Teachers and parents have valid concerns with CCSS. We understand the connection of standards with standardized tests and curriculum. As teachers have been implementing these standards over the past two years, numerous concerns have surfaced. Educational leaders respond, “Stay the course,” with no modifications allowed. Their only remedy is more training and resources, neither of which addresses the actual concerns.
- Developmentally inappropriate standards K-2nd grades
- Students unable to master the standards according to the proscribed pacing
- Little time for mastery of basic math facts, with over-emphasis on visual math strategies
- Too light on basic phonics, with over-emphasis on whole language
- Parents alienated from helping children with their homework
- Students exhibiting unnecessary, unhealthy levels of stress and frustration.
- Developmentally-appropriate high standards
- Implementation of researched, tested and proven educational practices
- A balanced approach to instruction (more phonics and basic math facts)
- Math strategies and critical thinking skills to supplement, not replace, instruction
- Flexibility to individualize instruction for individual students, and challenge students within a healthy stress zone
- Acceptance of students’ uniqueness, rather than attempted standardization
- More autonomy in developing lessons
- The use of data to guide, not define, us
Leslie Truax, Calcasieu Parish