tag:blogger.com,1999:blog-5372317035256264363.comments2016-11-28T10:27:31.719-08:00Reclaim Oklahoma Parent EmpowermentJenni Whitehttps://plus.google.com/108759968822721220224noreply@blogger.comBlogger306125tag:blogger.com,1999:blog-5372317035256264363.post-47907913314055061902016-11-28T10:13:15.798-08:002016-11-28T10:13:15.798-08:00Jenni, loved this and will be sharing it with a nu...Jenni, loved this and will be sharing it with a number of Trump fans who think that DeVos is the savior our public schools are looking for, while I think that if they hated Duncan, they're REALLY going to despise DeVos.<br /><br />That said, I want to take a bit of issue with your last comment where you paired "Common Core" with "Progressive." I consider myself a Progressive Educator - that's actually a thing, not equivalent to Progressive politics (although I myself am in both camps) - and Common Core is about the LAST thing you'd find Progressive Educators championing. Neo-Liberals, yes, much to the chagrin of those who hoped Obama would do better than a basketball buddy who'd never taught a day in his life (like DeVos) and in fact wouldn't be qualified to be so much as a substitute teacher in my district.<br /><br />Thanks for fighting the fight for our kids!CrunchyMamahttp://www.blogger.com/profile/00408835506757192923noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-73168660537987318172016-11-26T05:06:47.259-08:002016-11-26T05:06:47.259-08:00Niki, you're very kind and I agree with you th...Niki, you're very kind and I agree with you that we MUST do something about math education in this country - and it can't be Common Core/Progressive-based. You are a true leader on this issue, with a very large footprint from your boots on the ground. As usual, however, I'm in a quandary as to how to make this happen. As usual, it seems is little guys against the system...anything I can do to help - count me in!Jenni Whitenoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-79569204024753839942016-11-24T16:16:05.403-08:002016-11-24T16:16:05.403-08:00Jenni,
As usual, you have out done yourself with e...Jenni,<br />As usual, you have out done yourself with eloquent but clear and insightful writing. I had composed a long response and suggestions in this space, but I have decided to send those to your private email. <br /><br />My concern is that our voices can be lost in the quick sand of social media. It can be so effective in getting our attention and yet so engulfing in the massive amount of information that surrounds us. At some point, for example, we have to hit high school and college students' parents about the high cost of college remediation due to lousy math curricula and now due to lousy English curricula created by Common Core. (Only 17% of students who must take college remedial classes ever graduate from college.)<br /><br />Anyone who can write with such clarity early in the morning before having to prepare a turkey dinner should be noticed by someone in Pres.-elect Donald Trump's camp as a special force with which to be reckoned. They just don't get it, do they? Stupidity really should be painful.Niki Hayeshttp://saxonmathwarrior.comnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-66931353231994424112016-11-02T15:22:46.155-07:002016-11-02T15:22:46.155-07:00I am shocked at how big of a difference it makes w...I am shocked at how big of a difference it makes when you finally give up and take your kids out of public school and begin to home-school them!! I was one who said I would NEVER home-school and now I am 3 years into it and LOVING it. It takes time and we certainly have our moments of frustration or hardships but overall 90% is positive, and successful. Compare that to the 90% which is deceptive, divisive, and pure torture in public schools these days not to mention the amount of time trying to UN-indoctrinate your kids. Jenni White your recent personal blogs have been right on target, and completely dialed-in!!! Sheep won't listen and don't care until it's too late. Sad truth.<br />be03c6f8-a14a-11e6-a53d-bb5cef79b083https://openid.aol.com/opaque/be03c6f8-a14a-11e6-a53d-bb5cef79b083noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-50509823939361780422016-10-19T21:59:50.874-07:002016-10-19T21:59:50.874-07:00I would love my grandchildren to be homeschooled. ...I would love my grandchildren to be homeschooled. but their parents don't agree. So very sad since Common core was forced on our children, it is horrible.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-9915798409124060392016-03-21T17:26:38.636-07:002016-03-21T17:26:38.636-07:00it is unfortunate that this gentlemen is so poorly...it is unfortunate that this gentlemen is so poorly informed while being so vocal about his convictions. I have worked with Dr. Stotsy (on the math side while her expertise is English language arts) and she knows which is talking about and expresses that well. Prior to Common Core, Massachusetts, along with my California in mathematics, had the best content standards in the country. Please don't limit the children of Oklahoma; they deserve the best as well.<br />wbishop@calstatela.edu Wayne Bishophttp://www.blogger.com/profile/06572254540248429795noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-46536397296714457272016-03-21T15:43:27.272-07:002016-03-21T15:43:27.272-07:00Clearly the latter is more important. At least for...Clearly the latter is more important. At least for teacher unions. And probably for most teachers and administrators, otherwise they wouldn't support the unions in their battles protecting ineffective teachers and ineffective curricula.<br /><br />Parents? Who the heck cares about them or their children? They don't pay union dues; they don't keep paid lobbyists in the capital; they don't do massive donations to politicians.Zeev Wurmannoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-28403128522991933462016-03-21T15:34:03.169-07:002016-03-21T15:34:03.169-07:00#3 Rick Cobb- Moore Public School District, OK
•A...#3 Rick Cobb- Moore Public School District, OK <br />•Another Marxist progressive educator who uses blogging to promote his pro-socialist, big government, elitist-controlled centralization ideologies. Rick Cobb uses his blog to spread propaganda, education falsehoods, and deliberate misinformation concerning the ramifications of the policies he's trying to coerce the public and educators under his authority into agreeing with. Mr. Cobb uses his blog as an online tool to verbally attack parents and other educators when he is confronted with the harm his anti-American, globalization, everything is multicultural inclusive but traditional culture in the U.S., everyone is equal, but white people policies cause. He publicly ridicules and belittles parents and other educators who ask about school accountability and the moral obligation of schools and educators to teach fact; not ideology, opinion, or rhetoric. He's an online master of ad hominem attacks against the person or their character to avoid answering questions and confronting the issues brought to his attention. This is the man that parents in the Moore school district are trusting to teach their children to think critically and become fair, educated, and honest young people able to succeed and COPE. Mr. Cobb and his online progressive disciples do NOT advocate fair and equal treatment of ALL people, only for the people they can exploit and use to forward the Marxist agenda that's being allowed to transform and destroy Oklahoma and the United States of America. <br />•Mr. Cobb (along with Gist and Neu) demands the high school students in his district read the smut-filled, racially-charged, MODERN literature (promoted by Common Core - REPEALED & AGAINST STATE LAW IN OKLAHOMA) filled with graphic accountings of rape, incest, and beastiality written by agenda driven authors with a very one sided perspective instead of the traditional classics that taught and warned young people about the lies and dangers of Marxism, Socialism, Communism, Fascism, centralization, globalization, greed, and envy. <br />No more Marxist/progressive educationhttp://www.blogger.com/profile/08289303744946986852noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-14790245157044761422016-03-21T15:32:12.055-07:002016-03-21T15:32:12.055-07:00#2 Robert Neu- Oklahoma City Public School Distric...#2 Robert Neu- Oklahoma City Public School District, OK <br />•Cancels holidays and events that he personally considers to be white = oppressive related (Not just American-specific to the U.S., but white), regardless of any fact or proof or who it negatively affects. <br />•Has instituted discriminatory discipline practices throughout the district that predominately only hold white children accountable for negative behavior. Black and Mexican students who make up the majority of the student body in nearly all of the schools in the district can not be held accountable for their actions (physical assault, verbal threats, cheating, theft, etc.) if the same number of white students haven't been disciplined for the same infraction- did I forget to mention, because of racial makeup of the student body in the district this is statistically unlikely, if not impossible. <br />•District human resources sent out emails to all staff proclaiming the district's encouragement of crime and reckless lawlessness in the thinly disguised support of blanket amnesty and entitlements for illegal immigrants who have broken state and federal law. !Aiding and abetting illegal immigrants in this country is a federal crime, by the way! <br />REALITY - More "AT RISK" labeled students equals more federal (tax payer) money for the district to exhort and fraudulently funnel into corporate and private pockets. <br />•Also, calls students human capital, meaning the children in the OKCPS district are nothing more than products for others, mainly big business and the lords of corruption, to exploit and profit from.) <br />•The Oklahoma Public School District under Mr. Neu's authority has now made it public that the district believes white teachers are incapable of teaching non-white students.<br /><br />Of course, being one of the Marxist tools largely responsible for the unconstitutional federal overreach in and corporatizing of education we see in Oklahoma, such irresponsible, unethical, harmful, and discriminatory practices by Mr. Neu aren't surprising in the least. A true wolf in sheep's clothing.No more Marxist/progressive educationhttp://www.blogger.com/profile/08289303744946986852noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-40252559796556169382016-03-21T15:29:35.795-07:002016-03-21T15:29:35.795-07:00Who's really destroying public education and h...Who's really destroying public education and harming every child their progressive (Marxist) policies affect?<br /><br />#1 Deborah Gist- Tulsa Public School District, OK <br />•Held white-privilege trainings for staff and spent taxpayer funds designated for the academic education of ALL students in the Tulsa School District on unproven, unscientific white privilege programs and advocacy from Pacific Education Group to promote racism and hate against white children in the district and white people in society, while supporting the ideology of black supremacism and lawlessness of non-white children in the Tulsa Public School District. Google: PEG criticism of, Pacific Education Group criticism of, and Derrick Bell - to learn the truth behind the unaccountable, self-avowed experts and organizations teaching (indoctrinating) subjective opinion as objective fact and critical race theory (the father of white privilege) as a legitimate science or proven theory. <br />•Gist calls all students (and staff) human capital, meaning the children and lowly employees in the Tulsa Public School district are nothing more than products for others, mainly big business and the lords of corruption, to exploit and profit from.) <br /><br />Do you think she's doing non-white students any favors by encouraging hate, bigotry, inequality, and feelings of entitlement and/or disregard for law and order in Tulsa and society in general? If progressive public educators, liberal media outlets, Marxist foundations and organizations that intentionally target minority communities, and radical factions within the federal government are constantly overloading children of color with the message that they are entitled to ignore and/or break the law, the rules, the basic foundations of civilized society (under the false premise that being civilized and respecting the rights, lives, and property of another person of ANY COLOR is a white person's oppressive privilege forced on non-white people) what do you predict the outcome for children of color will be? <br /><br />Increased run-ins with the law? Increased incarceration rates? Increased fatalities?<br /><br />EVERYTHING society is seeing happen to non-white children (non-white people in general).No more Marxist/progressive educationhttp://www.blogger.com/profile/08289303744946986852noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-8029462104836900232016-01-28T19:34:19.570-08:002016-01-28T19:34:19.570-08:00Beginning to sound to me like we made a bad choice...Beginning to sound to me like we made a bad choice for our selection to head the Department of EducationRichard Harrishttp://www.blogger.com/profile/10870095740208011857noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-88823957831741881532015-10-08T10:38:51.729-07:002015-10-08T10:38:51.729-07:00Well said Jenni. I somehow feel the "experts&...Well said Jenni. I somehow feel the "experts" have been out of the teaching cycle for so long that they have lost what the assignment is and that is to teach and help prepare our students for the real world out there.Richard Harrishttp://www.blogger.com/profile/04908967266219453626noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-57709664730147050532015-08-25T09:52:41.735-07:002015-08-25T09:52:41.735-07:00The picture choice is awesome. Really funny, but s...The picture choice is awesome. Really funny, but sad same time. You know, I am one of those who stand against taking ACT. Generally, I do not think that it is a bad thing, but when you look closer, you realize that thing can decide your future (or its absence), and this is what I don’t support. I think that there should be different measurements, because students can use services like <a href="http://essayservicesreview.com/" rel="nofollow">EssayServicesReview</a> and how would you evaluate their ACT score? See what I am talking about.Ian Somerhttp://www.blogger.com/profile/02289686458155052482noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-82285656003512802902015-08-13T15:34:11.000-07:002015-08-13T15:34:11.000-07:00As disturbing as this article is, I find it almost...As disturbing as this article is, I find it almost comforting. Comforting to know that someone else out there AGREES WITH ME! The standards are poorly written. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-12695770454091059262015-07-13T12:23:29.746-07:002015-07-13T12:23:29.746-07:00Standard 6.D.1.1 requires students to "explai...Standard 6.D.1.1 requires students to "explain and defend which measure of central tendency would provide the most descriptive information." <br /><br />This requires all students to be developmentally ready for higher levels of thought. According to Bloom's Taxonomy to be able to debate and defend an argument are at the highest levels of thought. This is one an example of the developmentally inappropriate tasks assigned throughout the new standards.<br /><br />Previously, students would learn how to find mean, median, mode, and range of given data. In the proposed standards, students must construct an argument and defend it. <br /><br />Similarly, standard 4.N.2.4 states that students will "develop a rule for addition and subtraction of fractions with like denominators." Why do they need to be DEVELOPING rules for math in the 4th grade? They should be USING given rules. <br /><br />I see way more higher level thinking terms than in PASS. According to the proposed standards, instead of demonstrating knowledge and skills, all students should be able to think abstractly, develop formulas, construct and argument and be able to defend it. Not all students are ready for that. In fact, I would say most in middle school are not. They are LEARNING. They have to master a skill before they can apply, debate, and defend it. Quality teachers know how to push students who are ready, but the new standards leave no room for those who are not.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-73441751961564874292015-07-13T11:55:40.477-07:002015-07-13T11:55:40.477-07:00According to the Data and Probability Standard for...According to the Data and Probability Standard for 6th Grade, (6.D.1.2) the only data representation specifically required is a box and whisker plot. Really? It is the least used type of chart. Nowhere in this section for 6th grade is pie chart, line graph, or bar graph mentioned.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-39330239601355779622015-07-13T11:46:34.731-07:002015-07-13T11:46:34.731-07:00I thought the same thing when I read that part. D...I thought the same thing when I read that part. Don't give me an app. Give me a standard. A skill... and I will teach it.<br /><br />Also, I am concerned about the lack of sample problems. It shouldn't be difficult to provide a problem that exemplifies a stated skill.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-49340653033715034592015-07-13T11:43:51.845-07:002015-07-13T11:43:51.845-07:00You are correct. I noticed the embedded pedagogy ...You are correct. I noticed the embedded pedagogy as well. <br /><br />6.GM.1.1: "Develop and use formulas for the area of quadrilaterals (e.g. squares, rectangles, rhombi, parallelograms, trapezoids, kites) using a variety of methods including the formula."<br /><br />The standard should simply read, "Use formulas to determine the area of quadrilaterals."<br /><br />As it is presently written in the standards, it doesn't even make sense.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-92190503004383931782015-07-13T07:30:03.829-07:002015-07-13T07:30:03.829-07:00Commenting for teacher Marti Arnold:
Just a few th...Commenting for teacher Marti Arnold:<br />Just a few things. 6.a.3.2., in the classroom examples it talks about a "solve me" mobiles for a tablet and "balance task app" to help with these types of problems. My problem with this is that the state is assuming that all schools have tablets to access and/or that each student has internet capabilities at home. We live in rural America and the one of the poorest counties in OK, we don't all have access to the internet. THis should be from a book and a book of examples. Anything online to me is an absolute NO. I don't want a facilitator, I want a teacher. 6.n.3.1 on estimation - I think it needs to be clear on how it's being taught. I do not believe they are using rounding up or rounding down based on if the next number is above or below the number 5. WHen my child was in 4th/5th grade they were using front end estimation which is NOT the same and NOT what happens in the real world. Also, they try to teach 3 or 4 different ways to estimate and then when the work is assigned, they don't specifiy which way to estimate. I don't think if there are several ways to do things that you don't specify which way you want it done when the work is assigned.<br />There are not hardly any class room examples on the standards that I looked at, so my little mind cannot comprehend what all they are saying......Restore Oklahoma Public Educationhttp://www.blogger.com/profile/16384751674062669863noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-17089702414741042622015-07-10T10:06:34.036-07:002015-07-10T10:06:34.036-07:00Cont. pt 3:
2.N.1.5 Recognize when to round number...Cont. pt 3:<br />2.N.1.5 Recognize when to round numbers to the nearest 10 and 100. Emphasis on understanding how to round instead of memorizing the rules for rounding.<br /> <br />This is an example of a standard that may help develop student math literacy while not helping students become mathematical proficient. This standard only calls for students to recognize when with an emphasis on understanding and does not actually ask or require students to do any rounding. How do you understand how to do something if you don’t remember how to do it?<br /> <br />The standards do not clearly require students to learn or use the standard algorithm for each operation. Students can and should learn and use the standard algorithm for adding and subtracting multi-digit numbers in second grade. The CCSS-M does not require this until the fourth grade, but it does require it. This new draft for Oklahoma does not clearly require the use of the standard algorithm. Here is the third grade standard that addresses addition and subtraction:<br /> <br />3.N.2.2 Add and subtract multi-digit numbers, using efficient and generalizable procedures and strategies based on knowledge of place value, which may include standard algorithms.<br /> <br />“Which may include” does not require the use of standard algorithm. Other standards use wording like “using efficient and generalizable procedures, including standard algorithms”. While different, it is akin in ways to the CCSS-M’s frequent use of “strategies based on place value”. Most of those strategies and procedures are not as efficient or generalizable as a standard algorithm. The standard related to division calls for “including standard algorithms”. That is not a strong requirement and actually puts it on equal ground with other procedures that will not serve students well as their math education progresses. Students will need to be well grounded in the use of the standard algorithm for division in order to successfully divide polynomials. Students will need to be able to do this in the second year of algebra and beyond. So, by not requiring the use of the standard algorithm for division, these standards will, as early as grade 4 and 5, effectively set limits on the math a student will be successful with later in their education. They will not be prepared for performing polynomial division or synthetic division as called for in the high school standard A2.A.1.4.<br /> <br />Oklahoma has the opportunity to develop world class standards. If this draft is any indication, Oklahoma is way off the mark and not making good use of this opportunity. The fortunate part of this draft is that it is a draft and can be improved upon. To be world class, it needs lots of improvement. The big question is will those people involved in crafting these standards rise to the occasion. I hope they will but this draft shows they are not so inclined.Restore Oklahoma Public Educationhttp://www.blogger.com/profile/16384751674062669863noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-29458613655339787812015-07-10T10:06:03.298-07:002015-07-10T10:06:03.298-07:00Cont. from above:
Many of the standards could easi...Cont. from above:<br />Many of the standards could easily be rewritten to strengthen them. As an example, here is a second grade standard:<br /> <br />2.N.1.6 Use place value to compare and order whole numbers up to 1000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after 350, 753 is between 700 and 800).<br /> <br />This could be rewritten to read:<br /> <br />Compare and order whole numbers up to 1000 using place value, comparative language, numbers, and symbols.<br /> <br />Even better, clearer, cleaner, and crisper:<br /> <br />Compare and order whole numbers up to 1000.<br /> <br />What is it we want students to do? What do we want to emphasize? Use place value or compare and order? With this standard, I would want students to compare and order. As it is written, the emphasis is on place value. Place value is important and I do want students to understand and use it, but it appears this standard calls for students to compare and order. If well taught, given a standard like “Compare and order whole numbers up to 1000” students will use place value without it needing to be in the standard. Could they successfully compare and order without using place value?<br /> <br />Many of the standards present themselves in a manner similar to the one below.Restore Oklahoma Public Educationhttp://www.blogger.com/profile/16384751674062669863noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-60766966714595697202015-07-10T10:04:38.316-07:002015-07-10T10:04:38.316-07:00I'm posting this on behalf of a math teacher i...I'm posting this on behalf of a math teacher in another state. The blog won't take all the comments so I'm breaking them up between this and the reply post:<br />The standards are not written in a clear and concise manner. Many standards have embedded pedagogy similar to the Common Core State Standards for Mathematics (CCSS-M). In looking through the K-6 standards, while I see similarities like the one just mentioned, it does not appear the CCSS-M served as the model for these standards. The introduction indicates the NCTM standards and some others were used. There are better standards that could be used as models than the NCTM standards or those of any states the intro indicates were used. IN and CA had excellent standards that are well written, clear, concise, and relatively free of pedagogy, yet they were not used.<br /> <br />The Vision and Guiding Principles indicate these standards as having students becoming mathematically proficient and literate. From looking at the standards, it appears they may be okay for math literacy but it is questionable these standards will develop mathematical proficient students. These standards lend themselves to the same kinds of things parents are not liking about materials being used with their children to address the CCSS-M. Standards for Pre-K are included in this draft. While I have some concern about the developmentally appropriateness of some standards in the early grades, the concern is not as great as with the CCSS-M. I would leave determination of developmental appropriateness to others better qualified. Too much emphasis is placed on the Mathematical Actions and Processes by having them appear with each standard. The standards document would be well served by simply listing clear and concise pedagogy free standards. The related Mathematical Actions and Processes for each standard can be presented in a document to supplement the standards.Restore Oklahoma Public Educationhttp://www.blogger.com/profile/16384751674062669863noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-90248729431703437242015-07-08T21:20:56.113-07:002015-07-08T21:20:56.113-07:00AnonymousJuly 8, 2015 at 2:49 PM is right re: the ...AnonymousJuly 8, 2015 at 2:49 PM is right re: the vagueness of 'the standards'. Vagueness removes responsibility of real teaching off of state government, DE, school boards, superintendents, principles, teachers, parents. The alternative *starts* w/true scope & sequence which is honest, straightforward, & workable. 'Workable'=a modifiable to fit various tiers of learners combined w/*occasional* assessments to identify 'late bloomers' who are ready to catch up to their age-peers.//In Britain, there are 3 strands of math study working off of the same curriculum: basic, typical, & advanced. It is viewable online by googling CIMT MEP. There is nothing vague about the 'standards' there. Oklahoma's 'standards' are not clear, thus not clearly made accessible for a variety of students. Under yesterday's 'standards', students w/LD's have to pass the same EOI's. There is nothing in the vagueness of the proposed 'standards' which provide better alternatives for such students. While the 'Oklahoma standards' claim that students who struggle more should have an equitable system where they are supported, the varying degree to which they are expected to achieve is no where in sight. A scope & sequence, & specific means by which struggling students are to establish truly individualized goals should be mandatory, period. In direct relationship to the scope & sequence, the 'standards' should clearly set out educational theory to be applied in learning the concepts, symbols individually, symbols in a variety of expressions (reading the symbols as ideas, visualizing the operations, etc.), algorithms and procedures, asking questions, devloping a spirit of discovery for one's self, & applying all the above knowledge in real life word problems and applications, etc (certainly the farmer was much better at math because he lived in a math rich world: how many seeds/mound, for how many rows, with what range for estimated yield....(and that was before entering the kitchen, etc.). These types of specific 'standards' should all be asides to the scope & sequence. // Developing skills in reading/spelling/comprehension/composition should also have a specified scope & sequence, though it can afford to be more flexible for the varied types of students. // Holding the brightest students back while waiting on average &/or struggling students has achieved such mockeries of the Oklahoma educational system in which a valedictorian of a given OKC high school can graduate & still need remediation when entering college straight out of high school. That simply should not happen. The fault is not on the student(s) experiencing such ridiculous scenarios. The fault lies w/vagueness & inflexibility of current scope&sequence/educational-theories. Clearly, if the 'best & brightest' are held back, those students who are 'late blooming' will hardly have significant examples to follow among their 'learned' classmates. --- Summary: clarify scope and sequence, clarify the educational theory associated with each goal along the scope and sequence, clarify the degree of knowledge required for mastery by varying tiers of ability from the most gifted down to the most challenged students, clarify the process by which struggling learners will set specific, transformative goals within a personalized pursuit of the scope and sequence. Clarify, along with the standards, what means of assessment will be appropriate for various 'tiers' of ability (--- including assessments to determine when students who are 'late bloomers' are finally ready to begin catching up to their peers......, and subsequent guidelines for how to help such students achieve reasonable goals towards catching up with their peers). --- Lastly, 'standards' should also include behavior and civility standards. Lorrainehttp://www.blogger.com/profile/12982101027359945685noreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-22345149780111841182015-07-08T14:49:46.848-07:002015-07-08T14:49:46.848-07:00Note: Serious problems for 8th grade math (PRE-ALG...Note: Serious problems for 8th grade math (PRE-ALGEBRA)<br /><br />Considering fractions are inadequately covered and they are not in the new standards for Pre-Algebra, students trying to grasp algebraic skills involving fractions will be very difficult and confusing. Children can learn integer algebra in grade school but unless they have been taught and have mastered fractions and decimals, comprehension of real world algebra skills involving fractions and decimals will be incomplete. Also division using scientific notation will be confusing and if students have not been taught how to simplify a radical they will have difficulty simplifying answers using the Pythagorean Theorem. <br /><br />NOTE: The fraction problem has been one of the major problems with Common Core during middle school grades and it appears to be the same with these standards. <br /><br /><br />4th grade math<br />4.N.2.4 Use fraction models to add and subtract fractions with like denominators in real world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators.<br /><br />5th grade math <br />5.N. 3.3 Add and subtract fractions and decimals, using efficient and generalizable procedures, including standard algorithms in order to solve real world and mathematical problems including those involving money, measurement, geometry, and data.<br /><br />Note: It doesn’t state if the add and subtract fractions for 5.N.3.3 is with like, unlike denominators, or both.<br />But considering finding greatest common factor (GCF) and least common multiple (LCM) is not introduced until 6th grade, 5th grade fraction adding and subtracting with unlike denominators would be confusing.<br /><br /><br />6th grade math<br />6.N.1.5 Determine greatest common factors and least common multiples. Use common factors and common multiples to calculate with fractions and find equivalent fractions.<br /><br />Note: Are we to assume 6.N.1.5 means to add and subtract fractions? <br /><br />6.N.3.3 Multiply and divide fractions and decimals, using efficient and generalizable procedures, including standard algorithms.<br /><br />Note: Are we to assume 6.N.3.3 means to multiply and divide fractions with mixed numbers?<br /><br /><br />7th grade math<br />7.N.2.3 Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard algorithms.<br /><br />Note: If adding and subtracting fractions with unlike denominators and multiplying and dividing mixed numbers are not taught or mastered, then standard 7.N.2.3 will confuse students.<br /><br />7.N.2.7 Calculate the percent of a number and determine what percent one number is of another number to solve problems in various contexts (e.g., sales tax, markup, discount, percent error, tip). <br /> <br />Note: If the skill 5.N.2.4 is not practiced during 6th grade, calculating percent problems will be difficult and confusing.<br /><br />5.N.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts.<br /><br /><br />The Mathematical Actions and Processes listed below for each grade level are very generic and vague.<br /><br />Mathematical Actions and Processes<br />• Develop a Deep and Flexible Conceptual Understanding <br />• Develop Accurate and Appropriate Procedural Fluency <br />• Develop Strategies for Problem Solving <br />• Develop Mathematical Reasoning <br />• Develop a Productive Mathematical Disposition <br />• Develop the Ability to Make Conjectures, Model, and Generalize <br />• Develop the Ability to Communicate Mathematical<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5372317035256264363.post-36313981193161564372015-05-31T09:25:35.450-07:002015-05-31T09:25:35.450-07:00Jennie, you were and are a trail blazer and each p...Jennie, you were and are a trail blazer and each parent in this battle can relate to all you have stated. Thank you and God bless. Our kids need us home NOW more than ever. Hope our paths cross again. I certainly consider YOU one of the heroes of this movement.Mary Kassnoreply@blogger.com