Comments on: RTI2 Series: Successfully Implement Common Core with RTI2

By: Meghank

Meghank — Mon, 10 Feb 2014 02:27:57 +0000

Sure, I do have concerns about a comment not being published. You never published my comment where I offered to write a piece on how over-testing is affecting children. My article would offer solutions to this problem, so it would be constructive. Since you never published that comment, I took that for a “no.” That’s fine, of course; it’s your blog, and you can present any point of view you wish on it. But don’t claim my comment or proposed article would be disrespectful or not constructive.

By: bluffcityed

bluffcityed — Sun, 09 Feb 2014 20:34:05 +0000

And if you ever have concerns about a comment not being published, you don’t need to threaten anything. just make sure to follow the comment guidelines on our “how to contribute page” and keep it respectful and constructive (and your comment was both, so no need to worry)

By: bluffcityed

bluffcityed — Sun, 09 Feb 2014 20:08:29 +0000

I don’t think anyone is saying we shouldn’t have a discussion on the quality of cc standards. If you notice i frequently make reference to the need to continually improve the standards. But since they are here its also important to discuss how to work with them. What’s counter productive is to fight them to the point of not preparing our students to meet them.

And as always, if you feel there is a specific view not being represented I’m happy to work with you if you would like to write about that viewpoint

By: Meghank

Meghank — Sun, 09 Feb 2014 18:44:51 +0000

“Whether we like it or not, the standards are here”?

I thought you were all about giving teachers a voice. If teachers find these standards to be counter-productive to the goal of providing students with a good education, don’t you want them to say so?

I’m going to stop commenting on your page if you don’t publish this comment, by the way.

By: How To Successfully Implement Common Core with RTI2 (Part Two)

How To Successfully Implement Common Core with RTI2 (Part Two) — Fri, 07 Feb 2014 02:40:33 +0000

[…] A version of this article was originally published on the Bluff City Ed blog. […]

By: bluffcityed

bluffcityed — Wed, 05 Feb 2014 01:50:57 +0000

Thanks for the comment, here are a couple thoughts in response. First, I don’t think anyone was trying to claim that “Dedric” was turned into a test taker. From what I know of the school in question, the reading assessments referenced are fairly informal rather than standardized tests. Plus, if these tests are the thing that students like Dedric will be assessed on, don’t we have a responsibility to adequately prepare them for these assessments? Second, this is a middle school, so talk of high school standards in math isn’t really relevant. Looking back, I’m also not sure how to you pulled community college in there as nothing was mentioned about this. Third, the purpose of this piece is to offer advice on help students struggling with a new set of standards, not render a verdict on whether or not testing is good or bad or even the standards themselves. Whether we like it or not, the standards are here and as teachers we’re trying to offer advice from our experience on how best to implement these standards.

It sounds like you have some strong feelings on this issue. If you’d be interested in authoring a piece to address some of the concerns you raised in your comment regarding testing we’re very willing to work with you to publish it here. Please check out our “how to contribute” page.

By: Toni Rutledge

Toni Rutledge — Mon, 03 Feb 2014 06:27:53 +0000

So you turned Dedric into a test taker. Instant that special. At what cost? What is his fluency rate? Can he wrote the basic instructions to a scientific experiment. What does she know about basic history? Rote facts or has he internalized information into understanding? You have turned Dedric into a data point. Aren’t you a great teacher. Just curious, if you are doing such a great job at differentiation, how do you expect students that learn at different rates and via different techniques or have different learning styles to all pass the same standardize tests that have been based on non-educators ideas of what the standards should be? What real critical thinking skills are you imparting to this student? When Common Core only has math standards up to algebra II, how do you expect this student to succeed in college? Do you have such little expectation of this student that he/she will only have a shot at community college and start at the remedial level?
You are so very sadly mistaken if you believe that a student can be reduced down to a set of data points and declared as successful. How many special needs children are successful in your school? How many non-traditional students are in your program? How many of your graduates are not required to take remedial courses in college?
Just curious, as a TFA grad, how much education psychology have you had to give you the confidence to make such authoritative remarks about the appropriateness of Common Core considering the only two professional educators on the design team refused to sign off on the standards? Why is it that most professional educators, especially those that teach the youngest of our students, have such issue with corporate based standards? Exactly what research do you have that validates your claims of effective instruction?

I’ll leave you with these two recent comments:
“There is, for example, no evidence that states within the U.S. score higher or lower on the NAEP based on the rigor of their state standards. [Whitehurst, G, (2009, October 14) and Bandeira de Mello, V. D., Blankenship, C., & McLaughlin D. (2009, October)] Similarly, international test data show no pronounced tests core advantage on the basis of the presence or absence of national standards. [Kohn, A. (2010, January 14) and McCluskey, N. (2010, February 17)] ”
that would be real research and
“Businesses are the primary consumers of the output of our schools, so it’s a natural alliance.”
Allan C. Golston, president of the United States Program, Bill and Melinda Gates Foundation
A obviously glaring and damming statement.

By: RTI2: Supports for Struggling Students - Classroom Chronicles

RTI2: Supports for Struggling Students - Classroom Chronicles — Wed, 29 Jan 2014 14:32:56 +0000

[…] Over the weekend Bluff City Ed posted a piece on a buzz-worthy topic: Response to Instruction and Intervention, or RTI2. While it may look different in every district and school, RTI2 can be defined as good teaching, where students receive extra support at the first sign of struggle. In a nutshell, it’s a framework where school leaders build in time for differentiating instruction when students need extra help. James Aycock, Director of Scholar Support at Grizzlies Prep in Memphis, tells the story of how RTI2 provides the support his students need to succeed with the Common Core State Standards. Read an excerpt from this piece on Bluff City Ed below. […]