and clear transition from grade to grade, like a baton in a relay.
What the standards don’t do is tell me as a classroom teacher how to teach. I determine that in my classroom as my 80,000 teaching colleagues in Washington state do in theirs. The standards have finally caught up with what many of us have been trying to do for a long time: moving away from rote memorization and isolated skills and returning to creativity and in-depth learning.
The standards ask students to think more critically. Instead of students just knowing the answer, we teachers ask them how they know it and why. This is the type of deeper thinking and learning students will need to succeed after high school.
It’s important to note that we have always had standards. This isn’t something new to our state. The problem is that every state, until now, had its own set of standards and set different levels for how students needed to learn them. The result? Expectations and student achievement were vastly different from state to state.
This inconsistency is not fair for students, especially for a child whose family moves from state to state or from district to district throughout childhood.