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>> SCHOOLS ARE WRAPPING UP THEIR
>> SCHOOLS ARE WRAPPING UP THEIR SEMESTER.
SEMESTER. >> WE WANT TO KEEP OUR KIDS
>> WE WANT TO KEEP OUR KIDS GLOBALLY COMPETITIVE.
GLOBALLY COMPETITIVE. WE HAVE TO CHANGE, THE WORLD HAS
WE HAVE TO CHANGE, THE WORLD HAS CHANGED.
CHANGED. THE WORLD WE LIVE IN HAS CHANGED
THE WORLD WE LIVE IN HAS CHANGED T WALLS HAVE BEEN PUSHED OUT, WE
T WALLS HAVE BEEN PUSHED OUT, WE HAVE TO SAY HOW DO WE GIVE THOSE
HAVE TO SAY HOW DO WE GIVE THOSE EXPERIENCES TO OUR KIDS.
EXPERIENCES TO OUR KIDS. >> I'M ON THE INTERNET A LOT.
>> I'M ON THE INTERNET A LOT. SORT OF LEARN THE WAY THEY ARE
SORT OF LEARN THE WAY THEY ARE TEACHING, WHICH IS DIFFERENT.
TEACHING, WHICH IS DIFFERENT. >> THE METHOD REFERRED TO AS
>> THE METHOD REFERRED TO AS COMMON CORE.
COMMON CORE. THE GOAL IS TO CHALLENGE
THE GOAL IS TO CHALLENGE CHILDREN IN SUCH A WAY THAT THEY
CHILDREN IN SUCH A WAY THAT THEY ARE DEEP CRITICAL THINKERS.
ARE DEEP CRITICAL THINKERS. IT'S A NEW APPROACH TO TEACHING
IT'S A NEW APPROACH TO TEACHING AND LEARNING.
AND LEARNING. THIS IS "ARIZONA WEEK"
THIS IS "ARIZONA WEEK" ś
ś >> ADOPTED IN 2010 AS ONE OF THE
>> ADOPTED IN 2010 AS ONE OF THE GOVERNOR'S FOUR PILLARS OF
GOVERNOR'S FOUR PILLARS OF EDUCATIONAL REFORM ON, COLLEGE
EDUCATIONAL REFORM ON, COLLEGE AND CAREER READY STANDARDS IS A
AND CAREER READY STANDARDS IS A NEW APPROACH.
NEW APPROACH. TO EXPLAIN IT, I HAVE UNIVERSITY
TO EXPLAIN IT, I HAVE UNIVERSITY OF ARIZONA PROFESSORS.
OF ARIZONA PROFESSORS. THE TWO OF YOU WROTE A BOOK
THE TWO OF YOU WROTE A BOOK TITLED THE PROCESS, STANDARDS
TITLED THE PROCESS, STANDARDS AND PRACTICES.
AND PRACTICES. WHAT THE BOOK DOES IS CHALLENGE
WHAT THE BOOK DOES IS CHALLENGE OR CHANGE THE FUNDAMENTAL WAY
OR CHANGE THE FUNDAMENTAL WAY THAT CHILDREN ARE LEARNING, THAT
THAT CHILDREN ARE LEARNING, THAT MEANS YOU ARE TEACHING THE
MEANS YOU ARE TEACHING THE TEACHERS DIFFERENTLY, IS THAT
TEACHERS DIFFERENTLY, IS THAT CORRECT?
CORRECT? >> I WOULD SAY FOR A LOT OF
>> I WOULD SAY FOR A LOT OF TEACHERS AND STUDENTS THAT IS
TEACHERS AND STUDENTS THAT IS TRUE, IT'S DIFFERENT FROM HOW
TRUE, IT'S DIFFERENT FROM HOW THEY LEARNED MATH IN THE PAST.
THEY LEARNED MATH IN THE PAST. BUT IT BUILDS ON A PRETTY BIG
BUT IT BUILDS ON A PRETTY BIG BODY OF WORK THAT EXISTED
BODY OF WORK THAT EXISTED BEFORE.
BEFORE. THE NEW STANDARD IS BUILT ON A
THE NEW STANDARD IS BUILT ON A PRETTY BIG BODY OF WORK THAT
PRETTY BIG BODY OF WORK THAT EXISTED FOR DECADES.
EXISTED FOR DECADES. IT'S NOT THAT MUCH DIFFERENT
IT'S NOT THAT MUCH DIFFERENT THAN WHAT I WAS DOING BEFORE.
THAN WHAT I WAS DOING BEFORE. WE ARE FOCUSING ON WHAT IT MEANS
WE ARE FOCUSING ON WHAT IT MEANS TO TEACH FOR UNDERSTANDING.
TO TEACH FOR UNDERSTANDING. >> COURTNEY, ARE YOU FINDING
>> COURTNEY, ARE YOU FINDING THIS IS SOMEWHAT CHALLENGING FOR
THIS IS SOMEWHAT CHALLENGING FOR TEACHERS.
TEACHERS. THEY MAY HAVE THOUGHT THEY WERE
THEY MAY HAVE THOUGHT THEY WERE DOING THINGS CORRECTLY AND THEY
DOING THINGS CORRECTLY AND THEY WERE, NOW THEY ARE DOING IT
WERE, NOW THEY ARE DOING IT ACCORDING TO DIFFERENT
ACCORDING TO DIFFERENT STANDARDS.
STANDARDS. CAN YOU TALK ABOUT WHAT YOU
CAN YOU TALK ABOUT WHAT YOU LEARNED THROUGH THE BOOK.
LEARNED THROUGH THE BOOK. >> THE STANDARDS, LIKE MATT
>> THE STANDARDS, LIKE MATT SAID, THEY ARE SIMILAR TO WHAT
SAID, THEY ARE SIMILAR TO WHAT THE NATIONAL COUNCIL OF TEACHERS
THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS HAVE BEEN
OF MATHEMATICS HAVE BEEN ADVOCATING FOR THE PAST FEW
ADVOCATING FOR THE PAST FEW DECADES.
DECADES. IT'S DIFFERENT FOR ARIZONA
IT'S DIFFERENT FOR ARIZONA TEACHERS.
TEACHERS. THE ARIZONA STANDARDS HAD A LONG
THE ARIZONA STANDARDS HAD A LONG WAYS TO GO TO ALIGN WITH THE
WAYS TO GO TO ALIGN WITH THE NCTF STANDARDS.
NCTF STANDARDS. SO, NOW WITH THE COMMON CORE
SO, NOW WITH THE COMMON CORE STANDARDS THAT YOU REFER TO AS
STANDARDS THAT YOU REFER TO AS ARIZONA'S COLLEGE AND CAREER
ARIZONA'S COLLEGE AND CAREER STANDARDS, IT'S THE SAME IDEA.
STANDARDS, IT'S THE SAME IDEA. BUT ARIZONA HAS A DIFFERENT NAME
BUT ARIZONA HAS A DIFFERENT NAME FOR THE COMMON CORE STANDARD.
FOR THE COMMON CORE STANDARD. >> IT'S DIFFERENCE FOR TEACHERS.
>> IT'S DIFFERENCE FOR TEACHERS. THEY HAVE DIFFERENT EXPECTATIONS
THEY HAVE DIFFERENT EXPECTATIONS OF WHAT THEY NEED TO BE TEACHING
OF WHAT THEY NEED TO BE TEACHING THEIR STUDENTS.
THEIR STUDENTS. DIFFERENT KINDS OF OF PRACTICES,
DIFFERENT KINDS OF OF PRACTICES, AND PROCESSES, THEY NEED TO
AND PROCESSES, THEY NEED TO BRING IN THE CLASSROOM.
BRING IN THE CLASSROOM. >> ONE OF THE THINGS THIS REFERS
>> ONE OF THE THINGS THIS REFERS TO IS CREATING ANALYTICAL
TO IS CREATING ANALYTICAL THINKERS.
THINKERS. WHAT DOES IT MEAN WHEN WE TALK
WHAT DOES IT MEAN WHEN WE TALK ABOUT K THROUGH 12 GRADES.
ABOUT K THROUGH 12 GRADES. CAN YOU DESCRIBE A LITTLE BIT
CAN YOU DESCRIBE A LITTLE BIT ABOUT WHAT THAT IS?
ABOUT WHAT THAT IS? >> SURE, TRADITIONAL WAY TO
>> SURE, TRADITIONAL WAY TO TEACH MATHEMATICS MAY HAVE BEEN
TEACH MATHEMATICS MAY HAVE BEEN TO SHOW KIDS HOW TO SOLVE A
TO SHOW KIDS HOW TO SOLVE A PROBLEM AND LET THEM PRACTICE IT
PROBLEM AND LET THEM PRACTICE IT OVER AND OVER AGAIN.
OVER AND OVER AGAIN. WHAT WE, WHAT THE COMMON CORE
WHAT WE, WHAT THE COMMON CORE ADVOCATES AND WHAT WAS ADVOCATED
ADVOCATES AND WHAT WAS ADVOCATED BEFORE THAT IS GIVEN THE
BEFORE THAT IS GIVEN THE STUDENTS PROBLEMS THAT HAVE NOT
STUDENTS PROBLEMS THAT HAVE NOT BEEN FIGURED OUT BEFORE AND COME
BEEN FIGURED OUT BEFORE AND COME UP WITH A STRATEGY.
UP WITH A STRATEGY. SO, THEY HAVE TO DO A LOT MORE
SO, THEY HAVE TO DO A LOT MORE OF THE THINKING SO THAT WHEN
OF THE THINKING SO THAT WHEN THEY ARE CONFRONTED WITH GENUINE
THEY ARE CONFRONTED WITH GENUINE PROBLEMS IN THE FUTURE, THEY ARE
PROBLEMS IN THE FUTURE, THEY ARE ANYONE TO FIGURE OUT STRATEGIES
ANYONE TO FIGURE OUT STRATEGIES AND WORK FLEXIBLY WITH
AND WORK FLEXIBLY WITH MATHEMATICS.
MATHEMATICS. >> AND COURTNEY, GO AHEAD AND
>> AND COURTNEY, GO AHEAD AND AUD
AUD ADD TO THAT
ADD TO THAT >> IT'S SOMETIMES SCARY FOR
>> IT'S SOMETIMES SCARY FOR TEACHERS.
TEACHERS. YOU FEEL MORE IN CONTROL WHEN
YOU FEEL MORE IN CONTROL WHEN YOU ARE THE ONE SHOWING THE
YOU ARE THE ONE SHOWING THE MATHEMATICS AND HAVING KIDS
MATHEMATICS AND HAVING KIDS MIMIC IT AND PRACTICE IT OVER
MIMIC IT AND PRACTICE IT OVER AND OVER, BUT THE COMMON CORE
AND OVER, BUT THE COMMON CORE REALLY ASKED STUDENTS TO BE THE
REALLY ASKED STUDENTS TO BE THE PROBLEM SOLVERS TO BE DOING THE
PROBLEM SOLVERS TO BE DOING THE INTELLECTUAL WORK.
INTELLECTUAL WORK. >> WHAT DOES THE RESEARCH IN THE
>> WHAT DOES THE RESEARCH IN THE BOOK TELL YOU OF THE MIND SET OF
BOOK TELL YOU OF THE MIND SET OF TEACHERS AND STUDENTS AT THIS
TEACHERS AND STUDENTS AT THIS POINT?
POINT? >> I WOULD NOT SAY WE RESEARCHED
>> I WOULD NOT SAY WE RESEARCHED THE MIND SET OF STUDENTS AND
THE MIND SET OF STUDENTS AND TEACHERS, BUT WE KNOW THAT FROM
TEACHERS, BUT WE KNOW THAT FROM A LOT OF WORK, IT'S UNFAMILIAR
A LOT OF WORK, IT'S UNFAMILIAR FOR TEACHERS AND STUDENTS.
FOR TEACHERS AND STUDENTS. SOME TEACHERS HAVE BEEN DOING
SOME TEACHERS HAVE BEEN DOING THIS KIND OF TEACHING FOR A LONG
THIS KIND OF TEACHING FOR A LONG TIME.
TIME. BUT FOR MANY IT'S UNFAMILIAR.
BUT FOR MANY IT'S UNFAMILIAR. YOU HAVE TO KNOW A LOT MORE
YOU HAVE TO KNOW A LOT MORE MATHEMATICS IF YOU ALLOW KIDS
MATHEMATICS IF YOU ALLOW KIDS COME UP WITH STRATEGIES AND THEN
COME UP WITH STRATEGIES AND THEN TALK ABOUT IT AND WORK WITH IT.
TALK ABOUT IT AND WORK WITH IT. THOSE ARE CHALLENGES THAT THE
THOSE ARE CHALLENGES THAT THE FIELD HAS BEEN GRAPPLING WITH,
FIELD HAS BEEN GRAPPLING WITH, ABOUT HOW DO WE PREPARE TEACHERS
ABOUT HOW DO WE PREPARE TEACHERS TO DO IT AND WHEN THEY ARE IN
TO DO IT AND WHEN THEY ARE IN THE CLASSROOM, HOW DO WE PROVIDE
THE CLASSROOM, HOW DO WE PROVIDE THEM THE SUPPORT THAT THEY NEED.
THEM THE SUPPORT THAT THEY NEED. TIME FOR THEM TO PLAN TOGETHER.
TIME FOR THEM TO PLAN TOGETHER. TO LEARN ABOUT HOW TO TEACH
TO LEARN ABOUT HOW TO TEACH MATHEMATICS IN THE THIS WAY, TO
MATHEMATICS IN THE THIS WAY, TO DEVELOP THEIR OWN MATHMATICAL
DEVELOP THEIR OWN MATHMATICAL KNOWLEDGE.
KNOWLEDGE. IT'S ALL IMPORTANT THINGS THAT
IT'S ALL IMPORTANT THINGS THAT THE FIELD HAS BEEN GRAPPLING
THE FIELD HAS BEEN GRAPPLING WITH, HOPEFULLY IT WILL PROVIDE
WITH, HOPEFULLY IT WILL PROVIDE MORE MOTIVATION FOR DISTRICTS
MORE MOTIVATION FOR DISTRICTS AND STATE TO PROVIDE THE FUNDING
AND STATE TO PROVIDE THE FUNDING TO DO THAT KIND OF WORK.
TO DO THAT KIND OF WORK. >> COURTNEY WOULD YOU AGREE WITH
>> COURTNEY WOULD YOU AGREE WITH THAT?
THAT? >> HM-MM, I HAVE SEEN A LOT OF
>> HM-MM, I HAVE SEEN A LOT OF DIFFERENT KINDS OF PROJECTS THAT
DIFFERENT KINDS OF PROJECTS THAT EACHERS ARE GETTING INVOLVED
EACHERS ARE GETTING INVOLVED WITH THAT SUPPORT THE COMMON
WITH THAT SUPPORT THE COMMON CORE STANDARD.
CORE STANDARD. IN THE TUCSON AREA, IT HAS
IN THE TUCSON AREA, IT HAS DEFINITELY BEEN A GREAT SUPPORT
DEFINITELY BEEN A GREAT SUPPORT FOR A LOT OF TEACHERS.
FOR A LOT OF TEACHERS. >> AND YOU THINK THE STANDARDS
>> AND YOU THINK THE STANDARDS ARE HEADED IN THE RIGHT
ARE HEADED IN THE RIGHT DIRECTION, IS THERE STILL WORK
DIRECTION, IS THERE STILL WORK TO BE DONE?
TO BE DONE? >> THERE'S ALWAYS MORE WORK TO
>> THERE'S ALWAYS MORE WORK TO BE DONE.
BE DONE. IT WAS A VERY QUICK PROCESS IN
IT WAS A VERY QUICK PROCESS IN WHICH THEY WERE DEVELOPED, SO I
WHICH THEY WERE DEVELOPED, SO I THINK THAT HOPEFULLY OVER THE
THINK THAT HOPEFULLY OVER THE NEXT COUPLE OF YEARS THEY WILL
NEXT COUPLE OF YEARS THEY WILL BE -- THEY WILL BE A LOOK AT HOW
BE -- THEY WILL BE A LOOK AT HOW THEIR IMPLEMENTED AND REVISIONS
THEIR IMPLEMENTED AND REVISIONS OF SOME OF THE CONTENT THAT IS
OF SOME OF THE CONTENT THAT IS IN THE STANDARDS.
IN THE STANDARDS. BUT I THINK IT'S DEFINITELY
BUT I THINK IT'S DEFINITELY HEADED IN THE RIGHT DIRECTION.
HEADED IN THE RIGHT DIRECTION. ESPECIALLY FOR STATES LIKE
ESPECIALLY FOR STATES LIKE ARIZONA THAT DIDN'T HAVE STATE
ARIZONA THAT DIDN'T HAVE STATE STANDARDS THAT PROVIDED A LOT OF
STANDARDS THAT PROVIDED A LOT OF GUIDANCE FOR TEACHERS IN KWOPING
GUIDANCE FOR TEACHERS IN KWOPING MATH THINKERS IN THEIR
MATH THINKERS IN THEIR CLASSROOM.
CLASSROOM. >> MATTHEW, DO YOU THINK THERE'S
>> MATTHEW, DO YOU THINK THERE'S A LONG TIME COMING OR DO YOU
A LONG TIME COMING OR DO YOU FEEL THERE'S CHANGES COMING
FEEL THERE'S CHANGES COMING FORWARD?
FORWARD? >> I AGREE WITH MOST OF WHOO
>> I AGREE WITH MOST OF WHOO COURTNEY SAID, THERE'S DETAILS
COURTNEY SAID, THERE'S DETAILS OF SPECIFICS OF THE CONTENT THAT
OF SPECIFICS OF THE CONTENT THAT SHOULD BE SHIFTED OR ADJUSTED OR
SHOULD BE SHIFTED OR ADJUSTED OR BETTER REFLECT RESEARCH.
BETTER REFLECT RESEARCH. OVERALL IT'S IN THE RIGHT
OVERALL IT'S IN THE RIGHT GENERAL DIRECTION.
GENERAL DIRECTION. LIKE I SAID BEFORE.
LIKE I SAID BEFORE. IT REALLY BUILDS HEAVILY ON A
IT REALLY BUILDS HEAVILY ON A LOT OF THE IDEAS THAT CAME
LOT OF THE IDEAS THAT CAME BEFORE IT.
BEFORE IT. ESPECIALLY THE PRIOR SAID OF
ESPECIALLY THE PRIOR SAID OF RECOMMENDATIONS.
RECOMMENDATIONS. SO, HOPEFULLY THAT WILL CONTINUE
SO, HOPEFULLY THAT WILL CONTINUE TO HAPPEN.
TO HAPPEN. MY OTHER, I GUESS, A BIG CONCERN
MY OTHER, I GUESS, A BIG CONCERN THAT A LOT OF PEOPLE HAVE THAT I
THAT A LOT OF PEOPLE HAVE THAT I HAVE IS THE ROLL OUT OF THE
HAVE IS THE ROLL OUT OF THE TESTING THAT IS GOING ON WITH
TESTING THAT IS GOING ON WITH IT.
IT. THE TESTS ARE VERY HIGH STAKES
THE TESTS ARE VERY HIGH STAKES AND IT'S HAPPENING VERY EARLY
AND IT'S HAPPENING VERY EARLY WHEN TEACHERS ARE STILL JUST
WHEN TEACHERS ARE STILL JUST LEARNING THOUSAND DO THE
LEARNING THOUSAND DO THE STANDARDS -- LEARNING HOW TO ON
STANDARDS -- LEARNING HOW TO ON DO THE STANDARDS AND HOW TO
DO THE STANDARDS AND HOW TO IMPLEMENT THEM, SO I FEEL IT'S
IMPLEMENT THEM, SO I FEEL IT'S COUNTER PRODUCTIVE AT THIS
COUNTER PRODUCTIVE AT THIS POINT.
POINT. >> THAT IS ONE OF THE EXAMPLES
>> THAT IS ONE OF THE EXAMPLES THAT YOU THINK THERE NEEDS TO BE
THAT YOU THINK THERE NEEDS TO BE A CHANGE?
A CHANGE? >> YEAH, THERE NEEDS TO BE
>> YEAH, THERE NEEDS TO BE ADJUSTMENTS TO THE TESTING AND
ADJUSTMENTS TO THE TESTING AND THE GENERAL CLIMATE AROUND
THE GENERAL CLIMATE AROUND EDUCATION, NOT FOCUSING ONLY ON
EDUCATION, NOT FOCUSING ONLY ON TESTING TO EVALUATE TEACHERS AND
TESTING TO EVALUATE TEACHERS AND DOING IT IN A WHOLE NEW SET OF
DOING IT IN A WHOLE NEW SET OF STANDARDS DOES NOT ALLOW GROWTH
STANDARDS DOES NOT ALLOW GROWTH FOR TEACHERS.
FOR TEACHERS. IT IS A CONSTRAINED WAY FOR THE
IT IS A CONSTRAINED WAY FOR THE TEACHERS TO WORK.
TEACHERS TO WORK. >> THANK YOU BOTH.
>> THANK YOU BOTH. >> THANK YOU.
>> THANK YOU. THE ARIZONA COLLEGE AND CAREER
THE ARIZONA COLLEGE AND CAREER READY STANDARDS INCLUDES A NEW
READY STANDARDS INCLUDES A NEW TEST THAT REPLACES THE AMES TEST
TEST THAT REPLACES THE AMES TEST IN 2015.
IN 2015. WE HAVE THE DIRECTOR OF MIDDLE
WE HAVE THE DIRECTOR OF MIDDLE SCHOOLS AND ONE TO ONE COMPUTING
SCHOOLS AND ONE TO ONE COMPUTING AND MAGGIE HACKETT, THE DIRECTOR
AND MAGGIE HACKETT, THE DIRECTOR OF CURRICULUM.
OF CURRICULUM. LADIES THANK YOU FOR BEING HERE.
LADIES THANK YOU FOR BEING HERE. PAM, LET'S START WITH YOU, THE
PAM, LET'S START WITH YOU, THE SUNNYSIDE DISTRICT IS TEACHING
SUNNYSIDE DISTRICT IS TEACHING TEACHERS ACCORDING TO THESE NEW
TEACHERS ACCORDING TO THESE NEW STANDARDS.
STANDARDS. >> CORRECT.
>> CORRECT. >> TALK ABOUT WHAT THAT LOOKS
>> TALK ABOUT WHAT THAT LOOKS LIKE, IS IT DIFFERENT?
LIKE, IS IT DIFFERENT? >> IT IS DIFFERENT.
>> IT IS DIFFERENT. IT'S WILDLY DIFFERENCE.
IT'S WILDLY DIFFERENCE. IT'S REALLY MOVING FROM JUST
IT'S REALLY MOVING FROM JUST KIND OF THE PAST PRACTICE OF
KIND OF THE PAST PRACTICE OF LEARNING TO FIGURE OUT WHAT KIDS
LEARNING TO FIGURE OUT WHAT KIDS KNOW TO MOVING TO WHAT THEY KNOW
KNOW TO MOVING TO WHAT THEY KNOW AND WHAT ARE THEY ABLE TO DO.
AND WHAT ARE THEY ABLE TO DO. SO THAT SHIFT?
SO THAT SHIFT? INSTRUCTION REQUIRES A SHIFT IN
INSTRUCTION REQUIRES A SHIFT IN THE WAY THAT WE TEACH IN THE WAY
THE WAY THAT WE TEACH IN THE WAY THAT WE ASSESS AND IN THE WAY
THAT WE ASSESS AND IN THE WAY THAT WE COMMUNICATE THOSE R
THAT WE COMMUNICATE THOSE R RESULTS IN PARENTS.
RESULTS IN PARENTS. >> AND MAY GO, YOU ARE THE BOOTS
>> AND MAY GO, YOU ARE THE BOOTS ON THE GROUND HELPING THE
ON THE GROUND HELPING THE TEACHERS GET COMFORTABLE WITH
TEACHERS GET COMFORTABLE WITH THE IDEA, HOW ARE THEY RECEIVING
THE IDEA, HOW ARE THEY RECEIVING THE STANDARDS?
THE STANDARDS? >> AT FIRST THERE WAS A BIT OF
>> AT FIRST THERE WAS A BIT OF PUSH BACK, BECAUSE CHANGE THE
PUSH BACK, BECAUSE CHANGE THE HARD.
HARD. BUT AS THEIRI UNDERSTANDING GET
BUT AS THEIRI UNDERSTANDING GET MORE INDEPTH AND THEY START
MORE INDEPTH AND THEY START IMPLEMENTING IT WITH THE
IMPLEMENTING IT WITH THE STUDENTS AND THEY SEE THE THINGS
STUDENTS AND THEY SEE THE THINGS THE STUDENTS ARE CAPABLE OF,
THE STUDENTS ARE CAPABLE OF, THEY ARE CONVERTS AND THEY ARE
THEY ARE CONVERTS AND THEY ARE EXCITED ABOUT TEACHING AGAIN.
EXCITED ABOUT TEACHING AGAIN. >> HOW YOU GET TO THAT POINT IS
>> HOW YOU GET TO THAT POINT IS THROUGH PROFESSIONAL
THROUGH PROFESSIONAL DEVELOPMENT.
DEVELOPMENT. PAM, IF YOU DESCRIBE, IT COSTS
PAM, IF YOU DESCRIBE, IT COSTS MONEY AND TIME.
MONEY AND TIME. HOW IS THE DISTRICT HANDLING IT?
HOW IS THE DISTRICT HANDLING IT? >> THOSE ARE TWO BIG FACTORS,
>> THOSE ARE TWO BIG FACTORS, YOU ARE TALKING ABOUT TEACHERS
YOU ARE TALKING ABOUT TEACHERS K-12.
K-12. THIS IS A LARGE GROUP OF
THIS IS A LARGE GROUP OF TEACHERS.
TEACHERS. IT'S A LARGE SHIFT AND NOT TO
IT'S A LARGE SHIFT AND NOT TO LEAVE OUT ADMINISTRATORS, MAKING
LEAVE OUT ADMINISTRATORS, MAKING SURE THE ADMINISTRATORS ARE ON
SURE THE ADMINISTRATORS ARE ON BOARD.
BOARD. PART OF WHAT THE ARIZONA
PART OF WHAT THE ARIZONA DEPARTMENT OF ED DID, WAS PHASE
DEPARTMENT OF ED DID, WAS PHASE 1 TRAINING.
1 TRAINING. THOSE WERE THE SORT OF INITIAL,
THOSE WERE THE SORT OF INITIAL, HERE ARE THE NEW STANDARDS.
HERE ARE THE NEW STANDARDS. THIS IS HOW IT'S GOING TO WORK.
THIS IS HOW IT'S GOING TO WORK. FROM THERE, WE HAVE ADAPTED AND
FROM THERE, WE HAVE ADAPTED AND DONE A LOT OF MORE TEACHER
DONE A LOT OF MORE TEACHER DIRECTED MORE INSTRUCTIONALLY
DIRECTED MORE INSTRUCTIONALLY RELEVANT, LOOKING AT THE SAMPLE
RELEVANT, LOOKING AT THE SAMPLE ASSESSMENT ITEM TYPES, HOW DOES
ASSESSMENT ITEM TYPES, HOW DOES THAT AFFECT INSTRUCTION.
THAT AFFECT INSTRUCTION. WE USE COLLABORATION, WE HAVE AN
WE USE COLLABORATION, WE HAVE AN EARLY RELEASE TIME ON WEDNESDAYS
EARLY RELEASE TIME ON WEDNESDAYS WHERE THE TEACHERS CAN COME
WHERE THE TEACHERS CAN COME TOGETHER IN SMALL COLLABORATIVE
TOGETHER IN SMALL COLLABORATIVE GROUPS.
GROUPS. WE HAVE DEVELOPED CURRICULUM
WE HAVE DEVELOPED CURRICULUM UNITS AND HAD THOSE DISCUSSIONS
UNITS AND HAD THOSE DISCUSSIONS SO THAT WE DETERMINE THE
SO THAT WE DETERMINE THE RESOURCES.
RESOURCES. >> AND DO YOU FEEL IT'S
>> AND DO YOU FEEL IT'S SUFFICIENT FOR THE TEACHERS?
SUFFICIENT FOR THE TEACHERS? THAT WHAT THEY ARE TELLING YOU?
THAT WHAT THEY ARE TELLING YOU? >> IT IS, OF COURSE, WE ALWAYS
>> IT IS, OF COURSE, WE ALWAYS WANT MORE, THE MORE WE KNOW THE
WANT MORE, THE MORE WE KNOW THE MORE COMFORTABLE WE FEEL WITH
MORE COMFORTABLE WE FEEL WITH IT.
IT. SO THERE'S OTHER OPPORTUNITIES,
SO THERE'S OTHER OPPORTUNITIES, WE TRY TO SEND TEACHERS TO THE
WE TRY TO SEND TEACHERS TO THE COUNTIES -- THE COUNTY IS
COUNTIES -- THE COUNTY IS OFFERING, SOME SITES HAVE AFTER
OFFERING, SOME SITES HAVE AFTER SCHOOL BOOK STUDIES, WHERE THEY
SCHOOL BOOK STUDIES, WHERE THEY G
G G
G -- WHERE THEY GET INTO THE
-- WHERE THEY GET INTO THE STANDARD AND WHAT IT MEANS.
STANDARD AND WHAT IT MEANS. >> AND MAGGIE, YOUR EXPERIENCE
>> AND MAGGIE, YOUR EXPERIENCE IS UNIQUE, YOU GET GO IN THE
IS UNIQUE, YOU GET GO IN THE CLASSROOM AND MONITOR THE
CLASSROOM AND MONITOR THE TEACHERS AND SEE THE STUDENTS
TEACHERS AND SEE THE STUDENTS AND MAYBE SOMETIMES THAT LIGHT
AND MAYBE SOMETIMES THAT LIGHT BULB GOES OFF IN THEIR HEAD.
BULB GOES OFF IN THEIR HEAD. DESCRIBE SOME OF THOSE
DESCRIBE SOME OF THOSE EXPERIENCES.
EXPERIENCES. THERE'S A LEVEL OF EXCITEMENT
THERE'S A LEVEL OF EXCITEMENT FOR THE CHILDREN.
FOR THE CHILDREN. >> THERE IS.
>> THERE IS. I WAS IN A THIRD GRADE CLASSROOM
I WAS IN A THIRD GRADE CLASSROOM AND THEY WERE FOCUSING ON
AND THEY WERE FOCUSING ON MULTIPLICATION AND I GOT EXCITED
MULTIPLICATION AND I GOT EXCITED WHEN I HEARD THEM USE THE
WHEN I HEARD THEM USE THE TERMINOLOGY THAT I KNEW THE
TERMINOLOGY THAT I KNEW THE TEACHER USED WITH THEM.
TEACHER USED WITH THEM. AND THE THIRD GRADE TEACHER WAS
AND THE THIRD GRADE TEACHER WAS LIKE, WOW, I NEVER HAD A STUDENT
LIKE, WOW, I NEVER HAD A STUDENT DO THIS BEFORE.
DO THIS BEFORE. >> IT WORKS.
>> IT WORKS. >> YES.
>> YES. PAM, FOR YOU, FROM YOUR
PAM, FOR YOU, FROM YOUR VIEWPOINT, IT'S CHALLENGING
VIEWPOINT, IT'S CHALLENGING TEACHER'S WAYS OF THINKING.
TEACHER'S WAYS OF THINKING. >> ABSOLUTELY AND THE NO CHILD
>> ABSOLUTELY AND THE NO CHILD LEFT BEHIND HAD TEACHERS DEVELOP
LEFT BEHIND HAD TEACHERS DEVELOP AS TEACHERS IN A DIFFERENCE WAY.
AS TEACHERS IN A DIFFERENCE WAY. SO WE SEE A DIFFERENCE IN
SO WE SEE A DIFFERENCE IN TEACHERS WHO'S TRAINING CAME
TEACHERS WHO'S TRAINING CAME FROM 20 YEARS AGO, YOU KNOW,
FROM 20 YEARS AGO, YOU KNOW, WHERE THERE WAS A LOT OF
WHERE THERE WAS A LOT OF THEMATIC INSTRUCTION, THROUGH
THEMATIC INSTRUCTION, THROUGH THE TEACHERS THAT WERE JUST A
THE TEACHERS THAT WERE JUST A PART OF THE NO CHILD LEFT
PART OF THE NO CHILD LEFT BEHIND.
BEHIND. SO THERE'S DIFFERENCES EVEN IN
SO THERE'S DIFFERENCES EVEN IN MOVING TEACHERS FORWARD.
MOVING TEACHERS FORWARD. YOU KNOW, ALONG THIS LINE AND
YOU KNOW, ALONG THIS LINE AND ADMINISTRATORS THE SAME.
ADMINISTRATORS THE SAME. THAT'S A PIECE THAT IS LEFT OUT
THAT'S A PIECE THAT IS LEFT OUT T RIG ORS THAT ARE LEFT OUT, AND
T RIG ORS THAT ARE LEFT OUT, AND THE ASSESSMENTS REQUIRES THAT
THE ASSESSMENTS REQUIRES THAT THE ADMINISTRATORS NOT BE
THE ADMINISTRATORS NOT BE BY-STANDARDS BUT UNDERSTAND WHAT
BY-STANDARDS BUT UNDERSTAND WHAT THEY ARE ASKED THE STUDENTS TO
THEY ARE ASKED THE STUDENTS TO DO.
DO. >> AND TO BE FAIR, IT'S NOT WELL
>> AND TO BE FAIR, IT'S NOT WELL RECEIVED BY EVERYONE.
RECEIVED BY EVERYONE. >> CORRECT.
>> CORRECT. >> TELL US WHAT YOU HAVE HEARD.
>> TELL US WHAT YOU HAVE HEARD. >> OUR PARENTS HAVE BEEN VERY
>> OUR PARENTS HAVE BEEN VERY SUPPORTIVE OF IT SO FAR IN OUR
SUPPORTIVE OF IT SO FAR IN OUR DISTRICT.
DISTRICT. WE HAVE GUN MOVING THE
WE HAVE GUN MOVING THE ELEMENTARY SCHOOL REPORT CARD
ELEMENTARY SCHOOL REPORT CARD ALONG THOSE LINES AND TRY TO
ALONG THOSE LINES AND TRY TO COMMUNICATE WHAT THE DIFFERENCES
COMMUNICATE WHAT THE DIFFERENCES WILL BE.
WILL BE. THERE'S A FACTION OF PEOPLE WHO
THERE'S A FACTION OF PEOPLE WHO ARE WORRIED ABOUT IT.
ARE WORRIED ABOUT IT. WHO ARE CONCERNED ABOUT IT, IS
WHO ARE CONCERNED ABOUT IT, IS IT, YOU KNOW, IS IT TOO MUCH
IT, YOU KNOW, IS IT TOO MUCH GOVERNMENT, IS IT TOO MUCH OF A
GOVERNMENT, IS IT TOO MUCH OF A NATIONAL PIECE.
NATIONAL PIECE. FOR ME, I BELIEVE IT'S THE RIGHT
FOR ME, I BELIEVE IT'S THE RIGHT WORK, IN SEEING THAT THE KIDS
WORK, IN SEEING THAT THE KIDS DEMONSTRATE THE LEARNING.
DEMONSTRATE THE LEARNING. DO I TRULY HAVE A DEEP
DO I TRULY HAVE A DEEP UNDERSTANDING, THAT WILL PREPARE
UNDERSTANDING, THAT WILL PREPARE THEM FOR COLLEGE AND CAREER.
THEM FOR COLLEGE AND CAREER. >> FOR THE SUNNYSIDE DISTRICT,
>> FOR THE SUNNYSIDE DISTRICT, THIS IS MORE THAN PENCIL AND
THIS IS MORE THAN PENCIL AND PAPER.
PAPER. KIDS ARE USING COMPUTERS TO SEE
KIDS ARE USING COMPUTERS TO SEE WHY THEY CAME TO THE ANSWERS,
WHY THEY CAME TO THE ANSWERS, HAVE YOU SEEN THAT?
HAVE YOU SEEN THAT? >> WE HAVE, WE HAVE IN THE
>> WE HAVE, WE HAVE IN THE ELEMENTARY SCHOOL, A DIGITAL
ELEMENTARY SCHOOL, A DIGITAL CURRICULUM FORMAT.
CURRICULUM FORMAT. AND WE HAVE COMBINED THAT WITH
AND WE HAVE COMBINED THAT WITH THE HANDS ON MASMANIPULATIVES, S
THE HANDS ON MASMANIPULATIVES, S PULLING THE COMMON CORE WITH OUR
PULLING THE COMMON CORE WITH OUR TECHNOLOGY INITIATIVE AND HAVING
TECHNOLOGY INITIATIVE AND HAVING THE KIDS SHOW THEIR
THE KIDS SHOW THEIR UNDERSTANDING.
UNDERSTANDING. >> PAM, WOULD YOU AGREE THAT
>> PAM, WOULD YOU AGREE THAT TECHNOLOGY IS A KEY COMPONENT OF
TECHNOLOGY IS A KEY COMPONENT OF MOVING THE STANDARDS FORWARD TO
MOVING THE STANDARDS FORWARD TO THE NEXT LEVEL?
THE NEXT LEVEL? >> IT'S HUGE AND WE HAVE
>> IT'S HUGE AND WE HAVE EMBRACED THE SAME METHOD THAT WE
EMBRACED THE SAME METHOD THAT WE HAVE IN ELEMENTARY THROUGH HIGH
HAVE IN ELEMENTARY THROUGH HIGH SCHOOL.
SCHOOL. WHERE THE CONTENT IS DIGITAL.
WHERE THE CONTENT IS DIGITAL. IT'S NOT PURCHASING TEXTBOOKS
IT'S NOT PURCHASING TEXTBOOKS IT'S LEARNING IN A DIFFERENT
IT'S LEARNING IN A DIFFERENT WAY.
WAY. IT'S LEARNING KIDS HOW TO CREATE
IT'S LEARNING KIDS HOW TO CREATE AND BUILD MODELS ON THE
AND BUILD MODELS ON THE COMPUTER.
COMPUTER. YOU KNOW, HOW DO, TO TYPE IN
YOU KNOW, HOW DO, TO TYPE IN THEIR EXTENDED RESPONSES.
THEIR EXTENDED RESPONSES. HOW DO THEY SHARE THAT
HOW DO THEY SHARE THAT INFORMATION AND THAT LEARNING.
INFORMATION AND THAT LEARNING. IT'S NOT WITHOUT THE CONCRETE
IT'S NOT WITHOUT THE CONCRETE EXPERIENCES AS WELL.
EXPERIENCES AS WELL. BUT WE ALL KNOW, I MEAN IN THE
BUT WE ALL KNOW, I MEAN IN THE 21st CENTURY, HOW MUCH
21st CENTURY, HOW MUCH TECHNOLOGY IS A PART OF THEIR
TECHNOLOGY IS A PART OF THEIR LIVE.
LIVE. AND THE KIDS ARE COMFORTABLE IN
AND THE KIDS ARE COMFORTABLE IN THAT REALM, IT'S A NATURAL PART
THAT REALM, IT'S A NATURAL PART OF THE WAY THEY ARE LEARNING.
OF THE WAY THEY ARE LEARNING. IT ENABLES THEM, IF THEY DON'T
IT ENABLES THEM, IF THEY DON'T UNDERSTAND THE WAY THE TEACHER
UNDERSTAND THE WAY THE TEACHER EXPLAINED IT THE FIRST TIME.
EXPLAINED IT THE FIRST TIME. THEY HAVE TECHNOLOGY AND THEY
THEY HAVE TECHNOLOGY AND THEY CAN GO OUT AND PULL OUT A VIDEO,
CAN GO OUT AND PULL OUT A VIDEO, OR FIND ANOTHER WAY, OR WE HAVE
OR FIND ANOTHER WAY, OR WE HAVE HIGH SCHOOL STUDENTS THAT WILL
HIGH SCHOOL STUDENTS THAT WILL TAKE PICTURES OF THE MATH
TAKE PICTURES OF THE MATH PROBLEM TEXT IT TO A FRIEND AND
PROBLEM TEXT IT TO A FRIEND AND SHOW HOW SHE SOLVED IT AND TEXT
SHOW HOW SHE SOLVED IT AND TEXT IT BACK.
IT BACK. >> YOU AGREE IT'S A LONG TIME
>> YOU AGREE IT'S A LONG TIME COMING, AND THERE'S CHANGES TO
COMING, AND THERE'S CHANGES TO MAKE IN THE FUTURE.
MAKE IN THE FUTURE. YOU SAID EARLIER, PAM, IT'S
YOU SAID EARLIER, PAM, IT'S TOUGH BUT NECESSARY.
TOUGH BUT NECESSARY. >> I THINK IT'S THE RIGHT WORK.
>> I THINK IT'S THE RIGHT WORK. WE REALLY WANT TO KEEP OUR KIDS
WE REALLY WANT TO KEEP OUR KIDS GLOBALLY COMPETITIVE.
GLOBALLY COMPETITIVE. AND WE HAVE TO RAISE THE RIGOR,
AND WE HAVE TO RAISE THE RIGOR, WE HAVE TO CHANGE -- THE WORLD
WE HAVE TO CHANGE -- THE WORLD HAS CHANGED THE WORLD WE LIVE IN
HAS CHANGED THE WORLD WE LIVE IN HAS CHANGED THE WALLS HAVE BEEN
HAS CHANGED THE WALLS HAVE BEEN PUSHED OUT.
PUSHED OUT. WE HAVE TO SAY, HOW DO WE GIVE
WE HAVE TO SAY, HOW DO WE GIVE THOSE EXPERIENCES TO THE KIDS.
THOSE EXPERIENCES TO THE KIDS. HOW DO WE GIVE THEM EVERY
HOW DO WE GIVE THEM EVERY OPPORTUNITY WE CAN.
OPPORTUNITY WE CAN. AND PUSH THE BOUNDARIES.
AND PUSH THE BOUNDARIES. THE PRESSURE AND PUSH FROM
THE PRESSURE AND PUSH FROM COMMON CORE, IT REALLY PROVIDES
COMMON CORE, IT REALLY PROVIDES THE MOTIVATION I THINK TO MAKE
THE MOTIVATION I THINK TO MAKE CHANGES THAT HAVE NOT OCCURRED
CHANGES THAT HAVE NOT OCCURRED IN 100 YEARS IN EDUCATION.
IN 100 YEARS IN EDUCATION. >> THE FIRST MEASURE WILL COME
>> THE FIRST MEASURE WILL COME LATER ON, NEXT SEMESTER, AND IN
LATER ON, NEXT SEMESTER, AND IN THE FIRST TEST IN THE SPRING OF
THE FIRST TEST IN THE SPRING OF 2015.
2015. MAGGIE HACKETT FROM SUNNYSIDE,
MAGGIE HACKETT FROM SUNNYSIDE, THANK YOU SO MUCH LADIES.
THANK YOU SO MUCH LADIES. >> WHAT ARE THE PARENTS SAYING
>> WHAT ARE THE PARENTS SAYING ABOUT THE STANDARDS.
ABOUT THE STANDARDS. ARE THE CHILDR-- ARE THE CHILDRG
ARE THE CHILDR-- ARE THE CHILDRG THE CONCEPT.
THE CONCEPT. LAID IRRELEVA
LAID IRRELEVA LADIES THANK YOU FOR JOINING US.
LADIES THANK YOU FOR JOINING US. >> WHAT ARE THE CHILDREN SAYING
>> WHAT ARE THE CHILDREN SAYING ABOUT WHAT WE USED TO CALL THE
ABOUT WHAT WE USED TO CALL THE COMMON CORE STANDARD AND NOW IS
COMMON CORE STANDARD AND NOW IS ARIZONA COLLEGE AND CAREER READY
ARIZONA COLLEGE AND CAREER READY STANDARD.
STANDARD. >> TELL US ABOUT YOUR SON AND
>> TELL US ABOUT YOUR SON AND DAUGHTER, DO THEY NOTICE A
DAUGHTER, DO THEY NOTICE A DIFFERENCE?
DIFFERENCE? >> THEY ARE 9 AND 12, AND I
>> THEY ARE 9 AND 12, AND I DON'T THINK THAT IF THEY -- IF I
DON'T THINK THAT IF THEY -- IF I ASKED THEM WHAT THE COMMON CORE
ASKED THEM WHAT THE COMMON CORE WAS, THEY COULD NOT TELL US.
WAS, THEY COULD NOT TELL US. THE DISTRICT HAS BEEN
THE DISTRICT HAS BEEN IMPLEMENTING IT OVER YEARS SO
IMPLEMENTING IT OVER YEARS SO THERE'S NO SUDDEN CHANGES IN
THERE'S NO SUDDEN CHANGES IN THEIR LEARNING.
THEIR LEARNING. THE BIGGEST FOCUS IS HAVING TO
THE BIGGEST FOCUS IS HAVING TO EXPLAIN THEIR LEARNING AND IF
EXPLAIN THEIR LEARNING AND IF YOU ASKED THEM, I THINK THEY
YOU ASKED THEM, I THINK THEY WOULD NOTICE THAT OVER THE PAST
WOULD NOTICE THAT OVER THE PAST FEW YEARS.
FEW YEARS. THEY ARE EXPLAINING MORE HOW
THEY ARE EXPLAINING MORE HOW THEY GOT TO AN ANSWER AND
THEY GOT TO AN ANSWER AND SHOWING PROOF OR EVIDENCE FOR
SHOWING PROOF OR EVIDENCE FOR WHATEVER ANSWER THEY GET.
WHATEVER ANSWER THEY GET. >> IF YOU HAVE A MIDDLE SCHOOLER
>> IF YOU HAVE A MIDDLE SCHOOLER IN, YOU AS A PARENT NOTICE
IN, YOU AS A PARENT NOTICE THERE'S A CHANGE IN THE RIGOR
THERE'S A CHANGE IN THE RIGOR WHEN IT IS TIME FOR HOME WORK.
WHEN IT IS TIME FOR HOME WORK. >> YES, MORE SO THAN WE WERE
>> YES, MORE SO THAN WE WERE EXPECTING, SO THE MATH HOMEWORK
EXPECTING, SO THE MATH HOMEWORK IS ESPECIALLY WHERE I NOTICE IT.
IS ESPECIALLY WHERE I NOTICE IT. YOU HAVE TO SHOW YOUR WORK AS
YOU HAVE TO SHOW YOUR WORK AS AMY MENTIONED.
AMY MENTIONED. IF YOU HAVE A FAIR NUMBER OF
IF YOU HAVE A FAIR NUMBER OF MATH QUESTIONS AND YOU HAVE TO,
MATH QUESTIONS AND YOU HAVE TO, YOU KNOW, SHOW ON EACH SINGLE
YOU KNOW, SHOW ON EACH SINGLE QUESTION, EXACTLY HOW HE ARRIVED
QUESTION, EXACTLY HOW HE ARRIVED AT YOUR ANSWER, IT TAKES QUITE
AT YOUR ANSWER, IT TAKES QUITE SOME TIME.
SOME TIME. AND I FIND TOO THAT THEY ARE
AND I FIND TOO THAT THEY ARE INTRODUCING CONCEPTS MUCH
INTRODUCING CONCEPTS MUCH EARLIER THAN I REMEMBER THESE
EARLIER THAN I REMEMBER THESE CONCEPTS BEING INTRODUCED WHEN
CONCEPTS BEING INTRODUCED WHEN WE WERE IN SCHOOL AND I FIND
WE WERE IN SCHOOL AND I FIND THAT CONFUSING AS A PARENT
THAT CONFUSING AS A PARENT TRYING TO HELP MY SON, BECAUSE
TRYING TO HELP MY SON, BECAUSE IT DOES NOT MAKE SENSE TO ME
IT DOES NOT MAKE SENSE TO ME WHEN HE IS IN PREALGEBRA, WHY
WHEN HE IS IN PREALGEBRA, WHY GEOMETRY IS COMING IN, AND
GEOMETRY IS COMING IN, AND TRYING TO EXPLAIN GEOMETRIC
TRYING TO EXPLAIN GEOMETRIC CONCEPTS WHEN WE ARE IN ALGEBRA.
CONCEPTS WHEN WE ARE IN ALGEBRA. THEY ARE SHIFTING AND CHANGING
THEY ARE SHIFTING AND CHANGING WHAT IS REQUIRED TO BE TAUGHT
WHAT IS REQUIRED TO BE TAUGHT WHEN.
WHEN. AND I THINK FOR PARENTS WHO ARE
AND I THINK FOR PARENTS WHO ARE HELPING THEIR KIDS WITH
HELPING THEIR KIDS WITH HOMEWORK, I MEAN, I'M ON THE
HOMEWORK, I MEAN, I'M ON THE INTERNET A LOT TRYING TO REFRESH
INTERNET A LOT TRYING TO REFRESH MY MEMORY AND TRYING TO SORT OF
MY MEMORY AND TRYING TO SORT OF LEARN THE WAY THAT THEY ARE NOW
LEARN THE WAY THAT THEY ARE NOW TEACHING, WHICH IS VERY
TEACHING, WHICH IS VERY DIFFERENT.
DIFFERENT. >> THE GOAL IS TO MAKE CHILDREN
>> THE GOAL IS TO MAKE CHILDREN DEEPER THINKERS.
DEEPER THINKERS. MORAN L
MORAN L MORE -- MORE ANALYTICAL.
MORE -- MORE ANALYTICAL. IS THIS CHALLENGING THEM OUTSIDE
IS THIS CHALLENGING THEM OUTSIDE OF SCHOOL AS WELL SO?
OF SCHOOL AS WELL SO? >> IT'S A GOOD QUESTION.
>> IT'S A GOOD QUESTION. I THINK THAT THINKING ABOUT YOUR
I THINK THAT THINKING ABOUT YOUR LEARNING IS A GOOD THING.
LEARNING IS A GOOD THING. I DON'T THINK I HAVE A PROBLEM
I DON'T THINK I HAVE A PROBLEM WITH THAT.
WITH THAT. IT'S HARDER TO TEACH AND IT'S
IT'S HARDER TO TEACH AND IT'S HARDER AS YOU SAID FOR PARENTS
HARDER AS YOU SAID FOR PARENTS TO PICK UP ON THAT.
TO PICK UP ON THAT. I HAD A PARENT THAT I KNOW WHO
I HAD A PARENT THAT I KNOW WHO WAS LAUGHING ABOUT HOW SHE DID
WAS LAUGHING ABOUT HOW SHE DID NOT UNDERSTAND MULTIPLICATION
NOT UNDERSTAND MULTIPLICATION ANYMORE.
ANYMORE. SHE WAS NOT EXPLAINING THE WAY
SHE WAS NOT EXPLAINING THE WAY THEY WERE GETTING TO THE ANSWER.
THEY WERE GETTING TO THE ANSWER. WHEN WE WENT TO SCHOOL, WE
WHEN WE WENT TO SCHOOL, WE LEARNED A LOT OF ROPE MEMORY.
LEARNED A LOT OF ROPE MEMORY. AND THERE'S SOMETHING TO BE SAID
AND THERE'S SOMETHING TO BE SAID ABOUT KNOWING THE MATH FACTS AND
ABOUT KNOWING THE MATH FACTS AND SOMETHING TO BE SAID FOR
SOMETHING TO BE SAID FOR UNDERSTANDING THE PROCESS.
UNDERSTANDING THE PROCESS. YOU CAN APPLY IT TO OTHER THINGS
YOU CAN APPLY IT TO OTHER THINGS AND APPLY IT ACROSS THE BOARD
AND APPLY IT ACROSS THE BOARD AND IN OTHER LIFE SITUATIONS.
AND IN OTHER LIFE SITUATIONS. I DO THINK THAT PART OF IT WILL
I DO THINK THAT PART OF IT WILL BE GOOD FOR THE CHILDREN IN THE
BE GOOD FOR THE CHILDREN IN THE LONG RUN.
LONG RUN. >> BOTH LADIES, VERY ACTIVE
>> BOTH LADIES, VERY ACTIVE PARENTS IN YOUR CHILDREN'S
PARENTS IN YOUR CHILDREN'S EDUCATION.
EDUCATION. THIS IS CONTROVERSIAL IN THAT
THIS IS CONTROVERSIAL IN THAT THERE'S PEOPLE THAT BELIEVE IT
THERE'S PEOPLE THAT BELIEVE IT MAY BE IMPOSING CERTAIN MIND
MAY BE IMPOSING CERTAIN MIND SETS ON CHILDREN IN THE PROGRAM.
SETS ON CHILDREN IN THE PROGRAM. DO YOU FEEL THAT WAY?
DO YOU FEEL THAT WAY? IS THAT WHAT YOU HAVE SEEN?
IS THAT WHAT YOU HAVE SEEN? >> NO, I THINK WHAT IS HAPPENING
>> NO, I THINK WHAT IS HAPPENING BECAUSE THE COMMON CORE WAS NOT
BECAUSE THE COMMON CORE WAS NOT VERY WELL EXPLAINED TO
VERY WELL EXPLAINED TO AMERICANS, I MEAN, AND TO THE
AMERICANS, I MEAN, AND TO THE PUBLIC, PEOPLE HAVE A LOT OF
PUBLIC, PEOPLE HAVE A LOT OF MISCONSEMCEPTIONS ABOUT WHAT IT.
MISCONSEMCEPTIONS ABOUT WHAT IT. I DON'T THINK IT'S SOMETHING
I DON'T THINK IT'S SOMETHING THAT FA-- IT'S NOT SOMETHING TH
THAT FA-- IT'S NOT SOMETHING TH IS NAFARIOUS, TO ME, IT SEEMS
IS NAFARIOUS, TO ME, IT SEEMS THAT ONE MORE IN A LONG LINE OF
THAT ONE MORE IN A LONG LINE OF CORPORATE REFORMS, THIS REALLY
CORPORATE REFORMS, THIS REALLY WAS NOT DEVELOPED BY EDUCATORS.
WAS NOT DEVELOPED BY EDUCATORS. AND I WOULD HAVE LIKED TO HAVE
AND I WOULD HAVE LIKED TO HAVE SEEN A LOT MORE INPUT IN THE
SEEN A LOT MORE INPUT IN THE DEVELOPMENT OF THE COMMON CORE,
DEVELOPMENT OF THE COMMON CORE, I MEAN, FROM K-12 EDUCATORS AND
I MEAN, FROM K-12 EDUCATORS AND IN THE ROLL OUT.
IN THE ROLL OUT. IT HAS BEEN VERY, VERY TOP DOWN.
IT HAS BEEN VERY, VERY TOP DOWN. AND THAT CONCERNS ME.
AND THAT CONCERNS ME. AND IT CONCERNS ME THAT IT FEEDS
AND IT CONCERNS ME THAT IT FEEDS NOW AGAIN IN THE A-F RANKING
NOW AGAIN IN THE A-F RANKING SYSTEM.
SYSTEM. WHICH, YOU KNOW, IF SCHOOLS ARE
WHICH, YOU KNOW, IF SCHOOLS ARE NOT GOING TO TEST WELL IN YET
NOT GOING TO TEST WELL IN YET ANOTHER HIGH STAKES TEST, WE ARE
ANOTHER HIGH STAKES TEST, WE ARE IMPOSING ANOTHER REQUIREMENT AND
IMPOSING ANOTHER REQUIREMENT AND IN ARIZONA, ESPECIALLY, THIS
IN ARIZONA, ESPECIALLY, THIS COMES AT A TIME WHEN WE HAVE CUT
COMES AT A TIME WHEN WE HAVE CUT MORE IN STATE FUNDING FOR
MORE IN STATE FUNDING FOR EDUCATION PROBABLY THAN ANY
EDUCATION PROBABLY THAN ANY OTHER TIME IN OUR STATE'S
OTHER TIME IN OUR STATE'S HISTORY.
HISTORY. THERE WAS A $3 BILLION LOSS OF
THERE WAS A $3 BILLION LOSS OF FUNDS, ABOUT A 20% CUT.
FUNDS, ABOUT A 20% CUT. SO, YOU ARE REQUIRING ALL THE
SO, YOU ARE REQUIRING ALL THE NEW STANDARDS AND REQUIREMENTS,
NEW STANDARDS AND REQUIREMENTS, STATE OF ARIZONA STILL DOES NOT
STATE OF ARIZONA STILL DOES NOT KNOW HOW TO PAY FOR THE NEW
KNOW HOW TO PAY FOR THE NEW ASSESSMENT, WHICH IS ABOUT $9
ASSESSMENT, WHICH IS ABOUT $9 MILLION MORE A YEAR.
MILLION MORE A YEAR. AND SCHOOLS NEVER RECEIVED THE
AND SCHOOLS NEVER RECEIVED THE FUNDING THAT THEY NEEDED FOR NEW
FUNDING THAT THEY NEEDED FOR NEW TEXTBOOKS FOR ALL THE TEACHER
TEXTBOOKS FOR ALL THE TEACHER TRAINING THAT HAD TO OCCUR.
TRAINING THAT HAD TO OCCUR. IT'S AN ONLINE ASSESSMENT, MANY
IT'S AN ONLINE ASSESSMENT, MANY SCHOOLS ARE VERY BEHIND IN
SCHOOLS ARE VERY BEHIND IN TECHNOLOGY.
TECHNOLOGY. SO, THOSE ARE JUST THE VERY
SO, THOSE ARE JUST THE VERY PRACTICAL CONCERNS I HAVE ABOUT
PRACTICAL CONCERNS I HAVE ABOUT THE ROLL OUT.
THE ROLL OUT. >> IT IS A COSTLY PROGRAM.
>> IT IS A COSTLY PROGRAM. HOW ARE YOU FEELING ABOUT YOUR
HOW ARE YOU FEELING ABOUT YOUR TEACHERS BEING UP TO PAR WITH
TEACHERS BEING UP TO PAR WITH WHAT THEY ARE EXPECTED TO BE
WHAT THEY ARE EXPECTED TO BE TEACHING?
TEACHING? >> I THINK, I MEAN, I THINK THE
>> I THINK, I MEAN, I THINK THE TEACHERS ARE DOING -- AND OUR
TEACHERS ARE DOING -- AND OUR DISTRICT IS DOING A FANTASTIC
DISTRICT IS DOING A FANTASTIC JOB OF GETTING THE TEACHERS
JOB OF GETTING THE TEACHERS WHERE THEY NEED TO BE.
WHERE THEY NEED TO BE. IT'S A LARGE BURDEN ON THEIR
IT'S A LARGE BURDEN ON THEIR TEACHERS.
TEACHERS. AND THEY DID NOT HAVE A LOT TO
AND THEY DID NOT HAVE A LOT TO SAY IN IT.
SAY IN IT. THEY DID NOT HAVE A LOT IN THE
THEY DID NOT HAVE A LOT IN THE DEVELOPMENT.
DEVELOPMENT. I WOULD SAY THAT ANY OF TEACHERS
I WOULD SAY THAT ANY OF TEACHERS WANT TO TEACH CRITICAL TEACHING
WANT TO TEACH CRITICAL TEACHING SKILLS.
SKILLS. THEY WANT TO INTEGRATE LEARNING.
THEY WANT TO INTEGRATE LEARNING. THAT IS WHAT WE ARE TAUGHT TO
THAT IS WHAT WE ARE TAUGHT TO DO.
DO. TO THROW ANOTHER BURDEN ON THEM,
TO THROW ANOTHER BURDEN ON THEM, AND AS SHE SAID, WITHOUT THE
AND AS SHE SAID, WITHOUT THE FUNDING AND ADDITIONAL TRAINING,
FUNDING AND ADDITIONAL TRAINING, IT'S A BURDEN AND IT'S GOING TO
IT'S A BURDEN AND IT'S GOING TO TAKE A WHILE TO SEE RESULTS AND
TAKE A WHILE TO SEE RESULTS AND THAT'S WHERE THE CONCERN COMES
THAT'S WHERE THE CONCERN COMES IN WITH THE TESTING AND
IN WITH THE TESTING AND IMPLEMENTATION.
IMPLEMENTATION. >> AND THE PLACES WHERE THERE
>> AND THE PLACES WHERE THERE HAVE BEEN EARLY ROLL OUTS LIKE
HAVE BEEN EARLY ROLL OUTS LIKE IN NEW YORK STATE, THE SCORES
IN NEW YORK STATE, THE SCORES ARE DROPPED BY 30%.
ARE DROPPED BY 30%. AND, YOU KNOW, SOME PEOPLE SAY,
AND, YOU KNOW, SOME PEOPLE SAY, WELL, THAT JUST PROVES THAT KIDS
WELL, THAT JUST PROVES THAT KIDS ARE NOT AS SMART AS PEOPLE
ARE NOT AS SMART AS PEOPLE THOUGHT THEY WERE, AS THE
THOUGHT THEY WERE, AS THE PARENTS THOUGHT THEY WERE.
PARENTS THOUGHT THEY WERE. I DON'T THINK THAT IS WHAT IT
I DON'T THINK THAT IS WHAT IT PROVES AT ALL.
PROVES AT ALL. I THINK IT PROVES THAT MAYBE THE
I THINK IT PROVES THAT MAYBE THE ROLL OUT OF THIS HAS NOT BEEN AS
ROLL OUT OF THIS HAS NOT BEEN AS SMOOTH AS IT COULD HAVE BEEN.
SMOOTH AS IT COULD HAVE BEEN. I DON'T WANT TO SEE THE KIDS AND
I DON'T WANT TO SEE THE KIDS AND STUDENTS BLAMED.
STUDENTS BLAMED. IF THIS IS USED TO SHOW THAT OUR
IF THIS IS USED TO SHOW THAT OUR SCHOOLS ARE SOMEHOW FAILING, I
SCHOOLS ARE SOMEHOW FAILING, I THINK COMMON CORE WILL BE A BIG
THINK COMMON CORE WILL BE A BIG FAILURE.
FAILURE. >> AND IT WILL TAKE YEARS BEFORE
>> AND IT WILL TAKE YEARS BEFORE WE SEE THE FINAL RESULTS TO
WE SEE THE FINAL RESULTS TO COME.
COME. LADIES THANK YOU FOR JOINING US.
LADIES THANK YOU FOR JOINING US. THANK YOU FOR YOUR TIME.
THANK YOU FOR YOUR TIME. YOU HAVE HEARD HOW PARENTS ARE
YOU HAVE HEARD HOW PARENTS ARE ADAPTING TO THE STANDARDS.
ADAPTING TO THE STANDARDS. THE SHIFT REQUIRING UNIVERSITIES
THE SHIFT REQUIRING UNIVERSITIES TO CHANGE THEIR CURRICULUM.
TO CHANGE THEIR CURRICULUM. ARIZONA'S COLLEGE AND CAREER
ARIZONA'S COLLEGE AND CAREER READY STANDARDS PLAYING A
READY STANDARDS PLAYING A SIGNIFICANT ROLL IN THE
SIGNIFICANT ROLL IN THE EDUCATION OF FUTURE TEACHERS.
EDUCATION OF FUTURE TEACHERS. WE ARE TALKING ABOUT THE COMMON
WE ARE TALKING ABOUT THE COMMON CORE.
CORE. WHAT DOES THAT MEAN FOR FUTURE
WHAT DOES THAT MEAN FOR FUTURE STUDENTS?
STUDENTS? FOR TEACHERS IN ARIZONA?
FOR TEACHERS IN ARIZONA? >> FOR K-12 STUDENTS OF COURSE,
>> FOR K-12 STUDENTS OF COURSE, IT MEANS GOING INDEPTH IN AREAS
IT MEANS GOING INDEPTH IN AREAS IN THE ENGLISH LANGUAGE ARTS AND
IN THE ENGLISH LANGUAGE ARTS AND MATHEMATICS, WHICH ARE THE TWO
MATHEMATICS, WHICH ARE THE TWO AREAS AND NOT AS MUCH BREADTH OF
AREAS AND NOT AS MUCH BREADTH OF COVERAGE, AND DEPTH OF COVERAGE.
COVERAGE, AND DEPTH OF COVERAGE. IT'S A LOFTY GOAL.
IT'S A LOFTY GOAL. SO OBVIOUSLY IN TEACHER
SO OBVIOUSLY IN TEACHER EDUCATION, WE HAVE TO PREPARE
EDUCATION, WE HAVE TO PREPARE TEACHERS TO OBTAIN THOSE
TEACHERS TO OBTAIN THOSE OBJECTIVES WITH THE STUDENTS IN
OBJECTIVES WITH THE STUDENTS IN SCHOOLS.
SCHOOLS. WE HAVE BEEN ADJUSTING THE
WE HAVE BEEN ADJUSTING THE CURRICULUM AND PROGRAM TO MAKE
CURRICULUM AND PROGRAM TO MAKE SURE IT HAPPENS.
SURE IT HAPPENS. >> DESCRIBE THE TECHNIQUES OF
>> DESCRIBE THE TECHNIQUES OF THE NEW METHOD OF TEACHING.
THE NEW METHOD OF TEACHING. IN THE ENGLISH LANGUAGE ARTS
IN THE ENGLISH LANGUAGE ARTS STANDARDS.
STANDARDS. THERE ARE TWO SORT OF BROAD
THERE ARE TWO SORT OF BROAD BODIES OF LITERATURE THAT PEOPLE
BODIES OF LITERATURE THAT PEOPLE READ.
READ. THERE'S FICTION, POETRY AND
THERE'S FICTION, POETRY AND FICTION AND READING FOR CONTENT.
FICTION AND READING FOR CONTENT. READING THE NEWSPAPER, READING
READING THE NEWSPAPER, READING MAGAZINES THAT ARE NONFICTION
MAGAZINES THAT ARE NONFICTION MAGAZINES AND THOSE, THOSE
MAGAZINES AND THOSE, THOSE AREAS, THE NONFICTION PART OF IT
AREAS, THE NONFICTION PART OF IT IS BEING EXPANDED IN THE ENGLISH
IS BEING EXPANDED IN THE ENGLISH LANGUAGE.
LANGUAGE. IT MORE CLOSELY RELATES THE
IT MORE CLOSELY RELATES THE LITERACY ELEMENTS OF THE SCHOOL
LITERACY ELEMENTS OF THE SCHOOL CURRICULUM TO THE AREAS WHERE
CURRICULUM TO THE AREAS WHERE YOU ARE LEARNING HISTORY, SOCIAL
YOU ARE LEARNING HISTORY, SOCIAL STUDIES, ECONOMICS, SCIENCE,
STUDIES, ECONOMICS, SCIENCE, MATHEMATICS AND SO, THE TEACHING
MATHEMATICS AND SO, THE TEACHING OF LITERACY IN THE ENGLISH
OF LITERACY IN THE ENGLISH LANGUAGE ARTS STANDARDS WILL BE
LANGUAGE ARTS STANDARDS WILL BE MORE FOCUSED THAN IN THE PAST.
MORE FOCUSED THAN IN THE PAST. >> DEAN, MARKS, THAT IS NOT TO
>> DEAN, MARKS, THAT IS NOT TO SAY THAT YOU WERE NOT TEACHING
SAY THAT YOU WERE NOT TEACHING THEM BEFORE.
THEM BEFORE. >> NO.
>> NO. NO.
NO. NO IT EXPLICIT
NO IT EXPLICIT THAN IN THE PAST.
THAN IN THE PAST. WE WANT ALL THE STUDENTS TO LOVE
WE WANT ALL THE STUDENTS TO LOVE TO READ AND READ FICTION AND
TO READ AND READ FICTION AND POETRY.
POETRY. AND WE NEED THEM TO LEARN TO GET
AND WE NEED THEM TO LEARN TO GET CONTENT YOU OUT OF THEIR
CONTENT YOU OUT OF THEIR READING.
READING. >> DEAN MARKS, HAS THERE BEEN
>> DEAN MARKS, HAS THERE BEEN RESISTANCE?
RESISTANCE? >> THERE HAS BEEN.
>> THERE HAS BEEN. AND IT COMES FROM TWO AREAS.
AND IT COMES FROM TWO AREAS. ONE IS MISGUIDED.
ONE IS MISGUIDED. THE COMMON CORE WAS DEVELOPED BY
THE COMMON CORE WAS DEVELOPED BY JOINT WORK OF THE NATIONAL
JOINT WORK OF THE NATIONAL GOVERNOR'S ASSOCIATION AND THE
GOVERNOR'S ASSOCIATION AND THE COUNCIL OF THE STATE SCHOOL
COUNCIL OF THE STATE SCHOOL OFFICERS.
OFFICERS. THE COUNCIL OF CHIEF'S STATE
THE COUNCIL OF CHIEF'S STATE SCHOOL OFFICERS ARE ALL OF THE
SCHOOL OFFICERS ARE ALL OF THE STATE AUTHORITIES WHO ARE
STATE AUTHORITIES WHO ARE RESPONSIBLE FOR EDUCATION.
RESPONSIBLE FOR EDUCATION. IN OUR CASE, THAT IS JOHN
IN OUR CASE, THAT IS JOHN HOOPENTHAL AND THEY ARE THE ONES
HOOPENTHAL AND THEY ARE THE ONES THAT DEVELOPED THE COMMON CORE,
THAT DEVELOPED THE COMMON CORE, IT WAS NOT A FEDERAL INITIATIVE.
IT WAS NOT A FEDERAL INITIATIVE. IT WAS A INITIATIVE THAT CAME
IT WAS A INITIATIVE THAT CAME FROM THE STATES.
FROM THE STATES. BECAUSE IT'S IN REACTION TO
BECAUSE IT'S IN REACTION TO WORLDWIDE CHANGES IN EDUCATION.
WORLDWIDE CHANGES IN EDUCATION. SOME PEOPLE BELIEVE IT'S SOME
SOME PEOPLE BELIEVE IT'S SOME KIND OF WORLDWIDE EFFORT THAT S
KIND OF WORLDWIDE EFFORT THAT S IMPOSING STANDARDS ON AMERICA.
IMPOSING STANDARDS ON AMERICA. AND IT NOT TRUE.
AND IT NOT TRUE. THE FEDERAL GOVERNMENT, THEY
THE FEDERAL GOVERNMENT, THEY HAVE BEEN SUPPORTING THE COMMON
HAVE BEEN SUPPORTING THE COMMON CORE BUT THEY ARE NOT THE
CORE BUT THEY ARE NOT THE ORIGIN.
ORIGIN. SO THAT IS MISGUIDED.
SO THAT IS MISGUIDED. THERE'S A DEEPER CRITICISM THAT
THERE'S A DEEPER CRITICISM THAT HAVING STANDARDS LIKE THIS AT
HAVING STANDARDS LIKE THIS AT ANY RATE ARE RESTRICT WHAT
ANY RATE ARE RESTRICT WHAT PEOPLE LEARN IN SCHOOL.
PEOPLE LEARN IN SCHOOL. THERE'S VALIDITY TO THE GENERAL
THERE'S VALIDITY TO THE GENERAL QUESTION ABOUT THAT, WHEN YOU
QUESTION ABOUT THAT, WHEN YOU ARE NARROWING THINGS DOWN, THEN
ARE NARROWING THINGS DOWN, THEN KIDS HAVE LESS EXPERIENCE, BROAD
KIDS HAVE LESS EXPERIENCE, BROAD EXPERIENCE.
EXPERIENCE. ON THE OTHER HAND, WE SPENT
ON THE OTHER HAND, WE SPENT HUNDREDS OF BILLIONS OF DOLLARS
HUNDREDS OF BILLIONS OF DOLLARS A YEAR IN PUBLIC EDUCATION AND
A YEAR IN PUBLIC EDUCATION AND PRIVATE K-12 EDUCATION IN OUR
PRIVATE K-12 EDUCATION IN OUR COUNTRY EVERY YEAR, AND IT'S A
COUNTRY EVERY YEAR, AND IT'S A MAMMOTH INVESTMENT AND I THINK
MAMMOTH INVESTMENT AND I THINK SOME ACCOUNTABILITY FOR THE OUT
SOME ACCOUNTABILITY FOR THE OUT COM S IS REASONABLE TO EXPECT IN
COM S IS REASONABLE TO EXPECT IN A GOVERNMENT LIKE OURS.
A GOVERNMENT LIKE OURS. THE STANDARDS WERE OUT IN THE
THE STANDARDS WERE OUT IN THE 90s.
90s. >> STUDENTS THAT GRADUATE FROM
>> STUDENTS THAT GRADUATE FROM SCHOOLS IN ARIZONA ARE NOT
SCHOOLS IN ARIZONA ARE NOT MEETING THE STANDARDS THEY NEED
MEETING THE STANDARDS THEY NEED TO BE READY FOR COLLEGE OR
TO BE READY FOR COLLEGE OR CAREER.
CAREER. TALK ABOUT HOW THAT CONCERNED
TALK ABOUT HOW THAT CONCERNED YOU AND HOW THIS METHOD CAN
YOU AND HOW THIS METHOD CAN IMPROVE THE NUMBERS?
IMPROVE THE NUMBERS? >> WE DO A BETTER JOB WITH MORE
>> WE DO A BETTER JOB WITH MORE ADVANTAGED KIDS IN OUR SCHOOLS
ADVANTAGED KIDS IN OUR SCHOOLS THAN WE DO WITH KIDS THAT COME
THAN WE DO WITH KIDS THAT COME FROM TRYING BACKGROUND.
FROM TRYING BACKGROUND. PEOPLE THAT COME FROM POVERTY.
PEOPLE THAT COME FROM POVERTY. AND POVERTY IN OUR STATE, LIKE
AND POVERTY IN OUR STATE, LIKE IN MANY STATES, IS MORE FOCUSED
IN MANY STATES, IS MORE FOCUSED ON -- IS MORE CONCENTRATED IN
ON -- IS MORE CONCENTRATED IN MINORITY GROUPS.
MINORITY GROUPS. SO WE HAVE AN ACHIEVEMENT GAP,
SO WE HAVE AN ACHIEVEMENT GAP, WE HAVE ONE IN OUR STATE AND WE
WE HAVE ONE IN OUR STATE AND WE MUST GET RID OF IT.
MUST GET RID OF IT. THE STATE IS IN A DIRE SITUATION
THE STATE IS IN A DIRE SITUATION IN WE DO NOT GET RID OF IT.
IN WE DO NOT GET RID OF IT. RIGHT NOW, 60% OF THE CHILDREN
RIGHT NOW, 60% OF THE CHILDREN IN K-12 ARE FROM MINORITY
IN K-12 ARE FROM MINORITY GROUPS.
GROUPS. SO WE HAVE TO REALLY CHANGE
SO WE HAVE TO REALLY CHANGE THAT.
THAT. IT WILL TAKE ABOUT A GENERATION
IT WILL TAKE ABOUT A GENERATION OF STUDENTS FOR THAT TO HAPPEN.
OF STUDENTS FOR THAT TO HAPPEN. THE COMMON CORE HAS BEEN A
THE COMMON CORE HAS BEEN A ROLLING OUT AND TYPICAL THE WAY
ROLLING OUT AND TYPICAL THE WAY THEY ROLL IT OUT, YOU START IN
THEY ROLL IT OUT, YOU START IN KINDERGAR
KINDERGAR KINDERGARTEN AND FIRST GRADE.
KINDERGARTEN AND FIRST GRADE. WE WILL NOT EXPECT AN IMPACT OF
WE WILL NOT EXPECT AN IMPACT OF THE COMMON CORE FOR ANOTHER TEN
THE COMMON CORE FOR ANOTHER TEN YEARS.
YEARS. ONE WOULD HELP THAT ONE OF THE
ONE WOULD HELP THAT ONE OF THE THINGS WE DO IN THIS COUNTRY, WE
THINGS WE DO IN THIS COUNTRY, WE REFORM ON, AGAIN, AND AGAIN, AND
REFORM ON, AGAIN, AND AGAIN, AND AGAIN.
AGAIN. THAT'S OUR PROGRAM FOR THIS
THAT'S OUR PROGRAM FOR THIS FRIDAY, TAKE A LOOK AT THE
FRIDAY, TAKE A LOOK AT THE IMPACT THAT SHOPPERS HAVE ON THE
IMPACT THAT SHOPPERS HAVE ON THE ARIZONA ECONOMY DURING THE
ARIZONA ECONOMY DURING THE HOLIDAY SEASON.
HOLIDAY SEASON. FROM ALL OF US HERE AT ARIZONA
FROM ALL OF US HERE AT ARIZONA WEEK.
WEEK. I'M LAVANE.