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>> THIS PROGRAM WAS MADE

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POSSIBLE IN PART FROM FUNDING

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FROM EDUCATIONS NEXT HORIZON,

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STATEWIDE NONPROFIT DEDICATED

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SOLY TO IMPROVING PREK-THROUGH

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12 EDUCATION, LEADING ADVOCATE

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FOR POLICIES ENSURING COLLEGE

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AND CAREER READINESS.

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EXXON MOBIL BATON ROUGE,

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FOCUSING ITS ENERGY ON SCIENCE,

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TECHNOLOGY, ENGINEERING, AND

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MASS  -- MATH EDUCATION.

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THE FOUNDATION FOR EXCELLENCE

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IN LOUISIANA PUBLIC

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BROADCASTING.

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>>> HELLO, WELCOME TO A SPECIAL

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TOWN HALL EDITION OF "LOUISIANA

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PUBLIC SQUARE."

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I'M BETH COURTNEY, PRESIDENT OF

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LPB.

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>> I'M KIRBY GOIDEL.

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THE TEACHING STANDARDS THAT

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BEAR THE NAME, PART OF AN

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INITIATIVE, COMMON BENCHMARK

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FOR MATH AND -- WHILE LOUISIANA

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ADOPTED THE STANDARDS IN 2010,

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THEY WON'T TAKE FULL EFFECT

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UNTIL THE 2014 SCHOOL YEAR.

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>> WELL, IT -- IN LOUISIANA,

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COMMON CORE HAS NOT BEEN

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WITHOUT FALLOUT.

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OPPONENTS HAVE TAINTED COMMON

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CORE AS AN ATTEMPTED FEDERAL

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TAKEOVER OF EDUCATION AND

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PUSHING FOR ITS REPEAL.

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COMPLAINTS ABOUT HOW QUICKLY

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THE STANDARDS WERE BEING

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IMPLEMENTED LED TO A TWO-YEAR

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POSTPONEMENT OF TEACHER

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EVALUATIONS TIED TO THEM AND

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MANY PARENTS AND STUDENTS FEEL

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LOST, CAUGHT IN THE MIDDLE OF A

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MAJOR TRANSFORMATION WITHOUT

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ENOUGH INFORMATION.

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WELL OVER THE NEXT HOUR,

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"LOUISIANA PUBLIC SQUARE" WILL

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HOPEFULLY BRING SOME CALM AND

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CLARITY TO THE ISSUE AS IT

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ATTEMPTS TO DECODE COMMON CORE.

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SO, THIS IS WHAT THREE FOURTHS

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LIKES LIKE.

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THIS IS WHAT 1 1/2 WOULD LOOK

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LIKE.

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SO, WHO ATE MORE PIZZA?

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DETRON OR LEBRON.

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>> 5th GRADE MATH TEACHER

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KEISHA FLEMING IS WORKING

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THROUGH A WORD PROBLEM TO TEACH

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THE ADDITION OF FRACTION WITH

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UNLIKE DENOMINATORS.

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BEFORE THE COMMON CORE

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STANDARDS WERE ADOPTED BY THE

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STATE, FLEMING'S EXPECTATIONS

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MAY HAVE BEEN JUST THE ANSWER.

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NOW STUDENTS ARE EXPECTED TO BE

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ABLE TO EXPLAIN WHY THAT ANSWER

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IS CORRECT.

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>> WITH COMMON CORE, YOU

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CAN'T -- YOU HAVE TO KNOW MORE

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THAN JUST THE SURFACE.

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YOU HAVE TO DELVE -- YOU HAVE

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TO KNOW THE DEPTH OF IT.

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I THINK ONCE STUDENTS ARE ABLE

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TO EXPLAIN WHAT THEY'RE DOING,

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THEN THEY'RE COMFORTABLE IN

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MATH.

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>> FLEMING HAS SEEN THE

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CONSEQUENCES OF STUDENTS BEING

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UNPREPARED TO THINK

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INDEPENDENTLY.

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>> I USED TO WORK IN A DISTRICT

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WHERE THE MAJORITY CHEMICAL

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PLANT -- BECAUSE STUDENTS WERE

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NOT ABLE TO BE PRECISE WITH

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MATH OR EXPLAIN THE

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MATHEMATICAL THINKING, THEY

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WERE NOT ABLE TO GET THE PLANT

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JOBS.

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>> LET'S REACH HIGHER.

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>> THE DESIRE FOR A BETTER

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EDUCATED WORK FORCE PROMPTED

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INDUSTRY GIANT EXXON MOBIL TO

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FINANCE PRO COMMON CORE ADS

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DURING THE MASTER'S GOLF

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TOURNAMENT LAST YEAR.

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THE COMPANY PARTICIPATED ON A

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PANEL ON INITIATIVE SPONSORED

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BY THE LOUISIANA ASSOCIATION OF

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BUSINESS AND INDUSTRY IN

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OCTOBER.

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KEN MILLER IS THE ENGINEERING

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SERVICES MANAGER FOR THE BATON

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ROUGE REFINERY AND CHEMICAL

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PLANT.

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>> THIS REALLY IS ALL ABOUT

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CRITICAL THINKING SKILLS,

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REASONING SKILLS, THE KINDS OF

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THINGS THAT ALLOW INDIVIDUALS

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TO TAKE THE LEARNING FROM AN

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ACADEMIC SETTING INTO A WORK

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SETTING, AND BE ABLE TO

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FUNCTION AND BE VERY EFFECTIVE.

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>> STATE EDUCATION

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SUPERINTENDENT JOHN WHITE SAYS

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THAT THE COMMON CORE STANDARDS

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ARE NEEDED TO KEEP ALL OF

117
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AMERICA COMPETITIVE.

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>> WE'RE SLIPPING TO A POINT

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WHERE WE ARE IN THE 20s IN

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TERMS OF RANKED NATIONS IN

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TERMS OF MATH AND ENGLISH

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SKILLS FOR OUR ADULTS, TO A

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POINT WHERE WE HAVE FEWER HIGH

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SCHOOL AND COLLEGE GRADUATES

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THAN WE DID A GENERATION AGO.

126
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>> WHAT EXACTLY IS COMMON CORE?

127
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A RECENT GALLOP POLL FOUND THAT

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62% OF RESPONDENTS AND 55% OF

129
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PUBLIC SCHOOL PARENTS DIDN'T

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KNOW ANYTHING ABOUT THE NEW

131
00:04:39,267 --> 00:04:40,533
ACADEMIC STANDARDS.

132
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>> BASICALLY, THE COMMON CORE

133
00:04:42,933 --> 00:04:45,100
STANDARDS ARE STANDARDS THAT

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00:04:45,100 --> 00:04:46,233
BASICALLY DESCRIBE WHAT

135
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STUDENTS AT VARIOUS GRADE

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LEVELS OUGHT TO KNOW AND BE

137
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ABLE TO DO.

138
00:04:51,567 --> 00:04:52,900
>> BARRY ERWIN PRESIDENT FOR

139
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THE COUNCIL OF BETTER

140
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LOUISIANA, WHICH SUPPORTS

141
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COMMON CORE.

142
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ERWIN SAYS THE STANDARDS

143
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REVOLVE IN A REQUIREMENT IN

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PRESIDENT BUSH'S NO CHILD LEFT

145
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BEHIND ACT.

146
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THAT APPROACH, ERWIN SAID,

147
00:05:06,467 --> 00:05:07,800
RESULTED IN AN UNEVEN

148
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ASSORTMENT OF BENCHMARKS WITH

149
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VARYING DEGREES OF RIGOR.

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>> SO, WITH THE NATIONAL

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GOVERNOR'S ASSOCIATION,

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ASSOCIATION OF STATE

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SUPERINTENDENTS, THEY GOT

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TOGETHER AND BASICALLY CREATED

155
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A SET OF VOLUNTARY STANDARDS,

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CAME UP WITH THEM THEMSELVES.

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FEDERAL GOVERNMENT DIDN'T

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CREATE THEM, DIDN'T MANDATE

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THEM, DOESN'T REQUIRE THEM.

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THEY CAME UP WITH THEM

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THEMSELVES, AND THAT IS

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ESSENTIALLY THE COMMON CORE.

163
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>> STANDARDS APPLY TO MATH AND

164
00:05:32,400 --> 00:05:34,733
ENGLISH IN KINDERGARTEN THROUGH

165
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12th GRADE.

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45 STATES, INCLUDING LOUISIANA,

167
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HAVE ADOPTED THEM.

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ERWIN SAYS THAT LOUISIANA'S

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PRIOR BENCHMARKS WERE LOW WHEN

170
00:05:43,033 --> 00:05:44,233
COMPARED TO OTHER STATES.

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00:05:44,233 --> 00:05:46,567
>> OUR STANDARDS WERE ABOUT A

172
00:05:46,567 --> 00:05:48,300
GRADE LEVEL BEHIND IN WHAT YOU

173
00:05:48,300 --> 00:05:50,733
SEE IN SOME OF THE HIGHER

174
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PERFORMING STATES.

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IN QUESTION WE NEED TO ADD MORE

176
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RIGOR AND INCREASE OUR

177
00:05:55,533 --> 00:05:56,067
STANDARDS.

178
00:05:56,067 --> 00:05:57,600
>> THE GOALS THAT HER 10th

179
00:05:57,600 --> 00:06:01,100
GRADE STUDENTS BE ABLE TO READ

180
00:06:01,100 --> 00:06:02,733
LITERARY NONFICTION

181
00:06:02,733 --> 00:06:05,033
INDEPENDENTLY AND EFFICIENTLY

182
00:06:05,033 --> 00:06:07,000
BY YEAR'S END IS UNREALISTIC.

183
00:06:07,000 --> 00:06:08,033
>> THEY DON'T HAVE THE

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00:06:08,033 --> 00:06:09,567
BACKGROUND KNOWLEDGE, THEY

185
00:06:09,567 --> 00:06:11,167
DON'T HAVE THE PRIOR KNOWLEDGE

186
00:06:11,167 --> 00:06:13,733
NECESSARY IN ORDER TO THINK

187
00:06:13,733 --> 00:06:14,967
CRITICALLY ABOUT THE TEXT.

188
00:06:14,967 --> 00:06:16,800
>> SCHNEIDER OBJECTS TO WHAT

189
00:06:16,800 --> 00:06:18,867
SHE SEES AS A BROADER MOVEMENT

190
00:06:18,867 --> 00:06:20,867
BY REFORMERS PUSHING COMMON

191
00:06:20,867 --> 00:06:24,700
CORE TO STANDARDIZE THE

192
00:06:24,700 --> 00:06:25,367
NATION --

193
00:06:25,367 --> 00:06:32,833
>> IF STAND ARDIZATION WAS --

194
00:06:32,833 --> 00:06:34,133
WE ARE ON COMMON CORE AND WE

195
00:06:34,133 --> 00:06:36,933
ARE GOING TO GIVE STUDENT TESTS

196
00:06:36,933 --> 00:06:38,700
TO MEASURE THEIR KNOWLEDGE

197
00:06:38,700 --> 00:06:41,167
BASED ON COMMON CORE.

198
00:06:41,167 --> 00:06:44,033
I CHALLENGE -- TO FIND A HIGH

199
00:06:44,033 --> 00:06:44,467
END

200
00:06:44,467 --> 00:06:45,867
>> DIRECTOR OF THE LOUISIANA

201
00:06:45,867 --> 00:06:47,667
SCHOOL BOARD ASSOCIATION.

202
00:06:47,667 --> 00:06:49,767
HE HAS POOR IMPLEMENTATION OF

203
00:06:49,767 --> 00:06:51,233
COMMON CORE BY LOUISIANA'S

204
00:06:51,233 --> 00:06:52,567
EDUCATION DEPARTMENT AND LACK

205
00:06:52,567 --> 00:06:55,867
OF A STATE CURRICULA HAS CAUSED

206
00:06:55,867 --> 00:06:57,300
FRUSTRATION AMONG TEACHERS

207
00:06:57,300 --> 00:06:57,833
STATEWIDE.

208
00:06:57,833 --> 00:06:58,867
>> ALL OF THOSE THINGS COUPLED

209
00:06:58,867 --> 00:07:02,300
WITH THE EDUCATION REFORM

210
00:07:02,300 --> 00:07:03,667
LEGISLATIVE SESSION IN 2012,

211
00:07:03,667 --> 00:07:05,967
TEACHER EVALUATIONS, LETTER

212
00:07:05,967 --> 00:07:08,100
GRADE LABELLING, ALL OF THOSE

213
00:07:08,100 --> 00:07:09,500
THINGS COUPLED TOGETHER HAVE

214
00:07:09,500 --> 00:07:11,167
CREATED AN EDUCATIONAL TSUNAMI

215
00:07:11,167 --> 00:07:12,167
IN LOUISIANA.

216
00:07:12,167 --> 00:07:13,733
>> DUE TO PUSH BACK FROM

217
00:07:13,733 --> 00:07:16,167
EDUCATORS, THE EVALUATION OF

218
00:07:16,167 --> 00:07:17,800
SCHOOLS AND TEACHERS TIED TO

219
00:07:17,800 --> 00:07:18,900
COMMON CORE ACHIEVEMENT HAS

220
00:07:18,900 --> 00:07:21,267
BEEN DELAYED BY THE STATE FOR

221
00:07:21,267 --> 00:07:22,167
TWO YEARS.

222
00:07:22,167 --> 00:07:24,167
PLANS TO MEASURE STUDENT'S

223
00:07:24,167 --> 00:07:25,433
COMMON CORE ACHIEVEMENT THROUGH

224
00:07:25,433 --> 00:07:28,433
ONLINE TESTING IS A FINANCIAL

225
00:07:28,433 --> 00:07:29,233
CONCERN.

226
00:07:29,233 --> 00:07:31,767
ESPECIALLY FOR SMALLER RURAL

227
00:07:31,767 --> 00:07:32,267
DISTRICTS.

228
00:07:32,267 --> 00:07:35,300
>> TO PHASE IN AND MOVE TOWARDS

229
00:07:35,300 --> 00:07:36,833
AN ONLINE TESTING ENVIRONMENT,

230
00:07:36,833 --> 00:07:38,900
AS REALLY CREATED SOME

231
00:07:38,900 --> 00:07:40,333
CHALLENGES FOR DISTRICTS TO

232
00:07:40,333 --> 00:07:44,100
PRIORITIZE THOSE DOLLARS FOR

233
00:07:44,100 --> 00:07:44,733
TESTING.

234
00:07:44,733 --> 00:07:47,367
AND TO ASK LOCAL SCHOOL

235
00:07:47,367 --> 00:07:50,467
DISTRICTS TO DO THAT WITHOUT

236
00:07:50,467 --> 00:07:52,100
ADDITIONAL FUNDING, MANY

237
00:07:52,100 --> 00:07:53,833
DISTRICTS ARE LOOKING AT IT AS

238
00:07:53,833 --> 00:07:55,467
AN UNFUNDED MANDATE.

239
00:07:55,467 --> 00:07:59,300
>> MOVE TO ABOLISH THE

240
00:07:59,300 --> 00:08:00,200
IMPLEMENTATION OF COMMON CORE

241
00:08:00,200 --> 00:08:02,133
DIED IN THE SENATE LAST YEAR,

242
00:08:02,133 --> 00:08:08,833
SOME HAVE VOWED TO -- SOMETHING

243
00:08:08,833 --> 00:08:09,700
>> I THINK LEGITIMATE CONCERNS

244
00:08:09,700 --> 00:08:11,633
HAVE BEEN RAISED ABOUT HOW

245
00:08:11,633 --> 00:08:12,933
COMMON CORE HAS BEEN DEVELOPED

246
00:08:12,933 --> 00:08:13,967
AND IMPLEMENTED.

247
00:08:13,967 --> 00:08:15,600
SO I THINK THE CONVERSATION

248
00:08:15,600 --> 00:08:17,433
NEEDS TO CONTINUE.

249
00:08:17,433 --> 00:08:20,000
>> ANY ACTIVITY THAT GETS MORE

250
00:08:20,000 --> 00:08:21,000
INFORMATION ABOUT COMMON CORE

251
00:08:21,000 --> 00:08:22,533
OUT TO THE PUBLIC IS A GOOD

252
00:08:22,533 --> 00:08:22,967
THING --

253
00:08:22,967 --> 00:08:24,900
>> MOST EDUCATORS CERTAINLY

254
00:08:24,900 --> 00:08:27,667
AWARE OF WHAT'S GOING ON.

255
00:08:27,667 --> 00:08:29,967
PARENTS NEED TO BE INFORMED,

256
00:08:29,967 --> 00:08:31,133
LEADERS NEED TO BE INFORMED,

257
00:08:31,133 --> 00:08:33,400
BECAUSE IT AFFECTS EVERY

258
00:08:33,400 --> 00:08:34,700
CITIZEN IN THE STATE OF

259
00:08:34,700 --> 00:08:36,233
LOUISIANA ONE WAY OR ANOTHER.

260
00:08:36,233 --> 00:08:38,067
>> HELPING TO GET THE WORD OUT

261
00:08:38,067 --> 00:08:39,767
ABOUT COMMON CORE IS OUR

262
00:08:39,767 --> 00:08:41,300
DISTINGUISHED PANEL OF EXPERTS

263
00:08:41,300 --> 00:08:43,267
WE HAVE HERE IN THE STUDIO.

264
00:08:43,267 --> 00:08:45,833
KEN MILLER, ENGINEERING SERVICE

265
00:08:45,833 --> 00:08:47,333
MANAGER OF EXXON MOBIL BATON

266
00:08:47,333 --> 00:08:47,800
ROUGE.

267
00:08:47,800 --> 00:08:49,533
EXXON MOBIL SUPPORTS THE COMMON

268
00:08:49,533 --> 00:08:50,933
CORE STANDARDS.

269
00:08:50,933 --> 00:08:52,900
LEE BARRIOS, RETIRED EDUCATOR,

270
00:08:52,900 --> 00:08:55,800
PUBLIC EDUCATION ACTIVIST

271
00:08:55,800 --> 00:08:57,067
OPPOSED TO COMMON CORE.

272
00:08:57,067 --> 00:08:58,300
KEN BRANFORD, ASSISTANT

273
00:08:58,300 --> 00:08:59,200
SUPERINTENDENT WITH THE

274
00:08:59,200 --> 00:08:59,867
LOUISIANA DEPARTMENT OF

275
00:08:59,867 --> 00:09:01,600
EDUCATION'S OFFICE OF CONTENT.

276
00:09:01,600 --> 00:09:03,467
HIS AGENCY OVERSEES THE

277
00:09:03,467 --> 00:09:04,367
IMPLEMENTATION OF THE COMMON

278
00:09:04,367 --> 00:09:06,067
CORE STANDARDS.

279
00:09:06,067 --> 00:09:07,233
AND STATE REPRESENTATIVE BRETT

280
00:09:07,233 --> 00:09:09,567
GEYMANN IS A REPUBLICAN FROM

281
00:09:09,567 --> 00:09:11,300
LAKE CHARLES WHO HAS DRAFTED

282
00:09:11,300 --> 00:09:12,500
LEGISLATION THAT WOULD ALLOW

283
00:09:12,500 --> 00:09:15,900
LOUISIANA TO OPT OUT OF COMMON

284
00:09:15,900 --> 00:09:17,500
CORE.

285
00:09:17,500 --> 00:09:19,467
MAYA BENNETT, READING

286
00:09:19,467 --> 00:09:20,767
INTERVENTIONIST, AND SERVES AS

287
00:09:20,767 --> 00:09:21,967
A COMMON CORE TEACHER LEADER

288
00:09:21,967 --> 00:09:23,467
AND ADVISOR FOR THE DEPARTMENT

289
00:09:23,467 --> 00:09:24,367
OF EDUCATION.

290
00:09:24,367 --> 00:09:25,800
WE WELCOME YOU ALL TO THE

291
00:09:25,800 --> 00:09:26,333
STUDIO.

292
00:09:26,333 --> 00:09:27,733
WE HAVE I'M SURE LOTS OF

293
00:09:27,733 --> 00:09:28,600
QUESTIONS FOR YOU.

294
00:09:28,600 --> 00:09:29,933
BUT FIRST, KIRBY, YOU HAVE

295
00:09:29,933 --> 00:09:31,333
INFORMATION ABOUT A SURVEY,

296
00:09:31,333 --> 00:09:31,733
RIGHT?

297
00:09:31,733 --> 00:09:33,700
>> YEAH, I HAVE SOME AMAZING

298
00:09:33,700 --> 00:09:34,867
INFORMATION ABOUT A SURVEY DONE

299
00:09:34,867 --> 00:09:36,900
BY THE LSU PUBLIC POLICY

300
00:09:36,900 --> 00:09:37,800
RESEARCH LAB.

301
00:09:37,800 --> 00:09:39,733
THEY ASK OVER 160 LOUISIANA

302
00:09:39,733 --> 00:09:41,467
RESIDENTS ABOUT TONIGHT'S

303
00:09:41,467 --> 00:09:41,833
TOPIC.

304
00:09:41,833 --> 00:09:43,067
AMONG THE FINDINGS, WHEN ASKED

305
00:09:43,067 --> 00:09:45,533
ABOUT THE RIGOR OF CURRENT

306
00:09:45,533 --> 00:09:47,300
ACADEMIC STANDARDS IN LOUISIANA

307
00:09:47,300 --> 00:09:49,167
PUBLIC SCHOOLS, MAJORITY OF

308
00:09:49,167 --> 00:09:51,467
RESPONDENTS, 63%, THINK THEY

309
00:09:51,467 --> 00:09:53,000
ARE NOT DEMANDING ENOUGH.

310
00:09:53,000 --> 00:09:54,467
WHEN ASKED ABOUT THE RIGOR OF

311
00:09:54,467 --> 00:09:56,700
THE COMMON CORE STANDARDS, 49%

312
00:09:56,700 --> 00:09:58,467
SAID THAT THEY WERE NOT

313
00:09:58,467 --> 00:09:59,233
DEMANDING ENOUGH.

314
00:09:59,233 --> 00:10:00,400
YET WHEN ASKED HOW FAMILIAR

315
00:10:00,400 --> 00:10:03,000
THEY ARE WITH THE MATH AND

316
00:10:03,000 --> 00:10:05,300
ENGLISH COMMON CORE STANDARDS

317
00:10:05,300 --> 00:10:07,267
THAT LOUISIANA HAS ADOPTED, A

318
00:10:07,267 --> 00:10:09,300
TOTAL OF 76% OF THOSE SURVEYED

319
00:10:09,300 --> 00:10:10,800
ARE NOT AT ALL OR NOT VERY

320
00:10:10,800 --> 00:10:12,433
FAMILIAR WITH THOSE STANDARDS.

321
00:10:12,433 --> 00:10:14,800
LUCKY FOR US, WE HAVE SOMEONE

322
00:10:14,800 --> 00:10:16,333
IN THE AUDIENCE TONIGHT, WHO

323
00:10:16,333 --> 00:10:18,133
HAS -- IS ON A FACT-FINDING

324
00:10:18,133 --> 00:10:18,767
MISSION.

325
00:10:18,767 --> 00:10:20,433
AND SHE IS HERE TO ASK THE

326
00:10:20,433 --> 00:10:21,667
OPENING QUESTION TO OUR PANEL.

327
00:10:21,667 --> 00:10:23,333
WOULD YOU STAND UP AND TELL

328
00:10:23,333 --> 00:10:25,900
THEM WHO YOU REPRESENT.

329
00:10:25,900 --> 00:10:28,633
>> GOOD EVENING.

330
00:10:28,633 --> 00:10:30,467
I REPRESENT THE -- CHAMBER OF

331
00:10:30,467 --> 00:10:34,000
COMMERCE, A CEO.

332
00:10:34,000 --> 00:10:35,767
AND OUR QUESTION IS AS MOST

333
00:10:35,767 --> 00:10:37,133
CHAMBERS, WE SERVE AS THE VOICE

334
00:10:37,133 --> 00:10:39,800
OF BUSINESS ON BEHALF OF OUR

335
00:10:39,800 --> 00:10:40,567
1,000 MEMBERS.

336
00:10:40,567 --> 00:10:44,067
AND I AM HERE ON A FACT-FINDING

337
00:10:44,067 --> 00:10:45,967
MISSION BECAUSE WE HAVE HEARD

338
00:10:45,967 --> 00:10:47,667
VERY DIFFERING OPINIONS FROM

339
00:10:47,667 --> 00:10:50,200
BUSINESS LEADERS AND CITIZENS,

340
00:10:50,200 --> 00:10:54,233
PARENTS, TEACHERS, ON COMMON

341
00:10:54,233 --> 00:10:54,700
CORE.

342
00:10:54,700 --> 00:10:56,233
SO, I AM HERE AS PART OF THAT

343
00:10:56,233 --> 00:10:58,133
MISSION AND WOULD LIKE TO ASK

344
00:10:58,133 --> 00:11:00,767
THE -- ALL OF THE MEMBERS OF

345
00:11:00,767 --> 00:11:04,033
THE PANEL WHY SHOULD WE OPPOSE

346
00:11:04,033 --> 00:11:05,900
OR SUPPORT COMMON CORE PRIOR TO

347
00:11:05,900 --> 00:11:07,900
THE UPCOMING LEGISLATIVE

348
00:11:07,900 --> 00:11:10,100
SESSION?

349
00:11:10,100 --> 00:11:11,267
>> WE CAN START WITH YOU,

350
00:11:11,267 --> 00:11:12,400
MR. MILLER.

351
00:11:12,400 --> 00:11:13,767
>> THANK YOU, LACY.

352
00:11:13,767 --> 00:11:14,800
APPRECIATE THE QUESTION.

353
00:11:14,800 --> 00:11:17,067
THANK YOU AGAIN TO LPB AND

354
00:11:17,067 --> 00:11:19,067
EDUCATION'S NEXT HORIZON FOR

355
00:11:19,067 --> 00:11:21,167
ENGAGING WITH THIS IMPORTANT

356
00:11:21,167 --> 00:11:22,533
DISCUSSION THIS AFTERNOON.

357
00:11:22,533 --> 00:11:24,533
TO DIRECTLY ANSWER YOUR

358
00:11:24,533 --> 00:11:26,300
QUESTION, WE WOULD SAY YES, WE

359
00:11:26,300 --> 00:11:27,700
DO SUPPORT HIGHER EDUCATION

360
00:11:27,700 --> 00:11:29,600
STANDARDS AND FROM OUR

361
00:11:29,600 --> 00:11:31,467
PERSPECTIVE, THOSE ARE REQUIRED

362
00:11:31,467 --> 00:11:33,433
TO BE ABLE TO DRAW THE CRITICAL

363
00:11:33,433 --> 00:11:35,300
THINKING SKILLS AND HIGHER

364
00:11:35,300 --> 00:11:36,433
CAPABILITY IN MATH AND SCIENCE

365
00:11:36,433 --> 00:11:37,600
THAT OUR CHILDREN NEED TO

366
00:11:37,600 --> 00:11:39,133
COMPETE EFFECTIVELY IN THE WORK

367
00:11:39,133 --> 00:11:41,033
FORCE AND POSITION THEM FOR THE

368
00:11:41,033 --> 00:11:42,233
BRIGHTEST POSSIBLE FUTURE.

369
00:11:42,233 --> 00:11:43,900
JUST A QUICK PERSPECTIVE.

370
00:11:43,900 --> 00:11:46,167
WE HAVE AN ABUNDANCE OF NATURAL

371
00:11:46,167 --> 00:11:49,000
GAS, VERY ECONOMICALLY

372
00:11:49,000 --> 00:11:50,700
ADVANTAGED SITUATION HERE

373
00:11:50,700 --> 00:11:53,600
DOMESTICALLY THAT WILL CREATE

374
00:11:53,600 --> 00:11:55,633
POTENTIALLY 46,000 JOBS IN THE

375
00:11:55,633 --> 00:11:57,000
CHEMICAL INDUSTRY, ANOTHER HALF

376
00:11:57,000 --> 00:11:59,100
A MILLION JOBS IN RELATED

377
00:11:59,100 --> 00:11:59,567
INDUSTRIES.

378
00:11:59,567 --> 00:12:00,633
IT IS OUR RESPONSIBILITY TO

379
00:12:00,633 --> 00:12:03,067
MAKE SURE THAT OUR CHILDREN ARE

380
00:12:03,067 --> 00:12:04,333
PROPERLY PREPARED TO COMPETE

381
00:12:04,333 --> 00:12:05,533
FOR THOSE JOBS AND WE BELIEVE

382
00:12:05,533 --> 00:12:09,367
THE HIGHER STANDARDS WILL LET

383
00:12:09,367 --> 00:12:13,033
THEM DO SO EFFECTIVELY.

384
00:12:13,033 --> 00:12:13,800
>> MS. BARRIOS.

385
00:12:13,800 --> 00:12:15,000
>> I WOULD LIKE TO ADDRESS

386
00:12:15,000 --> 00:12:15,333
THAT.

387
00:12:15,333 --> 00:12:16,433
A COUPLE OF POINTS I WOULD LIKE

388
00:12:16,433 --> 00:12:16,933
TO MAKE.

389
00:12:16,933 --> 00:12:18,100
FIRST OF ALL, I DON'T BELIEVE

390
00:12:18,100 --> 00:12:19,467
THE CHAMBER OR PUBLIC IN

391
00:12:19,467 --> 00:12:20,667
GENERAL SHOULD BE SUPPORTING A

392
00:12:20,667 --> 00:12:21,933
SET OF STANDARDS THAT HASN'T

393
00:12:21,933 --> 00:12:24,533
BEEN RESEARCHED, TESTED,

394
00:12:24,533 --> 00:12:29,167
CREATED BY K-12 EDUCAEDUCATORS, AND

395
00:12:29,167 --> 00:12:30,567
PROVEN TO BE EFFECTIVE.

396
00:12:30,567 --> 00:12:32,400
AS WE ALL KNOW NOW, INTRODUCED

397
00:12:32,400 --> 00:12:33,833
FAR TOO QUICKLY.

398
00:12:33,833 --> 00:12:35,000
TEACHERS WEREN'T PREPARED AND

399
00:12:35,000 --> 00:12:36,667
WEREN'T PROVIDED WITH THE

400
00:12:36,667 --> 00:12:37,233
RESOURCES.

401
00:12:37,233 --> 00:12:38,333
THE SECOND MOST IMPORTANT

402
00:12:38,333 --> 00:12:40,733
COMPONENT IS THAT IN

403
00:12:40,733 --> 00:12:41,633
PARTICULARLY WITH BUSINESS

404
00:12:41,633 --> 00:12:43,733
INTEREST IN MIND, AS YOU HAVE,

405
00:12:43,733 --> 00:12:45,533
WE'RE LOOKING FOR OUR CHILDREN

406
00:12:45,533 --> 00:12:47,967
TO BE CREATIVE AND

407
00:12:47,967 --> 00:12:48,600
ENTREPRENEURS.

408
00:12:48,600 --> 00:12:49,767
THE UNITED STATES IS KNOWN FOR

409
00:12:49,767 --> 00:12:50,233
THAT.

410
00:12:50,233 --> 00:12:53,467
AND THE LACK OF THE ABILITY OR

411
00:12:53,467 --> 00:12:56,700
THE USE OF DIVERGENT THINKING,

412
00:12:56,700 --> 00:12:58,233
CREATIVE THINKING IN THESE

413
00:12:58,233 --> 00:12:59,700
COMMON CORE STANDARDS DOES NOT

414
00:12:59,700 --> 00:13:01,167
LEND ITSELF TO DEVELOPING THAT

415
00:13:01,167 --> 00:13:02,967
SORT OF STUDENT.

416
00:13:02,967 --> 00:13:04,267
>> MR. BRADFORD.

417
00:13:04,267 --> 00:13:04,800
>> YEAH.

418
00:13:04,800 --> 00:13:09,667
I JUST LIKE TO CLARIFY ON MS.

419
00:13:09,667 --> 00:13:10,600
BARRIOS COMMENTS.

420
00:13:10,600 --> 00:13:11,733
THE COMMON CORE STATE STANDARDS

421
00:13:11,733 --> 00:13:16,133
WERE DEVELOPED BY TEACHERS,

422
00:13:16,133 --> 00:13:17,700
EDUCATORS, COLLEGE PROFESSORS

423
00:13:17,700 --> 00:13:18,900
AND CONTENT EXPERTS.

424
00:13:18,900 --> 00:13:20,100
THEY ALSO WENT THROUGH A

425
00:13:20,100 --> 00:13:21,367
VALIDATION COMMITTEE,

426
00:13:21,367 --> 00:13:22,500
VALIDATION PANEL WITH THE

427
00:13:22,500 --> 00:13:23,600
COMMON CORE STATE STANDARDS,

428
00:13:23,600 --> 00:13:25,000
AND WHEN THEY CAME TO THE

429
00:13:25,000 --> 00:13:26,600
STATES, THEY WERE RELEASED,

430
00:13:26,600 --> 00:13:28,500
THEY WERE VIEWED BY TEACHERS IN

431
00:13:28,500 --> 00:13:32,267
LOUISIANA, EDUCATORS IN

432
00:13:32,267 --> 00:13:33,433
LOUISIANA, AND THE LSU STEM

433
00:13:33,433 --> 00:13:34,400
CENTER FOR LITERACY.

434
00:13:34,400 --> 00:13:36,500
THEY HAVE BEEN REVIEWED.

435
00:13:36,500 --> 00:13:38,433
TO YOUR POINT THOUGH, YOU KNOW,

436
00:13:38,433 --> 00:13:39,567
IN THE WORK FORCE COMMISSION

437
00:13:39,567 --> 00:13:41,867
HAS RELEASED DATA THAT SAYS

438
00:13:41,867 --> 00:13:43,800
THAT BY THE YEAR 2020, THERE

439
00:13:43,800 --> 00:13:46,167
WILL BE 2.25 MILLION NEW JOBS

440
00:13:46,167 --> 00:13:47,267
IN LOUISIANA.

441
00:13:47,267 --> 00:13:49,833
50% OF THEM WHICH WILL REQUIRE

442
00:13:49,833 --> 00:13:51,467
EITHER A TWO OR FOUR-YEAR

443
00:13:51,467 --> 00:13:51,900
DEGREE.

444
00:13:51,900 --> 00:13:54,133
IN THE 2012 REPORT, FIRST TIME

445
00:13:54,133 --> 00:13:55,867
FRESHMAN REPORT, ONE THIRD OF

446
00:13:55,867 --> 00:13:56,867
LOUISIANA STUDENTS THAT WOULD

447
00:13:56,867 --> 00:13:58,967
GO ON TO COLLEGE HAD TO TAKE A

448
00:13:58,967 --> 00:13:59,933
REMEDIAL COURSE.

449
00:13:59,933 --> 00:14:01,800
SO, I THINK THAT IN ITSELF SAYS

450
00:14:01,800 --> 00:14:03,333
THAT WE NEED TO RAISE THE RIGOR

451
00:14:03,333 --> 00:14:07,033
OF THE STANDARDS.

452
00:14:07,033 --> 00:14:10,533
>> REPRESENTATIVE GEYMANN.

453
00:14:10,533 --> 00:14:12,067
>> I THINK IT IS A GREAT

454
00:14:12,067 --> 00:14:12,633
QUESTION.

455
00:14:12,633 --> 00:14:14,333
NOBODY ACROSS THE STATE DOESN'T

456
00:14:14,333 --> 00:14:15,667
WANT TO THE BEST FOR THEIR

457
00:14:15,667 --> 00:14:16,867
KIDS, STUDENTS IN THE STATE.

458
00:14:16,867 --> 00:14:18,267
I HAVEN'T TALKED TO ANYONE WHO

459
00:14:18,267 --> 00:14:19,900
DOESN'T WANT TO RAISE

460
00:14:19,900 --> 00:14:20,600
EXPECTATIONS.

461
00:14:20,600 --> 00:14:22,000
THE QUESTION IS WHO IS GOING TO

462
00:14:22,000 --> 00:14:25,567
DETERMINE WHAT THE STANDARDS

463
00:14:25,567 --> 00:14:26,067
ARE?

464
00:14:26,067 --> 00:14:28,933
THIS WAS DONE BY TWO NONPROFIT

465
00:14:28,933 --> 00:14:31,200
GROUPS, NO PUBLIC MEETINGS NO

466
00:14:31,200 --> 00:14:32,300
ACCOUNTABILITY, AND THOSE ARE

467
00:14:32,300 --> 00:14:33,233
THE THINGS THAT CONCERN ME.

468
00:14:33,233 --> 00:14:35,067
THE PROBLEM WE HAVE SHIFTED

469
00:14:35,067 --> 00:14:36,467
AWAY LOCAL CONTROL AND GIVEN IT

470
00:14:36,467 --> 00:14:38,367
OVER TO MORE OF A FEDERAL

471
00:14:38,367 --> 00:14:39,667
INTRUSION INTO OUR EDUCATION

472
00:14:39,667 --> 00:14:41,000
SYSTEM THROUGH THE COMMON CORE

473
00:14:41,000 --> 00:14:41,533
STANDARDS.

474
00:14:41,533 --> 00:14:42,833
WE CAN DO THIS RIGHT HERE IN

475
00:14:42,833 --> 00:14:43,367
LOUISIANA.

476
00:14:43,367 --> 00:14:44,733
WE CAN RAISE OUR EXPECTATIONS.

477
00:14:44,733 --> 00:14:48,333
WE DON'T HAVE TO BE A PART OF A

478
00:14:48,333 --> 00:14:49,500
GLOBAL UNITED STATES COMMON

479
00:14:49,500 --> 00:14:50,800
STANDARD WHERE EVERY STATE IS

480
00:14:50,800 --> 00:14:52,867
TEACHING THE EXACT SAME

481
00:14:52,867 --> 00:14:53,467
CURRICULUM.

482
00:14:53,467 --> 00:14:54,467
WE DON'T HAVE TO DO THAT.

483
00:14:54,467 --> 00:14:56,233
WE CAN RAISE OUR STANDARDS HERE

484
00:14:56,233 --> 00:14:57,567
IN LOUISIANA AND WE CAN DO THAT

485
00:14:57,567 --> 00:14:58,200
RIGHT HERE.

486
00:14:58,200 --> 00:14:59,567
I THINK THE CONTROL NEEDS TO BE

487
00:14:59,567 --> 00:15:00,700
MORE LOW WHERE PARENTS HAVE

488
00:15:00,700 --> 00:15:01,200
INVOLVEMENT.

489
00:15:01,200 --> 00:15:02,467
WE HEAR ALL OF THE GREAT

490
00:15:02,467 --> 00:15:05,033
TALKING POINTS, WE ALL WANT

491
00:15:05,033 --> 00:15:07,300
WHAT IS BEST, WANT TO COMPETE,

492
00:15:07,300 --> 00:15:09,033
PREPARE OUR KIDS TORE THE JOB

493
00:15:09,033 --> 00:15:12,267
FORCE, COLLEGE, ABSOLUTELY WE

494
00:15:12,267 --> 00:15:13,700
WOULDN'T TO DO THAT.

495
00:15:13,700 --> 00:15:15,500
WHY ARE PEOPLE ACROSS THE

496
00:15:15,500 --> 00:15:18,200
COUNTRY HAVING PROBLEMS WITH

497
00:15:18,200 --> 00:15:18,833
COMMON CORE.

498
00:15:18,833 --> 00:15:20,900
STATE OF SOUTH CAROLINA,

499
00:15:20,900 --> 00:15:22,700
REPUBLICAN GOVERNOR, SAID THEY

500
00:15:22,700 --> 00:15:23,800
ARE GOING TO GET OUT.

501
00:15:23,800 --> 00:15:25,600
WE HAVE PROBLEMS ALL OVER THE

502
00:15:25,600 --> 00:15:26,167
COUNTRY.

503
00:15:26,167 --> 00:15:27,633
HITTING THE KITCHEN TABLE.

504
00:15:27,633 --> 00:15:28,767
PARENTS ARE SEEING IT AND

505
00:15:28,767 --> 00:15:29,933
UNDERSTANDING THAT WE HAVE SOME

506
00:15:29,933 --> 00:15:30,733
ISSUES HERE.

507
00:15:30,733 --> 00:15:32,133
WANT TO MAKE SOME CHANGES.

508
00:15:32,133 --> 00:15:34,167
THEY HAD NO INVOLVEMENT ON

509
00:15:34,167 --> 00:15:34,633
THIS.

510
00:15:34,633 --> 00:15:36,033
TWO PEOPLE DID NOT -- MATH

511
00:15:36,033 --> 00:15:37,367
CONTENT EXPERT AND LANGUAGE

512
00:15:37,367 --> 00:15:39,300
ARTS EXPERT DID NOT SIGN OFF ON

513
00:15:39,300 --> 00:15:39,700
IT.

514
00:15:39,700 --> 00:15:41,133
THIS IS NOT AS ROSY AS WE PAINT

515
00:15:41,133 --> 00:15:42,133
THE PICTURE TO BE.

516
00:15:42,133 --> 00:15:43,600
I THINK WE NEED TO TAKE IT BACK

517
00:15:43,600 --> 00:15:44,833
OVER AND DO IT AT THE STATE

518
00:15:44,833 --> 00:15:46,400
LEVEL AND RAISE THE BENCHMARK

519
00:15:46,400 --> 00:15:49,133
AND EXPECTATIONS AS HIGH AS WE

520
00:15:49,133 --> 00:15:50,667
WANT TO RAISE THEM AND DO IT

521
00:15:50,667 --> 00:15:51,667
RIGHT HERE IN LOUISIANA.

522
00:15:51,667 --> 00:15:52,400
THAT'S MY CONCERN.

523
00:15:52,400 --> 00:15:54,833
I WOULD SAY WE NEED TO OPPOSE

524
00:15:54,833 --> 00:15:56,600
THE IMPORT OF COMMON CORE.

525
00:15:56,600 --> 00:15:59,333
>> I BELIEVE IT IS A MORAL

526
00:15:59,333 --> 00:16:01,733
IMPERATIVE TO SUPPORT THE

527
00:16:01,733 --> 00:16:04,067
COMMON CORE STATE STANDARDS.

528
00:16:04,067 --> 00:16:07,833
UNPRECEDENTED OPPORTUNITY FOR

529
00:16:07,833 --> 00:16:08,867
COLLABORATION, STATE HEAD

530
00:16:08,867 --> 00:16:11,167
EFFORT TO CREATE STANDARDS TO

531
00:16:11,167 --> 00:16:14,500
PREPARE OUR STUDENTS FOR

532
00:16:14,500 --> 00:16:16,367
COLLEGE CAREER SUCCESS.

533
00:16:16,367 --> 00:16:21,067
NOW IN OUR GLOBAL ECONOMY,

534
00:16:21,067 --> 00:16:22,867
GRADUATE FOR NOT ONLY GLOBAL

535
00:16:22,867 --> 00:16:25,167
CITIZENSHIP BUT GLOBAL

536
00:16:25,167 --> 00:16:25,667
LEADERSHIP.

537
00:16:25,667 --> 00:16:27,433
OUR THINK OUR STUDENTS DESERVE

538
00:16:27,433 --> 00:16:29,200
OF THE VERY BEST AND COMMON

539
00:16:29,200 --> 00:16:31,167
CORE STATE STANDARDS -- AS A

540
00:16:31,167 --> 00:16:34,167
TEACHER IN SCHOOL EVERY DAY, I

541
00:16:34,167 --> 00:16:35,400
CAN ASSURE YOU THAT OUR KIDS

542
00:16:35,400 --> 00:16:36,167
ARE READY.

543
00:16:36,167 --> 00:16:38,133
IT IS JUST A MATTER OF TEACHERS

544
00:16:38,133 --> 00:16:41,833
AND OUR COMMUNITY BEING READY.

545
00:16:41,833 --> 00:16:42,667
>> ALL RIGHT.

546
00:16:42,667 --> 00:16:44,100
IS OUR COMMUNITY READY.

547
00:16:44,100 --> 00:16:45,633
WE HAVE A COMMUNITY MEMBER

548
00:16:45,633 --> 00:16:46,300
HERE.

549
00:16:46,300 --> 00:16:46,867
BUSINESSMAN.

550
00:16:46,867 --> 00:16:48,200
YOU HAVE A QUESTION, RIGHT?

551
00:16:48,200 --> 00:16:51,467
>> I'M EDDIE, CHAIRMAN OF THE

552
00:16:51,467 --> 00:16:55,200
INDUSTRIAL -- CONSTRUCTORS.

553
00:16:55,200 --> 00:16:57,667
ELECTRICAL AND IMPLEMENTATION,

554
00:16:57,667 --> 00:17:00,300
ENGINEERING, SPECIALLY COUNTRY.

555
00:17:00,300 --> 00:17:02,000
WE WORK ALL OVER THE UNITED

556
00:17:02,000 --> 00:17:03,833
STATES, PREDOMINANTLY THE GULF

557
00:17:03,833 --> 00:17:04,267
COAST.

558
00:17:04,267 --> 00:17:06,400
WORK FORCE DEVELOPMENT, I HAVE

559
00:17:06,400 --> 00:17:09,100
BEEN INVOLVEDED IN WITH THREE

560
00:17:09,100 --> 00:17:10,400
DECADES, AND THE LOUISIANA WORK

561
00:17:10,400 --> 00:17:11,767
FORCE INVESTMENT COUNCIL WHEN

562
00:17:11,767 --> 00:17:14,267
WE FORMED IT SEVERAL YEARS AGO.

563
00:17:14,267 --> 00:17:16,433
ABOUT TWO DECADES AGO, AS

564
00:17:16,433 --> 00:17:17,533
CONTRACTORS AND AS OWNERS

565
00:17:17,533 --> 00:17:21,300
AROUND THE COUNTRY, WE REALIZED

566
00:17:21,300 --> 00:17:23,333
WE ALL HAD DIFFERENT

567
00:17:23,333 --> 00:17:25,333
CURRICULUMS FOR TRAINING CRAFT

568
00:17:25,333 --> 00:17:26,167
PERSONS.

569
00:17:26,167 --> 00:17:27,333
SO, MANY ORGANIZATIONS CAME

570
00:17:27,333 --> 00:17:28,433
TOGETHER AND FORMED WHAT THEY

571
00:17:28,433 --> 00:17:30,467
CALL THE NATIONAL CENTER FOR

572
00:17:30,467 --> 00:17:32,767
CONSTRUCTION EDUCATION AND

573
00:17:32,767 --> 00:17:33,300
RESEARCH.

574
00:17:33,300 --> 00:17:34,700
AND DEVELOPED A CURRICULUM, AS

575
00:17:34,700 --> 00:17:36,200
WELL AS AN ASSESSMENT, THAT

576
00:17:36,200 --> 00:17:38,067
COULD BE USED FOR CRAFT

577
00:17:38,067 --> 00:17:40,233
TRAINING AROUND THE COUNTRY AND

578
00:17:40,233 --> 00:17:41,067
STANDARDIZED IT.

579
00:17:41,067 --> 00:17:42,467
WE CAME TOGETHER TO DO THAT.

580
00:17:42,467 --> 00:17:44,400
AND NOW OUR CRAFT PERSONS CAN

581
00:17:44,400 --> 00:17:46,167
BE TRAINED ANYWHERE IN THE

582
00:17:46,167 --> 00:17:47,600
COUNTRY, ANYWHERE IN THE STATE,

583
00:17:47,600 --> 00:17:49,033
AND WE CAN COMPETE ANYWHERE IN

584
00:17:49,033 --> 00:17:50,733
THE STATE AS WELL AS AROUND THE

585
00:17:50,733 --> 00:17:52,100
COUNTRY AND AROUND THE WORLD.

586
00:17:52,100 --> 00:17:52,900
>> YOUR QUESTION.

587
00:17:52,900 --> 00:17:54,900
>> MY QUESTION IS,

588
00:17:54,900 --> 00:17:56,000
REPRESENTATIVE, WHY WOULDN'T

589
00:17:56,000 --> 00:17:57,300
WE, AND YOU AS A BUSINESS

590
00:17:57,300 --> 00:17:59,600
PERSON, WHY WOULDN'T YOU WANT

591
00:17:59,600 --> 00:18:01,233
TO TAKE ADVANTAGE OF THAT AND

592
00:18:01,233 --> 00:18:03,267
HAVE OUR CHILDREN COMPETE BOTH

593
00:18:03,267 --> 00:18:04,300
THROUGHOUT OUR STATE,

594
00:18:04,300 --> 00:18:06,433
THROUGHOUT OUR COUNTRY, AND

595
00:18:06,433 --> 00:18:10,700
AROUND THE WORLD WITH HIGHER

596
00:18:10,700 --> 00:18:11,200
STANDARDS?

597
00:18:11,200 --> 00:18:12,133
>> THAT IS A GREAT QUESTION.

598
00:18:12,133 --> 00:18:14,133
I AGREE WE NEED TO RAISE

599
00:18:14,133 --> 00:18:15,300
EXPECTATIONS AND WE CAN HAVE A

600
00:18:15,300 --> 00:18:18,367
SET OF STANDARDS.

601
00:18:18,367 --> 00:18:22,567
TO SAY WE ARE GOING TO -- TO DO

602
00:18:22,567 --> 00:18:24,200
THAT IN THE WORK FORCE, THAT

603
00:18:24,200 --> 00:18:25,733
COULD POSSIBLY BE A VERY GOOD

604
00:18:25,733 --> 00:18:26,267
THING.

605
00:18:26,267 --> 00:18:32,333
WHY DO YOU WANT TO STANDARDIZE

606
00:18:32,333 --> 00:18:34,200
LOUISIANA WITH NEW HAMPSHIRE,

607
00:18:34,200 --> 00:18:36,033
CALIFORNIA, FINLAND, POLAND,

608
00:18:36,033 --> 00:18:36,467
CHINA.

609
00:18:36,467 --> 00:18:37,800
WE HAVE DIFFERENT SETS OF

610
00:18:37,800 --> 00:18:38,933
VALUES HERE IN LOUISIANA THAN

611
00:18:38,933 --> 00:18:40,100
PEOPLE IN OTHER STATES ACROSS

612
00:18:40,100 --> 00:18:40,933
THE COUNTRY.

613
00:18:40,933 --> 00:18:41,800
I LOVE NEW HAMPSHIRE.

614
00:18:41,800 --> 00:18:43,800
I'M GLAD THEY'RE PART OF THIS

615
00:18:43,800 --> 00:18:44,733
COUNTRY.

616
00:18:44,733 --> 00:18:47,133
I DON'T WANT TO TEACH MY KIDS

617
00:18:47,133 --> 00:18:47,733
LIKE THEM.

618
00:18:47,733 --> 00:18:48,600
I DON'T WANT THEM TO BE

619
00:18:48,600 --> 00:18:49,333
NEW HAMPSHIRE.

620
00:18:49,333 --> 00:18:50,400
ONCE WE TURN AWAY THAT CONTROL

621
00:18:50,400 --> 00:18:51,667
AND GIVE IT TO THE FEDERAL

622
00:18:51,667 --> 00:18:52,700
LEVEL, WE'RE DONE.

623
00:18:52,700 --> 00:18:54,600
WE HAVE NO INPUT ANYMORE AT THE

624
00:18:54,600 --> 00:18:55,800
PARENT AND LOCAL LEVEL AND I

625
00:18:55,800 --> 00:18:56,800
THINK THAT IS SOMETHING THAT

626
00:18:56,800 --> 00:18:59,067
THIS COUNTRY HAS BEEN FOUNDED

627
00:18:59,067 --> 00:19:01,033
ON.

628
00:19:01,033 --> 00:19:03,600
AMERICAN EXCEPTIONALISM --

629
00:19:03,600 --> 00:19:04,933
LOOK, I WANT TO RAISE THE BAR.

630
00:19:04,933 --> 00:19:06,467
RAISE IT AS HIGH AS YOU WANT TO

631
00:19:06,467 --> 00:19:07,200
RAISE IT.

632
00:19:07,200 --> 00:19:08,900
MAKE IT A REACHABLE GOAL AND

633
00:19:08,900 --> 00:19:11,467
LET'S GO DO THAT.

634
00:19:11,467 --> 00:19:14,400
I'M NOT OPPOSED TO THAT.

635
00:19:14,400 --> 00:19:15,667
I DON'T WANT THE FEDERAL

636
00:19:15,667 --> 00:19:17,133
GOVERNMENT TELLING US HOW TO DO

637
00:19:17,133 --> 00:19:17,633
THIS.

638
00:19:17,633 --> 00:19:18,700
THE FEDERAL GOVERNMENT WILL SAY

639
00:19:18,700 --> 00:19:19,767
THEY HAVE NOTHING DO IT WITH IT

640
00:19:19,767 --> 00:19:22,733
AND IT IS NOT A FEDERAL

641
00:19:22,733 --> 00:19:23,300
CURRICULUM.

642
00:19:23,300 --> 00:19:24,300
WHEN YOU HAVE TO -- THAT IS A

643
00:19:24,300 --> 00:19:25,667
NATIONAL ASSESSMENT.

644
00:19:25,667 --> 00:19:26,767
EVALUATION, TEACHER PAY,

645
00:19:26,767 --> 00:19:27,967
EVERYTHING BUILT ON STUDENT

646
00:19:27,967 --> 00:19:28,667
PERFORMANCE.

647
00:19:28,667 --> 00:19:30,633
YOU ARE GOING TO HAVE TO TEACH

648
00:19:30,633 --> 00:19:31,167
TO THAT.

649
00:19:31,167 --> 00:19:33,267
YOUR KIDS ARE GOING TO HAVE TO

650
00:19:33,267 --> 00:19:35,700
PASS THE TEST AND BY DEFAULT IT

651
00:19:35,700 --> 00:19:36,967
WILL BECOME MORE NATIONAL.

652
00:19:36,967 --> 00:19:38,300
>> REPRESENTATIVE, LET'S GET

653
00:19:38,300 --> 00:19:40,600
THIS CLEAR THOUGH.

654
00:19:40,600 --> 00:19:43,900
KEN BRADFORD, IT ISN'T A

655
00:19:43,900 --> 00:19:45,633
NATIONAL CURRICULUM, IS IT?

656
00:19:45,633 --> 00:19:46,633
>> THERE IS A DIFFERENCE

657
00:19:46,633 --> 00:19:48,300
BETWEEN A STANDARD AND A

658
00:19:48,300 --> 00:19:48,900
CURRICULUM.

659
00:19:48,900 --> 00:19:51,733
A STANDARD IS A TASK THAT A

660
00:19:51,733 --> 00:19:52,933
STUDENT MUST ACHIEVE BY THE END

661
00:19:52,933 --> 00:19:54,467
OF THE COURSE OR THE END OF THE

662
00:19:54,467 --> 00:19:55,233
SCHOOL YEAR.

663
00:19:55,233 --> 00:19:57,967
THE CURRICULUM ENCOMPASSES THE

664
00:19:57,967 --> 00:20:00,000
TEXTBOOK, THE RESOURCES THAT GO

665
00:20:00,000 --> 00:20:01,767
ALONG THAT THE TEACHERS ARE

666
00:20:01,767 --> 00:20:02,467
USING, ETC.

667
00:20:02,467 --> 00:20:03,833
AND WE WOULD AGREE WITH THE

668
00:20:03,833 --> 00:20:05,200
REPRESENTATIVE THAT WE DO NOT

669
00:20:05,200 --> 00:20:07,533
WANT A NATIONAL CURRICULUM.

670
00:20:07,533 --> 00:20:08,767
WE BELIEVE IN LOCAL CONTROL.

671
00:20:08,767 --> 00:20:10,800
AND THERE IS A STANDARD

672
00:20:10,800 --> 00:20:11,967
ATTACHED THAT THE STUDENT MUST

673
00:20:11,967 --> 00:20:13,367
ACHIEVE BY THE END OF THE YEAR.

674
00:20:13,367 --> 00:20:15,133
BUT THE SCHOOL DISTRICTS AND

675
00:20:15,133 --> 00:20:16,200
THE SCHOOLS HAVE THE

676
00:20:16,200 --> 00:20:18,133
FLEXIBILITY TO IDENTIFY THE

677
00:20:18,133 --> 00:20:19,267
APPROPRIATE CURRICULUM THAT

678
00:20:19,267 --> 00:20:20,833
THEY WOULD LIKE TO USE AND THE

679
00:20:20,833 --> 00:20:21,367
TEXTBOOK.

680
00:20:21,367 --> 00:20:23,900
THE EXAM, ITSELF, IS ALSO NOT A

681
00:20:23,900 --> 00:20:25,567
NATIONAL EXAM.

682
00:20:25,567 --> 00:20:30,267
THE POCK EXAM IS A -- STATES

683
00:20:30,267 --> 00:20:31,467
THAT HAVE COME TOGETHER THAT WE

684
00:20:31,467 --> 00:20:33,567
WOULD LIKE TO DEVELOP AN

685
00:20:33,567 --> 00:20:35,500
ASSESSMENT TO MEASURE COMMON

686
00:20:35,500 --> 00:20:38,033
CORE -- LOUISIANA ONE OF 25

687
00:20:38,033 --> 00:20:39,400
STATES PARTICIPATING IN THE

688
00:20:39,400 --> 00:20:40,733
PARK EXAMS.

689
00:20:40,733 --> 00:20:43,133
THOSE EXAM ASSESSMENT ITEMS

690
00:20:43,133 --> 00:20:46,600
HAVE BEEN DEVELOPED IN UNISON

691
00:20:46,600 --> 00:20:48,900
WITH ALL OF THE 25 STATES, AND

692
00:20:48,900 --> 00:20:51,433
INCLUDE LOUISIANA EDUCATORS AND

693
00:20:51,433 --> 00:20:51,867
TEACHERS.

694
00:20:51,867 --> 00:20:55,933
>> YOUR SIDE, KIRBY.

695
00:20:55,933 --> 00:20:57,533
>> WOULD YOU ASK YOUR QUESTION?

696
00:20:57,533 --> 00:20:59,433
ARE YOU CONVINCED?

697
00:20:59,433 --> 00:21:00,000
>> NO.

698
00:21:00,000 --> 00:21:01,933
MY NAME IS MICHAEL, I'M A

699
00:21:01,933 --> 00:21:03,633
RETIRED EDUCATOR.

700
00:21:03,633 --> 00:21:06,033
AND I WRITE A BLOG FOR

701
00:21:06,033 --> 00:21:07,200
EDUCATORS AND FOR PARENTS.

702
00:21:07,200 --> 00:21:10,933
AND IN MY RESEARCH FOR THE

703
00:21:10,933 --> 00:21:12,800
BLOG, I FOUND THAT OUT OF THE

704
00:21:12,800 --> 00:21:14,533
25 PERSONS WHO WERE APPOINTED

705
00:21:14,533 --> 00:21:17,267
TO WRITE THE STANDARDS, THERE

706
00:21:17,267 --> 00:21:19,333
WAS NOT A SINGLE PRACTICING

707
00:21:19,333 --> 00:21:20,500
CLASSROOM TEACHER IN THAT

708
00:21:20,500 --> 00:21:20,967
GROUP.

709
00:21:20,967 --> 00:21:25,533
LATER ON, TEACHERS GOT TO LOOK

710
00:21:25,533 --> 00:21:26,933
AT IT BUT THERE WHETHER OR NOT

711
00:21:26,933 --> 00:21:27,867
MANY CHANGES MADE.

712
00:21:27,867 --> 00:21:28,867
MY QUESTION TO THE EXXON

713
00:21:28,867 --> 00:21:29,867
REPRESENTATIVE IN PARTICULAR

714
00:21:29,867 --> 00:21:32,167
IS, IF YOU WERE GOING TO REVAMP

715
00:21:32,167 --> 00:21:34,167
YOUR PROCEDURE FOR ONE OF YOUR

716
00:21:34,167 --> 00:21:35,100
PLANTS, WOULD YOU CONSIDER

717
00:21:35,100 --> 00:21:38,300
DOING IT -- WOULD IT BE WISE TO

718
00:21:38,300 --> 00:21:39,500
DO THAT WITHOUT CONSULTING WITH

719
00:21:39,500 --> 00:21:41,133
THE OPERATORS, PEOPLE

720
00:21:41,133 --> 00:21:42,400
EXPERIENCED ON THE JOB AND WHO

721
00:21:42,400 --> 00:21:44,433
ARE GOING TO HAVE TO MAKE IT

722
00:21:44,433 --> 00:21:44,833
WORK?

723
00:21:44,833 --> 00:21:45,900
WOULD THAT MAKE ANY SENSE?

724
00:21:45,900 --> 00:21:47,133
>> VERY GOOD QUESTION, AND

725
00:21:47,133 --> 00:21:47,800
THANK YOU.

726
00:21:47,800 --> 00:21:49,633
I AGREE WITH YOU THAT WE WOULD

727
00:21:49,633 --> 00:21:51,967
CERTAINLY CONSULT WITH THE

728
00:21:51,967 --> 00:21:53,233
OPERATORS AND THE PEOPLE THAT

729
00:21:53,233 --> 00:21:56,000
OPERATE THE PLANT.

730
00:21:56,000 --> 00:21:58,800
BUT WE WOULD HAVE THE ENGINEERS

731
00:21:58,800 --> 00:22:00,600
AND THE HIGHER SKILLED FOLKS

732
00:22:00,600 --> 00:22:02,233
ACTUALLY DEVELOP THE STANDARDS

733
00:22:02,233 --> 00:22:03,733
AND FROM WHAT -- AND, AGAIN,

734
00:22:03,733 --> 00:22:05,400
I'M NOT A PROFESSIONAL

735
00:22:05,400 --> 00:22:07,933
EDUCATOR, BUT I DO KNOW THAT,

736
00:22:07,933 --> 00:22:10,233
FOR EXAMPLE, WE HAVE

737
00:22:10,233 --> 00:22:12,100
REPRESENTATIVES FROM THE CANE

738
00:22:12,100 --> 00:22:13,733
CENTER HERE, A NUMBER OF

739
00:22:13,733 --> 00:22:15,133
PROFESSIONAL EDUCATORS FROM THE

740
00:22:15,133 --> 00:22:16,600
CANE CENTER THAT WERE INVOLVED

741
00:22:16,600 --> 00:22:18,033
IN ACTUALLY DEVELOPING THE

742
00:22:18,033 --> 00:22:19,733
STANDARDS AND THEY WERE

743
00:22:19,733 --> 00:22:21,467
REVIEWED BY TEACHERS LATER.

744
00:22:21,467 --> 00:22:22,767
AT LEAST FROM WHERE WE SIT, IT

745
00:22:22,767 --> 00:22:24,733
SEEMS TO BE A VERY SIMILAR

746
00:22:24,733 --> 00:22:26,800
PROCESS TO ONE THAT WE WOULD

747
00:22:26,800 --> 00:22:27,200
FOLLOW.

748
00:22:27,200 --> 00:22:28,367
>> MS. BARRIOS, WHAT IS YOUR

749
00:22:28,367 --> 00:22:29,133
VIEW OF THIS?

750
00:22:29,133 --> 00:22:32,400
>> AS A PROFESSIONAL EDUCATOR,

751
00:22:32,400 --> 00:22:34,000
I -- I WOULD LIKE TO HAVE THE

752
00:22:34,000 --> 00:22:35,600
TIME TO EDUCATE THE PUBLIC FROM

753
00:22:35,600 --> 00:22:39,800
AN EDUCATIONAL PERSPECTIVE

754
00:22:39,800 --> 00:22:41,267
WHAT'S WRONG WITH THE COMMON

755
00:22:41,267 --> 00:22:42,333
CORE STANDARDS.

756
00:22:42,333 --> 00:22:43,933
I KNOW WE HEAR IT IS ONLY A SET

757
00:22:43,933 --> 00:22:44,900
OF STANDARDS.

758
00:22:44,900 --> 00:22:48,300
IF IT WERE ONLY A SET OF

759
00:22:48,300 --> 00:22:49,433
STANDARDS, WHICH ALL OF THE

760
00:22:49,433 --> 00:22:50,733
STATES HAVE HAD FOR QUITE

761
00:22:50,733 --> 00:22:51,833
SOMETIME, AND LOUISIANA'S WAS

762
00:22:51,833 --> 00:22:53,200
CONSIDERED TO BE QUITE GOOD,

763
00:22:53,200 --> 00:22:54,367
TEACHERS WOULD HAVE NO PROBLEM

764
00:22:54,367 --> 00:22:54,867
WITH IT.

765
00:22:54,867 --> 00:22:57,500
IT IS A BENCHMARK.

766
00:22:57,500 --> 00:23:00,667
THESE STANDARDS OF ATTACHED TO

767
00:23:00,667 --> 00:23:02,500
A HIGH STAKES, MEANING STUDENTS

768
00:23:02,500 --> 00:23:04,667
WILL PASS OR FAIL BASED ON IT,

769
00:23:04,667 --> 00:23:05,667
TEACHERS WERE LOSE THEIR

770
00:23:05,667 --> 00:23:07,667
EMPLOYMENT OR BE DEEMED HIGHLY

771
00:23:07,667 --> 00:23:09,467
EFFECTIVE BY VIRTUE OF IT, AND

772
00:23:09,467 --> 00:23:10,667
SCHOOLS CAN BE CLOSED BECAUSE

773
00:23:10,667 --> 00:23:11,967
OF IT, AS A RESULT OF IT.

774
00:23:11,967 --> 00:23:13,833
IT IS A HIGH STAKES

775
00:23:13,833 --> 00:23:14,667
STANDARDIZED TEST.

776
00:23:14,667 --> 00:23:19,800
WE HAVE MOVED FROM STANDARDS TO

777
00:23:19,800 --> 00:23:20,867
STANDARDIZATION, TWO VERY

778
00:23:20,867 --> 00:23:21,433
DIFFERENT THINGS.

779
00:23:21,433 --> 00:23:22,667
IT IS A SLIPPERY SLOPE.

780
00:23:22,667 --> 00:23:24,700
IN ORDER FOR THAT TEST TO BE

781
00:23:24,700 --> 00:23:26,267
USED AS HIGH STAKES ACCORDING

782
00:23:26,267 --> 00:23:28,533
TO POLICY OF US ED AND

783
00:23:28,533 --> 00:23:30,167
RESEARCH, IT HAS TO BE ALIGNED

784
00:23:30,167 --> 00:23:31,867
WITH A CURRICULUM.

785
00:23:31,867 --> 00:23:34,867
SO, THE CURRICULUM WILL BE

786
00:23:34,867 --> 00:23:36,000
STANDARDIZED BASED ON THE TEST

787
00:23:36,000 --> 00:23:38,567
AND THE TEST IS BASED ON THE

788
00:23:38,567 --> 00:23:39,000
STANDARDS.

789
00:23:39,000 --> 00:23:40,800
>> MAYA, YOU ARE A TEACHER AS

790
00:23:40,800 --> 00:23:41,300
WELL.

791
00:23:41,300 --> 00:23:43,667
TELL ME, ARE YOU WORRIED THAT

792
00:23:43,667 --> 00:23:46,000
YOUR STUDENTS -- THEIR PARENTS

793
00:23:46,000 --> 00:23:47,400
WILL BE OUTRAGED AND THEY WON'T

794
00:23:47,400 --> 00:23:48,933
BE ABLE TO GO FORWARD AND PASS

795
00:23:48,933 --> 00:23:51,500
THESE TESTS, THESE STANDARDIZED

796
00:23:51,500 --> 00:23:51,933
TESTS?

797
00:23:51,933 --> 00:23:54,400
>> NO, I'M NOT WORRIED AT ALL

798
00:23:54,400 --> 00:23:55,000
ACTUALLY.

799
00:23:55,000 --> 00:23:55,933
FOR YEARS BEFORE COMMON CORE

800
00:23:55,933 --> 00:24:00,833
WAS INTRODUCED, I YIELDED LOTS

801
00:24:00,833 --> 00:24:02,767
OF CONCERNS FROM PARENT

802
00:24:02,767 --> 00:24:05,033
REGARDING THEIR CHILD'S

803
00:24:05,033 --> 00:24:06,333
PREPARATION, AND THEIR LACK

804
00:24:06,333 --> 00:24:07,267
THERE OF.

805
00:24:07,267 --> 00:24:09,000
WHEN COMMON CORE CAME ABOUT AND

806
00:24:09,000 --> 00:24:10,267
I HAD THE OPPORTUNITY TO MEET

807
00:24:10,267 --> 00:24:11,600
WITH PARENTS AND SHOW THEM WHAT

808
00:24:11,600 --> 00:24:13,600
IT LOOKS LIKE IN PRACTICE, THEY

809
00:24:13,600 --> 00:24:14,833
HAVE BEEN WELCOMING IT WITH

810
00:24:14,833 --> 00:24:16,600
OPEN ARMS AND OUR STUDENTS HAVE

811
00:24:16,600 --> 00:24:17,600
RISEN TO THE OCCASION.

812
00:24:17,600 --> 00:24:19,900
IT IS REMARKABLE THAT THE

813
00:24:19,900 --> 00:24:22,233
COMMON CORE STATE STANDARDS,

814
00:24:22,233 --> 00:24:25,667
EMPHASIZE SPEAKING AND

815
00:24:25,667 --> 00:24:27,333
LISTENING, AN IMPORTANT

816
00:24:27,333 --> 00:24:28,667
SKILL -- I HAVE RECEIVED

817
00:24:28,667 --> 00:24:30,000
STUDENTS AT THE BEGINNING OF

818
00:24:30,000 --> 00:24:32,067
THE NEAR WHO WERE NONVERBAL AND

819
00:24:32,067 --> 00:24:35,600
BY VIRTUE OF CREATING A

820
00:24:35,600 --> 00:24:37,067
VERBALLY RICH CLASSROOM,

821
00:24:37,067 --> 00:24:39,067
LANGUAGE, QUESTIONS, SEMINARS,

822
00:24:39,067 --> 00:24:40,833
THOSE STUDENTS LEAVE ME ABLE TO

823
00:24:40,833 --> 00:24:42,733
SPEAK AND ENGAGE IN WAYS THAT

824
00:24:42,733 --> 00:24:43,667
THEY WEREN'T BEFORE.

825
00:24:43,667 --> 00:24:46,467
COMMON CORE IS INCREDIBLY

826
00:24:46,467 --> 00:24:48,033
POWERFUL AND I FEEL LIKE MY

827
00:24:48,033 --> 00:24:49,367
PARENTS ARE READY AND MY KIDS

828
00:24:49,367 --> 00:24:49,867
ARE, TOO.

829
00:24:49,867 --> 00:24:50,967
>> OTHER QUESTIONS HERE.

830
00:24:50,967 --> 00:24:52,200
SIR, WOULD YOU LIKE TO ASK A

831
00:24:52,200 --> 00:24:52,800
QUESTION.

832
00:24:52,800 --> 00:24:53,633
GIVE US YOUR NAME.

833
00:24:53,633 --> 00:24:55,867
>> BRIAN ADAMS, TEACH FOR

834
00:24:55,867 --> 00:24:56,967
AMERICA, SOUTH LOUISIANA.

835
00:24:56,967 --> 00:24:59,133
TEACH FOR AMERICA IS A

836
00:24:59,133 --> 00:25:00,267
NONPROFIT THAT BRINGS TEACHERS

837
00:25:00,267 --> 00:25:02,600
AND LEADERS INTO SOME OF THE

838
00:25:02,600 --> 00:25:04,133
HIGHEST NEED SCHOOLS ACROSS THE

839
00:25:04,133 --> 00:25:04,733
COUNTRY.

840
00:25:04,733 --> 00:25:06,300
MY QUESTION RELATES TO IF YOU

841
00:25:06,300 --> 00:25:09,533
LOOK AT LOUISIANA, IT RANKED

842
00:25:09,533 --> 00:25:11,267
NEAR THE VERY BOTTOM OF THE

843
00:25:11,267 --> 00:25:12,800
EXAM RESULTS AND HAS CONTINUED

844
00:25:12,800 --> 00:25:14,233
TO LAG BEHIND EDUCATIONAL

845
00:25:14,233 --> 00:25:15,633
ACHIEVEMENT AT LEAST IN PART

846
00:25:15,633 --> 00:25:17,400
BECAUSE OUR STANDARDS HAVE BEEN

847
00:25:17,400 --> 00:25:19,100
HISTORICALLY LOWER THAN THE

848
00:25:19,100 --> 00:25:20,967
STANDARDS OF OTHER STATES.

849
00:25:20,967 --> 00:25:24,433
COMMON CORE WAS AN ATTEMPT TO

850
00:25:24,433 --> 00:25:25,900
BASICALLY GET OUR STATE -- OUR

851
00:25:25,900 --> 00:25:27,233
STUDENTS TO A POINT WHERE THEY

852
00:25:27,233 --> 00:25:30,067
COULD BE COMPETITIVE WITH OTHER

853
00:25:30,067 --> 00:25:30,567
STATES.

854
00:25:30,567 --> 00:25:32,567
MY QUESTION IS TO THE PANEL, DO

855
00:25:32,567 --> 00:25:33,533
YOU BELIEVE THAT ALL OF

856
00:25:33,533 --> 00:25:34,967
LOUISIANA STUDENTS ARE ABLE TO

857
00:25:34,967 --> 00:25:36,667
ACHIEVE AT THESE HIGHER

858
00:25:36,667 --> 00:25:38,200
STANDARDS, AND IF SO, WHAT IS

859
00:25:38,200 --> 00:25:40,000
IT GOING TO TAKE?

860
00:25:40,000 --> 00:25:41,233
IF YOU DON'T BELIEVE LOUISIANA

861
00:25:41,233 --> 00:25:42,400
STUDENTS ARE ABLE TO ACHIEVE AT

862
00:25:42,400 --> 00:25:44,067
THESE STANDARDS, WHAT WOULD YOU

863
00:25:44,067 --> 00:25:45,067
SUGGEST THAT STANDARD THAT

864
00:25:45,067 --> 00:25:46,200
SHOULD BE IN PLACE?

865
00:25:46,200 --> 00:25:47,000
>> ALL RIGHT.

866
00:25:47,000 --> 00:25:48,367
THAT IS A PRETTY TOUGH

867
00:25:48,367 --> 00:25:52,233
QUESTION, BUT I'M SURE, YES,

868
00:25:52,233 --> 00:25:52,533
LEE.

869
00:25:52,533 --> 00:25:54,000
>> FIRST OF ALL, STANDARDS

870
00:25:54,000 --> 00:25:55,333
DON'T SET THE BAR FOR THE

871
00:25:55,333 --> 00:25:55,900
CLASSROOM.

872
00:25:55,900 --> 00:25:57,767
THE TEACHER SETS THE BAR BASED

873
00:25:57,767 --> 00:25:59,033
ON HER CLASSROOM, THE

874
00:25:59,033 --> 00:26:00,100
INDIVIDUAL STUDENTS IN IT.

875
00:26:00,100 --> 00:26:03,067
WE HAVE BEEN TOLD FOR YEARS AND

876
00:26:03,067 --> 00:26:04,900
LEARNED HOW TO INDIVIDUALIZE

877
00:26:04,900 --> 00:26:07,467
LESSONS FOR STUDENTS BECAUSE

878
00:26:07,467 --> 00:26:08,967
THEY'RE ALL DIFFERENT, LEARNING

879
00:26:08,967 --> 00:26:10,133
DIFFERENT LEVELS AT DIFFERENT

880
00:26:10,133 --> 00:26:12,200
SPEEDS.

881
00:26:12,200 --> 00:26:14,333
SO, STANDARDS -- YOU CAN RAISE

882
00:26:14,333 --> 00:26:15,767
THE BAR FOR STANDARDS ALL YOU

883
00:26:15,767 --> 00:26:16,200
WANT.

884
00:26:16,200 --> 00:26:17,833
THE TEACHER IN THE CLASSROOM

885
00:26:17,833 --> 00:26:19,833
DETERMINES HOW TO PRESENT THAT

886
00:26:19,833 --> 00:26:21,100
MATERIAL AND WHAT HER STUDENTS

887
00:26:21,100 --> 00:26:25,067
AT ANY GIVEN TIME CAN ACCEPT.

888
00:26:25,067 --> 00:26:27,700
THERE IS AN ABSOLUTE DIRECT

889
00:26:27,700 --> 00:26:29,033
CORRELATION BETWEEN

890
00:26:29,033 --> 00:26:30,467
SOCIOECONOMIC STATUS AND HOW

891
00:26:30,467 --> 00:26:32,033
STUDENTS PERFORM AND

892
00:26:32,033 --> 00:26:36,167
STANDARDIZED TESTS, BOTH WITH A

893
00:26:36,167 --> 00:26:38,767
AN INTERNATIONAL TEST AND A

894
00:26:38,767 --> 00:26:40,367
TEST IN THE UNITED STATES.

895
00:26:40,367 --> 00:26:41,567
LOUISIANA IS I BELIEVE, SECOND

896
00:26:41,567 --> 00:26:43,467
TO THE LAST, HIGHEST POVERTY IN

897
00:26:43,467 --> 00:26:44,633
THE UNITED STATES.

898
00:26:44,633 --> 00:26:46,633
THEREFORE, THAT HAS A LOT TO DO

899
00:26:46,633 --> 00:26:49,500
WITH THAT CORRELATION.

900
00:26:49,500 --> 00:26:51,700
AND INTERNATIONALLY, IF YOU

901
00:26:51,700 --> 00:26:54,300
AGGREGATE STUDENT SCORES FROM

902
00:26:54,300 --> 00:26:56,467
THE UNITED STATES AND SEPARATE

903
00:26:56,467 --> 00:26:58,433
THOSE IN POVERTY FROM THOSE WHO

904
00:26:58,433 --> 00:27:00,000
ARE NOT AND COMPARE THEM TO SAY

905
00:27:00,000 --> 00:27:01,767
FINLAND WHICH IS SUPPOSED TO BE

906
00:27:01,767 --> 00:27:03,633
AT THE TOP AND HAS BASICALLY

907
00:27:03,633 --> 00:27:05,067
ZERO POVERTY, WE ARE RIGHT UP

908
00:27:05,067 --> 00:27:07,267
THERE TOWARD THE TOP WITH THOSE

909
00:27:07,267 --> 00:27:07,667
NATIONS.

910
00:27:07,667 --> 00:27:09,067
>> YOU ARE SAYING THEN THAT

911
00:27:09,067 --> 00:27:10,500
POOR STUDENTS CAN'T ACHIEVE.

912
00:27:10,500 --> 00:27:11,733
>> NO, I'M NOT SAYING THAT.

913
00:27:11,733 --> 00:27:13,233
>> THAT IS WHAT IT SOUNDS LIKE.

914
00:27:13,233 --> 00:27:14,833
>> I'M SAYING THEY NEED A

915
00:27:14,833 --> 00:27:16,033
DIFFERENT PRESENTATION, THEY

916
00:27:16,033 --> 00:27:18,233
NEED TO BE WORKED WITH MORE

917
00:27:18,233 --> 00:27:20,267
INTENSELY AND IN DIFFERENT

918
00:27:20,267 --> 00:27:20,667
WAYS.

919
00:27:20,667 --> 00:27:21,733
>> ANYBODY ELSE WANT TO JUMP IN

920
00:27:21,733 --> 00:27:22,433
ON THIS ONE.

921
00:27:22,433 --> 00:27:23,400
YEAH, KEN.

922
00:27:23,400 --> 00:27:25,233
>> AS A FORMER SCHOOLTEACHER

923
00:27:25,233 --> 00:27:26,467
NORTH BATON ROUGE HIGH

924
00:27:26,467 --> 00:27:27,800
SCHOOLTEACHER FOR SEVEN YEARS

925
00:27:27,800 --> 00:27:29,500
MYSELF, AND CURRENTLY HAVING

926
00:27:29,500 --> 00:27:32,133
THREE CHILDREN IN A RURAL

927
00:27:32,133 --> 00:27:33,667
LOUISIANA PUBLIC SCHOOL SYSTEM,

928
00:27:33,667 --> 00:27:36,000
GRADES THREE, FIVE, AND NINE, I

929
00:27:36,000 --> 00:27:37,600
WILL SAY THIS.

930
00:27:37,600 --> 00:27:39,833
I WILL SUPPORT WHAT MAYA WAS

931
00:27:39,833 --> 00:27:42,433
SAYING ABOUT THE STANDARDS.

932
00:27:42,433 --> 00:27:43,900
BUT AS FAR AS THE EXAMS -- SHE

933
00:27:43,900 --> 00:27:46,267
IS CORRECT, WE'RE RANKED 47th

934
00:27:46,267 --> 00:27:49,300
IS OUR BEST RATING AND THAT IS

935
00:27:49,300 --> 00:27:50,700
ON OUR EIGHTH GRADE MATH FOR

936
00:27:50,700 --> 00:27:51,867
THE NAPE RATING.

937
00:27:51,867 --> 00:27:53,867
AND WE DO NEED TO RAISE THE

938
00:27:53,867 --> 00:27:54,300
STANDARDS.

939
00:27:54,300 --> 00:27:56,200
AND WE WOULD AGREE THAT EVERY

940
00:27:56,200 --> 00:27:57,933
STUDENT, REGARDLESS OF

941
00:27:57,933 --> 00:27:59,333
SOCIOECONOMIC CLASS SHOULD HAVE

942
00:27:59,333 --> 00:28:01,900
ACCESS TO A RIGOROUS

943
00:28:01,900 --> 00:28:02,467
CURRICULUM.

944
00:28:02,467 --> 00:28:04,067
WE WOULD AGREE THEY ALL SHOULD.

945
00:28:04,067 --> 00:28:05,733
>> WHAT I'M HEARING, THERE ARE

946
00:28:05,733 --> 00:28:06,767
DIFFERENT APPROACHES THAT

947
00:28:06,767 --> 00:28:07,600
SHOULD BE TAKEN.

948
00:28:07,600 --> 00:28:09,033
THAT IS WHAT YOU ARE SAYING?

949
00:28:09,033 --> 00:28:11,500
>> RIGHT, AND ALSO THAT A

950
00:28:11,500 --> 00:28:13,533
STANDARDIZED TEST, WHICH IS THE

951
00:28:13,533 --> 00:28:15,367
MEASUREMENT THAT WE'RE USING --

952
00:28:15,367 --> 00:28:17,800
IT IS A QUANTITATIVE TEST USED

953
00:28:17,800 --> 00:28:20,700
TO MEASURE A QUALITATIVE -- THE

954
00:28:20,700 --> 00:28:23,633
QUALITY OF LEARNING.

955
00:28:23,633 --> 00:28:25,500
YOU CAN'T MEASURE QUALITY WITH

956
00:28:25,500 --> 00:28:27,933
QUANTITATIVE MEASURES.

957
00:28:27,933 --> 00:28:30,333
A STANDARDIZED TEST DOES NOT

958
00:28:30,333 --> 00:28:32,467
SHOW HOW MUCH A STUDENT HAS

959
00:28:32,467 --> 00:28:32,933
LEARNED.

960
00:28:32,933 --> 00:28:34,433
IT SHOWS HOW MANY QUESTIONS

961
00:28:34,433 --> 00:28:36,400
THEY ANSWERED CORRECTLY ON THAT

962
00:28:36,400 --> 00:28:36,800
TEST.

963
00:28:36,800 --> 00:28:37,900
>> WHAT WE'RE HEARING FROM SOME

964
00:28:37,900 --> 00:28:39,500
OF THE BUSINESS PEOPLE, PEOPLE

965
00:28:39,500 --> 00:28:40,933
ARRIVE AND THEY'RE NOT

966
00:28:40,933 --> 00:28:41,400
PREPARED.

967
00:28:41,400 --> 00:28:44,000
>> YES, WE ARE SEEING A HIGHER

968
00:28:44,000 --> 00:28:46,400
DEGREE OF APPLICANTS FOR JOBS

969
00:28:46,400 --> 00:28:48,967
NOT QUALIFIED TO FILL THE JOBS.

970
00:28:48,967 --> 00:28:52,067
WE ARE SEEING HIGHER DEGREE OF

971
00:28:52,067 --> 00:28:52,700
DIFFICULTY.

972
00:28:52,700 --> 00:28:55,600
WE DO TEST OUR APPLICANTS FOR

973
00:28:55,600 --> 00:28:56,733
MATH AND SCIENCE CAPABILITY

974
00:28:56,733 --> 00:28:58,067
BEFORE THEY COME IN THE DOOR,

975
00:28:58,067 --> 00:28:59,900
AND, UNFORTUNATELY, WE ARE

976
00:28:59,900 --> 00:29:01,267
SEEING A SIGNIFICANT PERCENTAGE

977
00:29:01,267 --> 00:29:03,500
THAT ARE NOT PASSING.

978
00:29:03,500 --> 00:29:04,700
WHICH IS A SIGNIFICANT DRIVER

979
00:29:04,700 --> 00:29:06,433
FOR THE REASON THAT WE'RE

980
00:29:06,433 --> 00:29:07,533
SUPPORTING GOING FORWARD WITH

981
00:29:07,533 --> 00:29:08,800
THE STANDARDS.

982
00:29:08,800 --> 00:29:11,267
>> AND THAT MAKES SENSE SINCE

983
00:29:11,267 --> 00:29:13,800
NO CHILD LEFT BEHIND INSTITUTED

984
00:29:13,800 --> 00:29:15,600
STANDARDIZED TESTING, WAS IT

985
00:29:15,600 --> 00:29:17,333
13, 14 YEARS AGO.

986
00:29:17,333 --> 00:29:19,733
THAT THAT IS THE PROBLEM WITH

987
00:29:19,733 --> 00:29:21,100
STANDARDIZED TESTING.

988
00:29:21,100 --> 00:29:22,533
NARROWING THE CURRICULUM,

989
00:29:22,533 --> 00:29:24,867
FOCUSING ON A TEST.

990
00:29:24,867 --> 00:29:25,967
>> ONE THING THAT SEEMS TO BE

991
00:29:25,967 --> 00:29:27,400
MISSING OUT OF THIS

992
00:29:27,400 --> 00:29:29,100
CONVERSATION, THERE IS NOTHING

993
00:29:29,100 --> 00:29:31,033
PROHIBITING US FROM DOING THIS

994
00:29:31,033 --> 00:29:31,933
NOW.

995
00:29:31,933 --> 00:29:33,633
WE DON'T HAVE TO JOIN COMMON

996
00:29:33,633 --> 00:29:35,500
CORE TO RAISE OUR EXPECTATIONS

997
00:29:35,500 --> 00:29:36,700
AND TO CHANGE THE STUDENT

998
00:29:36,700 --> 00:29:38,267
LEARNING HERE IN LOUISIANA AND

999
00:29:38,267 --> 00:29:40,267
TO MOVE FROM 47 UP.

1000
00:29:40,267 --> 00:29:42,400
IT HAS BEEN 47, 49 AS LONG AS I

1001
00:29:42,400 --> 00:29:43,267
CAN REMEMBER.

1002
00:29:43,267 --> 00:29:44,500
NONE OF US LIKE THAT.

1003
00:29:44,500 --> 00:29:45,867
I DON'T THINK -- NOBODY HAS

1004
00:29:45,867 --> 00:29:48,433
BEEN PROUD THAT WE'RE 47th.

1005
00:29:48,433 --> 00:29:49,000
OKAY.

1006
00:29:49,000 --> 00:29:50,100
BUT A RADICAL CHANGE IN

1007
00:29:50,100 --> 00:29:51,600
EDUCATION -- BY THE WAY, IT WAS

1008
00:29:51,600 --> 00:29:52,433
NOT STATE LED.

1009
00:29:52,433 --> 00:29:54,133
STATE LED MEANS THAT ALL OF THE

1010
00:29:54,133 --> 00:29:55,967
LEGISLATIVE BODIES ACROSS 50

1011
00:29:55,967 --> 00:29:56,967
STATES GOT TOGETHER HAD

1012
00:29:56,967 --> 00:29:59,267
DISCUSSION, OPEN FORUMS, PUBLIC

1013
00:29:59,267 --> 00:30:00,367
MEETINGS, TESTIFYING AND

1014
00:30:00,367 --> 00:30:01,667
SOMEBODY VOTED AND WE CAME TO

1015
00:30:01,667 --> 00:30:05,700
THIS CONSENSUS.

1016
00:30:05,700 --> 00:30:07,400
THIS WAS NOT STATE LED.

1017
00:30:07,400 --> 00:30:08,933
STATE LED IS IF SOMEBODY IS

1018
00:30:08,933 --> 00:30:10,300
HELD ACCOUNTABLE.

1019
00:30:10,300 --> 00:30:12,200
AND SO WHY -- WHY DO WE WANT TO

1020
00:30:12,200 --> 00:30:13,800
GIVE THAT UP SO THAT -- SO THAT

1021
00:30:13,800 --> 00:30:16,300
IN THE NAME OF HAVING A BETTER

1022
00:30:16,300 --> 00:30:17,200
QUALIFIED EMPLOYEE?

1023
00:30:17,200 --> 00:30:18,900
WE WANT THEM TOO.

1024
00:30:18,900 --> 00:30:20,433
I WANT BETTER QUALIFIED

1025
00:30:20,433 --> 00:30:21,600
EMPLOYEES TO SHOW UP AT MY DOOR

1026
00:30:21,600 --> 00:30:22,233
AS WELL.

1027
00:30:22,233 --> 00:30:23,333
WE CAN DO THAT RIGHT NOW.

1028
00:30:23,333 --> 00:30:25,167
OUR TEACHERS ARE WONDERFUL.

1029
00:30:25,167 --> 00:30:26,633
RAISE THE EXPECTATIONS, PROVIDE

1030
00:30:26,633 --> 00:30:27,933
THE RESOURCES WE NEED AND WE

1031
00:30:27,933 --> 00:30:29,033
CAN DO THAT.

1032
00:30:29,033 --> 00:30:30,933
FORGET JOIN COMMON CORE.

1033
00:30:30,933 --> 00:30:33,200
>> THE STATE LED BY WHOM?

1034
00:30:33,200 --> 00:30:35,267
>> STATE LED BY THE NATIONAL

1035
00:30:35,267 --> 00:30:36,900
GOVERNMENT ASSOCIATION, PRIVATE

1036
00:30:36,900 --> 00:30:37,400
GROUP.

1037
00:30:37,400 --> 00:30:38,633
WHEN YOU TALK ABOUT STATE LED,

1038
00:30:38,633 --> 00:30:39,833
PEOPLE THINK THAT YOU DISCUSSED

1039
00:30:39,833 --> 00:30:41,567
THE ISSUE, PARENTS AND TEACHERS

1040
00:30:41,567 --> 00:30:43,033
AND EXPERTS HAVE COME AND

1041
00:30:43,033 --> 00:30:43,600
TESTIFIED.

1042
00:30:43,600 --> 00:30:44,533
YOU HAVE IDENTIFIED PROBLEM

1043
00:30:44,533 --> 00:30:45,800
AREAS AND YOU HAVE TRIED TO

1044
00:30:45,800 --> 00:30:47,067
SOLVE THOSE PROBLEMS.

1045
00:30:47,067 --> 00:30:48,533
WE HAVE NOT DONE THAT.

1046
00:30:48,533 --> 00:30:50,700
WE ARE IN IT AND NOW WE HAVE

1047
00:30:50,700 --> 00:30:51,900
ALL OF THESE PROBLEMS.

1048
00:30:51,900 --> 00:30:52,733
YOU CAN'T FIX IT.

1049
00:30:52,733 --> 00:30:54,433
IT HAS BEEN WRITTEN, IT'S DONE,

1050
00:30:54,433 --> 00:30:55,333
AND WE'RE IN.

1051
00:30:55,333 --> 00:30:57,600
AND BY THE WAY, IF YOU HAVE 25

1052
00:30:57,600 --> 00:30:59,767
STATES DOING THE PARK TEST, HOW

1053
00:30:59,767 --> 00:31:00,933
IS IT COMMON ANYWAY.

1054
00:31:00,933 --> 00:31:02,400
WHAT ARE THE OTHER 25 STATES

1055
00:31:02,400 --> 00:31:02,900
DOING?

1056
00:31:02,900 --> 00:31:04,000
THIS WHOLE THING IS BAFFLING TO

1057
00:31:04,000 --> 00:31:04,367
ME.

1058
00:31:04,367 --> 00:31:06,100
>> WE HAVE A QUESTION FROM

1059
00:31:06,100 --> 00:31:08,567
SOMEONE, FORGIVE ME IF I

1060
00:31:08,567 --> 00:31:10,200
MISCHARACTERIZE YOUR OPINION,

1061
00:31:10,200 --> 00:31:11,600
STARTED OFF SKEPTICAL AND IS

1062
00:31:11,600 --> 00:31:13,733
NOW MAYBE MORE CONVINCED, IS

1063
00:31:13,733 --> 00:31:15,400
THAT A FAIR REPRESENTATION?

1064
00:31:15,400 --> 00:31:16,467
>> I WOULDN'T SAY THAT.

1065
00:31:16,467 --> 00:31:18,900
MY NAME IS RYAN, AND I AM A

1066
00:31:18,900 --> 00:31:20,267
MEMBER OF THE REPUBLICAN STATE

1067
00:31:20,267 --> 00:31:22,200
CENTRAL COMMITTEE AND A

1068
00:31:22,200 --> 00:31:23,200
CONSERVATIVE POLITICAL

1069
00:31:23,200 --> 00:31:23,567
ACTIVIST.

1070
00:31:23,567 --> 00:31:25,933
AND I'M ALSO A FORMER PUBLIC

1071
00:31:25,933 --> 00:31:27,100
SCHOOLTEACHER IN BATON ROUGE,

1072
00:31:27,100 --> 00:31:28,333
TAUGHT MIDDLE SCHOOL MATH FOR

1073
00:31:28,333 --> 00:31:29,800
THREE YEARS IN THE BATON ROUGE

1074
00:31:29,800 --> 00:31:30,400
SYSTEM.

1075
00:31:30,400 --> 00:31:31,967
AND I STRONGLY SUPPORT THE

1076
00:31:31,967 --> 00:31:35,600
STANDARDS BECAUSE THEY'RE NOT A

1077
00:31:35,600 --> 00:31:37,667
FEDERAL TAKEOVER.

1078
00:31:37,667 --> 00:31:38,933
REPRESENTATIVE GEYMANN SAYS

1079
00:31:38,933 --> 00:31:40,200
THAT THEY ARE AND SAYS THAT

1080
00:31:40,200 --> 00:31:41,667
THEY MIGHT BE IN THE FUTURE.

1081
00:31:41,667 --> 00:31:44,967
HE KNOWS THERE IS NO FEDERAL

1082
00:31:44,967 --> 00:31:46,667
ROLE, CONSPIRACY THEORY THAT

1083
00:31:46,667 --> 00:31:47,967
THERE MIGHT BE A FEDERAL

1084
00:31:47,967 --> 00:31:50,200
TAKEOVER LATER I DON'T SEE ANY

1085
00:31:50,200 --> 00:31:51,200
BASIS WHATSOEVER FOR THAT

1086
00:31:51,200 --> 00:31:52,400
EXCEPT FEAR AND I DON'T THINK

1087
00:31:52,400 --> 00:31:53,800
THAT IS A GOOD MOTIVATION FOR

1088
00:31:53,800 --> 00:31:54,400
POLITICS.

1089
00:31:54,400 --> 00:31:56,200
AS A FORMER TEACHER, I SUPPORT

1090
00:31:56,200 --> 00:31:58,267
THE STANDARDS BECAUSE THE OLD

1091
00:31:58,267 --> 00:32:00,567
STANDARDS WERE NOT GOOD.

1092
00:32:00,567 --> 00:32:04,933
TEACHING 6th GRADE MATH, ONE

1093
00:32:04,933 --> 00:32:07,300
FIFTH OF THE STUDENTS KNOW THE

1094
00:32:07,300 --> 00:32:10,033
TIME TABLES, AND TRYING TO --

1095
00:32:10,033 --> 00:32:11,833
LOUISIANA'S OLD STANDARDS WERE

1096
00:32:11,833 --> 00:32:14,033
SO BROAD, A MILE WIDE, AN INCH

1097
00:32:14,033 --> 00:32:15,800
DEEP, AND KIDS DID NOT LEARN

1098
00:32:15,800 --> 00:32:17,233
THE ESSENTIAL FACTS THAT THEY

1099
00:32:17,233 --> 00:32:18,133
NEEDED TO LEARN.

1100
00:32:18,133 --> 00:32:19,267
THOSE ARE REASONS THAT I

1101
00:32:19,267 --> 00:32:21,800
STRONGLY SUPPORT THE STANDARDS.

1102
00:32:21,800 --> 00:32:23,300
FOR REPRESENTATIVE GEYMANN,

1103
00:32:23,300 --> 00:32:24,467
WHAT ABOUT LOUISIANA STUDENTS

1104
00:32:24,467 --> 00:32:25,600
DO YOU THINK IS SO DIFFERENT

1105
00:32:25,600 --> 00:32:28,933
THAT THEY SHOULD NOT LEARN

1106
00:32:28,933 --> 00:32:34,300
THEIR MULTIPLICATION TABLES IN

1107
00:32:34,300 --> 00:32:35,000
THIRD GRADES.

1108
00:32:35,000 --> 00:32:36,733
IN -- YOU ARE PROPOSING TO GO

1109
00:32:36,733 --> 00:32:39,033
BACK TO THE OLD STANDARDS,

1110
00:32:39,033 --> 00:32:40,700
UNLESS -- I DON'T SEE ANY

1111
00:32:40,700 --> 00:32:42,367
PROPOSAL FROM YOU THIS IS HOW

1112
00:32:42,367 --> 00:32:44,200
WE CAN RAISE OUR STANDARDS

1113
00:32:44,200 --> 00:32:45,233
SEPARATELY, AND I WOULD ASK

1114
00:32:45,233 --> 00:32:46,433
AREN'T YOU REALLY SAYING THAT

1115
00:32:46,433 --> 00:32:47,433
LOUISIANA STUDENTS SHOULD BE

1116
00:32:47,433 --> 00:32:48,567
HELD TO A LOWER STANDARD?

1117
00:32:48,567 --> 00:32:50,833
>> YOU WILL SEE A PROPOSAL,

1118
00:32:50,833 --> 00:32:52,867
SIR, AND I THINK IT IS A GREAT

1119
00:32:52,867 --> 00:32:53,467
QUESTION.

1120
00:32:53,467 --> 00:32:55,300
I HAVE 12 LEGISLATIVE

1121
00:32:55,300 --> 00:32:56,467
INSTRUMENTS DEALING WITH THIS

1122
00:32:56,467 --> 00:32:57,033
TOPIC.

1123
00:32:57,033 --> 00:32:58,600
YOU WILL SEE A GROUP OF US IN

1124
00:32:58,600 --> 00:33:01,067
THE LEGISLATIVE BODY PROPOSING

1125
00:33:01,067 --> 00:33:02,800
AN ALTERNATIVE TO COMMON CORE.

1126
00:33:02,800 --> 00:33:07,733
WE WILL RAISE THE -- IT WILL

1127
00:33:07,733 --> 00:33:08,533
RAISE THE EXPECTATIONS, THERE

1128
00:33:08,533 --> 00:33:10,433
ARE THINGS THAT ARE GOOD ABOUT

1129
00:33:10,433 --> 00:33:11,133
COMMON CORE.

1130
00:33:11,133 --> 00:33:12,367
THE CONSPIRACY THING -- A LOT

1131
00:33:12,367 --> 00:33:13,767
OF PEOPLE LIKE TO LOOK AT THE

1132
00:33:13,767 --> 00:33:16,433
OPPOSITION, YOU ARE A BUNCH OF

1133
00:33:16,433 --> 00:33:19,067
YOU KNOW WHAT OFFER, CONSPIRACY

1134
00:33:19,067 --> 00:33:19,900
THEORY GOING ON.

1135
00:33:19,900 --> 00:33:21,067
TEXAS DID NOT JOIN IT.

1136
00:33:21,067 --> 00:33:22,800
I BELIEVE EXXON IS LOCATED IN

1137
00:33:22,800 --> 00:33:23,300
DALLAS.

1138
00:33:23,300 --> 00:33:24,733
THERE IS NOTHING WRONG WITH

1139
00:33:24,733 --> 00:33:26,067
TEXAS NECESSARILY.

1140
00:33:26,067 --> 00:33:28,067
LET'S NOT GET INTO THE

1141
00:33:28,067 --> 00:33:29,200
CONSPIRACY THEORY ISSUE.

1142
00:33:29,200 --> 00:33:30,433
LET'S TALK ABOUT WHETHER WE

1143
00:33:30,433 --> 00:33:32,067
WANT TO CONTROL OUR EDUCATION

1144
00:33:32,067 --> 00:33:33,267
IN LOUISIANA, OR DO WE WANT TO

1145
00:33:33,267 --> 00:33:36,100
TURN IT OVER TO A NATIONAL

1146
00:33:36,100 --> 00:33:37,233
AGENDA OF COMMON STATE

1147
00:33:37,233 --> 00:33:38,467
CURRICULUM, AND IT WILL, BY THE

1148
00:33:38,467 --> 00:33:40,267
WAY, IT HAS TO BE A NATIONAL

1149
00:33:40,267 --> 00:33:42,833
CURRICULUM IF YOU ARE PASSING A

1150
00:33:42,833 --> 00:33:44,500
NATIONAL ASSESSMENT.

1151
00:33:44,500 --> 00:33:46,267
LET'S DO THAT LOCALLY HERE IN

1152
00:33:46,267 --> 00:33:47,633
LOUISIANA WITH EXPERTS.

1153
00:33:47,633 --> 00:33:48,767
NOTHING PROHIBITING US FROM

1154
00:33:48,767 --> 00:33:49,567
DOING THAT NOW.

1155
00:33:49,567 --> 00:33:51,167
>> BETH, YOU HAVE A QUESTION.

1156
00:33:51,167 --> 00:33:52,100
PLEASE, STAND UP.

1157
00:33:52,100 --> 00:33:54,467
YOU ARE NOT SO HAPPY WITH IT,

1158
00:33:54,467 --> 00:33:54,933
RIGHT?

1159
00:33:54,933 --> 00:33:55,900
>> NO, I'M NOT.

1160
00:33:55,900 --> 00:33:56,567
>> ALL RIGHT.

1161
00:33:56,567 --> 00:34:03,167
>> I AM A FORMER EDUCATOR.

1162
00:34:03,167 --> 00:34:07,033
I TAUGHT COLLEGE BOUND

1163
00:34:07,033 --> 00:34:07,733
STUDENTS.

1164
00:34:07,733 --> 00:34:09,200
SINCE THE IMPLEMENTATION OF

1165
00:34:09,200 --> 00:34:10,600
COMMON CORE IN MY DISTRICT,

1166
00:34:10,600 --> 00:34:12,700
THIS YEAR, I AM NOW A HOME

1167
00:34:12,700 --> 00:34:13,500
SCHOOL MOTHER.

1168
00:34:13,500 --> 00:34:16,000
I HAVE PULLED MY CHILD FROM THE

1169
00:34:16,000 --> 00:34:16,500
SYSTEM.

1170
00:34:16,500 --> 00:34:18,500
AND I HAVE SEVERAL REASONS I'M

1171
00:34:18,500 --> 00:34:20,000
CONCERNED ABOUT COMMON CORE.

1172
00:34:20,000 --> 00:34:23,300
ONE OF THEM IS THE CURRICULUM,

1173
00:34:23,300 --> 00:34:26,167
ESPECIALLY THE CONTENT, AND THE

1174
00:34:26,167 --> 00:34:28,600
OTHER IS THE INSTRUCTION, AND,

1175
00:34:28,600 --> 00:34:30,533
THIRDLY, IS THE DATA SHARING.

1176
00:34:30,533 --> 00:34:31,733
SO THOSE ARE SOME MAIN CONCERNS

1177
00:34:31,733 --> 00:34:33,567
THAT I HAVE ABOUT THE COMMON

1178
00:34:33,567 --> 00:34:34,033
CORE.

1179
00:34:34,033 --> 00:34:37,167
NOW, I WOULD LIKE TO ADDRESS MY

1180
00:34:37,167 --> 00:34:40,100
QUESTION TO MS. BENNETT, AND

1181
00:34:40,100 --> 00:34:41,733
THEN TO MS. BARRIOS.

1182
00:34:41,733 --> 00:34:43,267
ESSENTIALLY, IF YOU LOOK AT THE

1183
00:34:43,267 --> 00:34:46,167
COMMON CORE STANDARDS, IF YOU

1184
00:34:46,167 --> 00:34:48,000
READ THEM IN DEPTH, YOU WILL

1185
00:34:48,000 --> 00:34:49,400
NOTICE THAT THERE IS A

1186
00:34:49,400 --> 00:34:52,767
PARTICULARLY HEAVY EMPHASIS ON

1187
00:34:52,767 --> 00:34:55,500
A 1930s LITERARY THEORY CALLED

1188
00:34:55,500 --> 00:34:56,533
NEW CRITICISM.

1189
00:34:56,533 --> 00:34:59,333
IN THAT, YOU WILL FIND THE

1190
00:34:59,333 --> 00:34:59,933
GUIDELINES.

1191
00:34:59,933 --> 00:35:01,533
WE'RE TALKING ABOUT THE

1192
00:35:01,533 --> 00:35:03,300
CURRICULUM NOT BEING AFFECTED.

1193
00:35:03,300 --> 00:35:05,833
THE GUIDE BOOK FOR BEING COMMON

1194
00:35:05,833 --> 00:35:07,233
CORE ALIGNED THAT WAS WRITTEN

1195
00:35:07,233 --> 00:35:09,133
BY TWO OF THE PEOPLE THAT WROTE

1196
00:35:09,133 --> 00:35:11,400
THE STANDARDS INDICATES THAT

1197
00:35:11,400 --> 00:35:13,133
THERE IS GOING TO BE AN

1198
00:35:13,133 --> 00:35:13,633
EMPHASIS.

1199
00:35:13,633 --> 00:35:17,167
IN FACT IT SAYS IN THERE,

1200
00:35:17,167 --> 00:35:18,800
QUOTE, HEAVY PRIORITIES ON THE

1201
00:35:18,800 --> 00:35:21,467
COMMON CORE BASED ON THIS NEW

1202
00:35:21,467 --> 00:35:22,133
CRITICISM.

1203
00:35:22,133 --> 00:35:24,400
I SAW IT IN MY SON'S OWN

1204
00:35:24,400 --> 00:35:24,800
TEXTBOOK.

1205
00:35:24,800 --> 00:35:26,233
IT WAS NOT GOING TO GET HIM

1206
00:35:26,233 --> 00:35:27,067
COLLEGE BOUND.

1207
00:35:27,067 --> 00:35:28,700
IT WAS NOT GOING TO PREPARE HIM

1208
00:35:28,700 --> 00:35:29,433
FOR COLLEGE.

1209
00:35:29,433 --> 00:35:30,833
MS. BENNETT, WHAT DO YOU

1210
00:35:30,833 --> 00:35:32,167
CONSIDER MIGHT BE THE LONG TERM

1211
00:35:32,167 --> 00:35:34,000
EFFECTS OF USING A SET OF

1212
00:35:34,000 --> 00:35:35,567
STANDARDS AND ANNUAL

1213
00:35:35,567 --> 00:35:38,667
ASSESSMENTS BASED HEAVILY UPON

1214
00:35:38,667 --> 00:35:40,233
ESSENTIALLY ONE LITERARY THEORY

1215
00:35:40,233 --> 00:35:42,300
TO THE EXCLUSION OF

1216
00:35:42,300 --> 00:35:43,767
APPROXIMATELY 12 OTHER THEORIES

1217
00:35:43,767 --> 00:35:45,733
ON THE DEVELOPMENT OF STUDENT

1218
00:35:45,733 --> 00:35:48,167
LITERACY, PARTICULARLY THE

1219
00:35:48,167 --> 00:35:49,333
COLLEGE-BOUND KIDS WHEN THEY GO

1220
00:35:49,333 --> 00:35:50,933
TO COLLEGE AND THE EXPECTATION

1221
00:35:50,933 --> 00:35:53,533
IN COLLEGE IS THE ABILITY TO

1222
00:35:53,533 --> 00:35:55,400
ADDRESS TEXT IN MULTIPLE WAYS

1223
00:35:55,400 --> 00:35:57,500
AND FOR MULTIPLE PURPOSES, NOT

1224
00:35:57,500 --> 00:35:59,700
ADDRESSED BY THE NEW CRITICISM?

1225
00:35:59,700 --> 00:36:00,700
>> THAT IS INTERESTING.

1226
00:36:00,700 --> 00:36:02,067
I'VE DONE A LOT OF READING AND

1227
00:36:02,067 --> 00:36:03,033
I HAVE NOT SEEN THAT.

1228
00:36:03,033 --> 00:36:04,867
DO YOU WANT TO REACT TO THAT?

1229
00:36:04,867 --> 00:36:06,333
>> CERTAINLY, THAT IS NEW

1230
00:36:06,333 --> 00:36:07,433
INFORMATION FOR ME.

1231
00:36:07,433 --> 00:36:09,400
TO YOUR QUESTION REGARDING THE

1232
00:36:09,400 --> 00:36:10,467
LONG-TERM VISION FOR WHAT

1233
00:36:10,467 --> 00:36:11,767
COMMON CORE MEANS FOR OUR KIDS,

1234
00:36:11,767 --> 00:36:13,867
I SEE AN OPPORTUNITY FOR THE

1235
00:36:13,867 --> 00:36:15,000
STUDENTS OF LOUISIANA TO RISE

1236
00:36:15,000 --> 00:36:17,367
TO THE TOP OF THE NATION IN

1237
00:36:17,367 --> 00:36:19,267
TERMS OF OUR EDUCATIONAL

1238
00:36:19,267 --> 00:36:19,733
SYSTEM.

1239
00:36:19,733 --> 00:36:22,600
I ALSO SEE AN OPPORTUNITY TO

1240
00:36:22,600 --> 00:36:23,500
ANNIHILATE POVERTY.

1241
00:36:23,500 --> 00:36:25,467
I REALLY THINK BY HOLDING ALL

1242
00:36:25,467 --> 00:36:27,033
STUDENTS IN OUR COUNTRY TO

1243
00:36:27,033 --> 00:36:28,667
STANDARDS THAT ARE

1244
00:36:28,667 --> 00:36:30,700
INTERNATIONALLY BENCHMARK,

1245
00:36:30,700 --> 00:36:31,733
LOGICAL IN PROGRESSION AND

1246
00:36:31,733 --> 00:36:32,933
THOUGHTFUL IN TERMS OF THEIR

1247
00:36:32,933 --> 00:36:34,067
INTENTION TO PREPARE STUDENTS

1248
00:36:34,067 --> 00:36:36,100
FOR COLLEGE AND CAREER SUCCESS,

1249
00:36:36,100 --> 00:36:37,733
THAT WE CAN TRANSFORM OUR STATE

1250
00:36:37,733 --> 00:36:39,100
AND OUR COUNTRY AND OUR

1251
00:36:39,100 --> 00:36:40,633
CHILDREN'S LIVES, WHICH IS THE

1252
00:36:40,633 --> 00:36:41,633
MOST IMPORTANT THING.

1253
00:36:41,633 --> 00:36:44,767
I WOULD ALSO LIKE TO ALSO

1254
00:36:44,767 --> 00:36:46,400
DISCUSS THE LITERACY COMPONENT

1255
00:36:46,400 --> 00:36:47,167
OF COMMON CORE.

1256
00:36:47,167 --> 00:36:48,433
I THINK IT IS REMARKABLE THAT

1257
00:36:48,433 --> 00:36:49,733
WE ARE NOW MOVING INTO AN AGE

1258
00:36:49,733 --> 00:36:51,867
WHERE WE HAVE A BALANCED

1259
00:36:51,867 --> 00:36:53,633
EMPHASIS ON INFORMATIONAL TEXT

1260
00:36:53,633 --> 00:37:01,467
AND LITERATURE.

1261
00:37:01,467 --> 00:37:04,233
TAKE COMMAND OF THE ENGLISH

1262
00:37:04,233 --> 00:37:05,667
LANGUAGE, THEY CAN SPEAK THE

1263
00:37:05,667 --> 00:37:06,800
LANGUAGE OF POWER, GOING BACK

1264
00:37:06,800 --> 00:37:10,700
TO LISTENING AND SPEAKING

1265
00:37:10,700 --> 00:37:12,633
STANDARDS, AND COMPETE GLOBALLY

1266
00:37:12,633 --> 00:37:14,967
FOR CAREERS AND THE AMERICAN

1267
00:37:14,967 --> 00:37:16,167
DREAM REALLY.

1268
00:37:16,167 --> 00:37:17,900
I AM EXCITED ABOUT COMMON CORE.

1269
00:37:17,900 --> 00:37:19,633
AS WE MOVE FORWARD WITH

1270
00:37:19,633 --> 00:37:20,833
IMPLEMENTATION, WE HAVE TO BE

1271
00:37:20,833 --> 00:37:22,567
SENSITIVE AND KIND TO ONE

1272
00:37:22,567 --> 00:37:26,167
ANOTHER RECOGNIZING THAT THERE

1273
00:37:26,167 --> 00:37:28,800
WILL BE MISTAKES MADE ALONG THE

1274
00:37:28,800 --> 00:37:29,233
WAY.

1275
00:37:29,233 --> 00:37:33,700
COMMON CORE -- IT WILL TAKE

1276
00:37:33,700 --> 00:37:37,533
TIME TO GET THIS RIGHT, SO

1277
00:37:37,533 --> 00:37:39,833
WE'RE GOING TO KIND OF LAX THE

1278
00:37:39,833 --> 00:37:41,067
WAY WE HOLD SCHOOLS

1279
00:37:41,067 --> 00:37:41,567
ACCOUNTABLE.

1280
00:37:41,567 --> 00:37:42,800
>> TAKE TIME TO GET IT RIGHT.

1281
00:37:42,800 --> 00:37:44,067
THAT'S CERTAINLY TRUE.

1282
00:37:44,067 --> 00:37:45,533
>> WELL, GO BACK -- TO GO BACK

1283
00:37:45,533 --> 00:37:47,100
TO THE QUESTION.

1284
00:37:47,100 --> 00:37:49,100
I THINK WHAT BETH WAS REFERRING

1285
00:37:49,100 --> 00:37:50,800
TO IS THE IMBALANCE THAT IS

1286
00:37:50,800 --> 00:37:52,800
BEING CREATED AND IN THE

1287
00:37:52,800 --> 00:37:53,367
CURRICULUM.

1288
00:37:53,367 --> 00:37:54,800
ALTHOUGH WE HAVE A SET OF

1289
00:37:54,800 --> 00:37:56,133
STANDARDS, IT HAS REACHED OVER

1290
00:37:56,133 --> 00:37:59,733
INTO THE CURRICULUM, AND

1291
00:37:59,733 --> 00:38:02,267
REQUIRING OR STATING THAT 70%

1292
00:38:02,267 --> 00:38:03,967
IN SECONDARY SCHOOLS, I BELIEVE

1293
00:38:03,967 --> 00:38:07,633
IT IS 7th, 8th, THROUGH 12th,

1294
00:38:07,633 --> 00:38:11,233
ARE TO FOCUS 70% OF THEIR

1295
00:38:11,233 --> 00:38:12,267
LITERATURE ON INFORMATIONAL

1296
00:38:12,267 --> 00:38:14,100
TEXT AS OPPOSED TO LITERATURE

1297
00:38:14,100 --> 00:38:15,800
SAY, FICTION, CLASSICAL

1298
00:38:15,800 --> 00:38:18,733
LITERATURE, THAT SORT OF THING.

1299
00:38:18,733 --> 00:38:22,733
AND THE NEW CRITICISM

1300
00:38:22,733 --> 00:38:24,633
FOCUSING -- CLOSED READING.

1301
00:38:24,633 --> 00:38:26,533
AND WHAT IT DOES IS TAKE A TEXT

1302
00:38:26,533 --> 00:38:28,567
AND IT ASKS THE STUDENT TO

1303
00:38:28,567 --> 00:38:31,467
FOCUS ON THAT TEXT WITHOUT

1304
00:38:31,467 --> 00:38:33,733
CONSIDERING HISTORICAL CONTEXT

1305
00:38:33,733 --> 00:38:35,267
OR PERSONAL EXPERIENCE, ALL OF

1306
00:38:35,267 --> 00:38:36,967
THOSE, AND TO ANALYZE THAT TEXT

1307
00:38:36,967 --> 00:38:38,867
BASED ON THAT.

1308
00:38:38,867 --> 00:38:41,800
NOW, THAT IS ONE METHODOLOGY.

1309
00:38:41,800 --> 00:38:43,733
AND EVIDENTLY IT DOES HELP

1310
00:38:43,733 --> 00:38:46,067
STUDENTS THAT ARE SLOW LEARNERS

1311
00:38:46,067 --> 00:38:49,500
OR THAT ARE BEHIND IN THEIR

1312
00:38:49,500 --> 00:38:52,233
LEARNING TO GET THEM

1313
00:38:52,233 --> 00:38:52,967
JUMPSTARTED.

1314
00:38:52,967 --> 00:38:53,833
BUT BY NO MEANS SHOULD BE

1315
00:38:53,833 --> 00:38:56,967
FOCUSED ON IF A STUDENT IS --

1316
00:38:56,967 --> 00:38:58,333
ESPECIALLY IF THEY'RE GOING TO

1317
00:38:58,333 --> 00:38:59,533
COLLEGE AND THEY NEED THE

1318
00:38:59,533 --> 00:39:03,167
BACKGROUND OF THAT LITERARY

1319
00:39:03,167 --> 00:39:04,267
ANALYSIS.

1320
00:39:04,267 --> 00:39:06,833
ELA TEACHERS -- HAVE COMBINED

1321
00:39:06,833 --> 00:39:08,667
THEIR STUDY OF CLASSICAL

1322
00:39:08,667 --> 00:39:09,933
LITERATURE WITH ALL OF THE

1323
00:39:09,933 --> 00:39:11,233
BACKGROUND INFORMATION AND

1324
00:39:11,233 --> 00:39:12,667
PERSONAL EXPERIENCE AND

1325
00:39:12,667 --> 00:39:14,400
HISTORIC AND CULTURAL CONTEXT

1326
00:39:14,400 --> 00:39:17,300
THAT GO ALONG WITH THAT.

1327
00:39:17,300 --> 00:39:20,767
PERFECT EXAMPLE "TO KILL A

1328
00:39:20,767 --> 00:39:21,333
MOCKINGBIRD."

1329
00:39:21,333 --> 00:39:22,367
>>> WE HAVE SOME STUDENTS HERE

1330
00:39:22,367 --> 00:39:23,467
AND I WILL GET THEIR OPINIONS

1331
00:39:23,467 --> 00:39:24,267
HERE IN A MOMENT.

1332
00:39:24,267 --> 00:39:25,667
THAT IS WE'RE ASKING PEOPLE TO

1333
00:39:25,667 --> 00:39:27,667
SHOW YOU HOW YOU GOT TO THE

1334
00:39:27,667 --> 00:39:28,100
ANSWER.

1335
00:39:28,100 --> 00:39:29,300
AND THAT'S WHAT YOU ARE REALLY

1336
00:39:29,300 --> 00:39:30,567
TALKING ABOUT IN THE WHOLE MATH

1337
00:39:30,567 --> 00:39:31,100
AREA.

1338
00:39:31,100 --> 00:39:32,767
YOU HAVE TO SHOW ALL OF THE

1339
00:39:32,767 --> 00:39:33,233
STEPS.

1340
00:39:33,233 --> 00:39:34,467
ISN'T THAT ONE OF THE THINGS WE

1341
00:39:34,467 --> 00:39:35,133
WERE LOOKING AT?

1342
00:39:35,133 --> 00:39:36,567
>> YES, ABSOLUTELY.

1343
00:39:36,567 --> 00:39:38,067
>> WE HAVE A QUESTION FROM OVER

1344
00:39:38,067 --> 00:39:38,667
HERE.

1345
00:39:38,667 --> 00:39:40,667
STATE YOUR NAME AND YOUR

1346
00:39:40,667 --> 00:39:41,267
ORGANIZATION.

1347
00:39:41,267 --> 00:39:42,500
>> KEITH WITH THE ASSOCIATED

1348
00:39:42,500 --> 00:39:43,733
PROFESSIONAL EDUCATORS OF

1349
00:39:43,733 --> 00:39:44,400
LOUISIANA.

1350
00:39:44,400 --> 00:39:45,767
I WANTED TO SAY THAT BY

1351
00:39:45,767 --> 00:39:47,067
LISTENING TO THE PANEL I'M A

1352
00:39:47,067 --> 00:39:48,233
LITTLE DISAPPOINTED.

1353
00:39:48,233 --> 00:39:49,900
OUR TEACHERS ARE WORKING SO

1354
00:39:49,900 --> 00:39:52,167
HARD, DAY AND NIGHT, LESSON

1355
00:39:52,167 --> 00:39:53,733
PLANNING, WRITING THEIR OWN

1356
00:39:53,733 --> 00:39:55,200
CURRICULUM, ON THE PANEL, WE

1357
00:39:55,200 --> 00:39:56,500
HAVE INDIVIDUALS THAT ARE

1358
00:39:56,500 --> 00:39:58,333
ENTERTAINING THE IDEA OF SOME

1359
00:39:58,333 --> 00:40:00,833
SORT OF MYTHICAL FEDERAL

1360
00:40:00,833 --> 00:40:01,333
CURRICULUM.

1361
00:40:01,333 --> 00:40:03,600
MY QUESTION TO THE PANEL,

1362
00:40:03,600 --> 00:40:07,000
SPECIFICALLY REPRESENTATIVE

1363
00:40:07,000 --> 00:40:10,633
GEYMANN AND MIS-BENNETT, WHY

1364
00:40:10,633 --> 00:40:12,900
HAVE ALL OF THE CATHOLIC

1365
00:40:12,900 --> 00:40:14,100
DIOCESE ACCEPTED THE COMMON

1366
00:40:14,100 --> 00:40:15,667
CORE AND IMPLEMENTING IT AND

1367
00:40:15,667 --> 00:40:17,200
WHY WOULDN'T WE WANT THE SAME

1368
00:40:17,200 --> 00:40:18,467
OPPORTUNITIES IN PUBLIC SCHOOL

1369
00:40:18,467 --> 00:40:23,600
AS WE HAVE THIS PRIVATE SCHOOL?

1370
00:40:23,600 --> 00:40:25,367
>> I WOULD SAY WHY DID THE

1371
00:40:25,367 --> 00:40:27,100
PROFESSOR FROM NOTRE DAME, AND

1372
00:40:27,100 --> 00:40:29,367
CATHOLIC PROFESSORS ACROSS THE

1373
00:40:29,367 --> 00:40:31,367
COUNTRY, HIGH LEVEL

1374
00:40:31,367 --> 00:40:32,933
UNIVERSITIES, STANFORD AND SO

1375
00:40:32,933 --> 00:40:37,467
FORTH, COME OUT WITH A LETTER

1376
00:40:37,467 --> 00:40:39,100
TO CATHOLIC SCHOOLS ASKING THEM

1377
00:40:39,100 --> 00:40:40,367
NOT TO GET INTO COMMON CORE,

1378
00:40:40,367 --> 00:40:41,967
AND IF YOU ARE IN IT, GET OUT.

1379
00:40:41,967 --> 00:40:44,067
IF IF IS WORKING SO GOOD, WHY

1380
00:40:44,067 --> 00:40:46,233
DO WE HAVE THIS ISSUE ACROSS

1381
00:40:46,233 --> 00:40:47,667
THE NATION WITH THESE CONCERNS.

1382
00:40:47,667 --> 00:40:48,900
I WILL TELL YOU WHY BECAUSE IT

1383
00:40:48,900 --> 00:40:49,867
IS NOT STATE LED.

1384
00:40:49,867 --> 00:40:51,500
YOU DID NOT GET TO HAVE YOUR

1385
00:40:51,500 --> 00:40:52,000
INPUT.

1386
00:40:52,000 --> 00:40:54,267
WE DID NOT GET TO ADDRESS THESE

1387
00:40:54,267 --> 00:40:55,567
ISSUES AND WORK THROUGH THEM

1388
00:40:55,567 --> 00:40:57,600
BEFORE WE SIGNED OFF ON THIS

1389
00:40:57,600 --> 00:41:00,233
CURRICULUM OR SET OF STANDARDS

1390
00:41:00,233 --> 00:41:01,433
DEVELOPED BY TWO NONPROFIT

1391
00:41:01,433 --> 00:41:01,833
GROUPS.

1392
00:41:01,833 --> 00:41:02,667
THAT'S THE PROBLEM.

1393
00:41:02,667 --> 00:41:03,800
THAT'S WHERE I'M HERE TONIGHT

1394
00:41:03,800 --> 00:41:05,600
TO TELL YOU THAT I'M GOING TO

1395
00:41:05,600 --> 00:41:07,133
TRY TO ADDRESS THAT IN THE

1396
00:41:07,133 --> 00:41:08,467
LEGISLATIVE SESSION AND BRING

1397
00:41:08,467 --> 00:41:10,400
IT BACK HERE TO THE STATE WHERE

1398
00:41:10,400 --> 00:41:12,600
WE CAN DEAL WITH THE ISSUES.

1399
00:41:12,600 --> 00:41:14,267
>> I WANTED TO SPEAK TO THE

1400
00:41:14,267 --> 00:41:17,767
PROCESS ON THE ADOPTION.

1401
00:41:17,767 --> 00:41:21,600
STATE LED INITIATIVE,

1402
00:41:21,600 --> 00:41:23,133
GOVERNOR'S ASSOCIATION, SCHOOL

1403
00:41:23,133 --> 00:41:24,933
OFFICERS COORDINATED AND

1404
00:41:24,933 --> 00:41:26,933
FACILITATED THE DEVELOPMENT.

1405
00:41:26,933 --> 00:41:28,900
IT WAS -- IT WASN'T REQUIRED BY

1406
00:41:28,900 --> 00:41:29,600
THE STATE.

1407
00:41:29,600 --> 00:41:32,000
STATE BOARD OF ELEMENTARY AND

1408
00:41:32,000 --> 00:41:33,067
SECONDARY EDUCATION IN

1409
00:41:33,067 --> 00:41:34,433
LOUISIANA IS REQUIRED BY LAW

1410
00:41:34,433 --> 00:41:36,600
EVERY SEVEN YEARS TO REVIEW AND

1411
00:41:36,600 --> 00:41:39,700
ADOPT AND REFRESH STANDARDS.

1412
00:41:39,700 --> 00:41:41,867
AND THAT'S REQUIRED IN STATUTE,

1413
00:41:41,867 --> 00:41:42,467
IN LAW.

1414
00:41:42,467 --> 00:41:44,600
WHEN THEY WERE RELEASED, THEY

1415
00:41:44,600 --> 00:41:46,333
WERE OPEN FOR PUBLIC FEEDBACK.

1416
00:41:46,333 --> 00:41:50,000
THAT WAS BACK IN MARCH OF 2010,

1417
00:41:50,000 --> 00:41:51,433
AND THE EDUCATION ORGANIZATIONS

1418
00:41:51,433 --> 00:41:53,067
IN THE STATE, THE LOUISIANA

1419
00:41:53,067 --> 00:41:55,800
COUNCIL FOR TEACHERS OF

1420
00:41:55,800 --> 00:41:56,733
MATHEMATICS, LOUISIANA COUNCIL

1421
00:41:56,733 --> 00:41:58,800
FOR TEACHERS OF ENGLISH, SCHOOL

1422
00:41:58,800 --> 00:42:00,200
SUPERINTENDENT'S ASSOCIATIONS,

1423
00:42:00,200 --> 00:42:01,833
TEACHER UNION ASSOCIATIONS,

1424
00:42:01,833 --> 00:42:06,333
THEY ALL WEIGHED IN ON THE

1425
00:42:06,333 --> 00:42:07,533
COMMON CORE STATE STANDARDS AND

1426
00:42:07,533 --> 00:42:09,533
WERE EVENTUALLY ADOPTED BY THE

1427
00:42:09,533 --> 00:42:10,300
STATE BOARD.

1428
00:42:10,300 --> 00:42:14,533
>> THERE WAS NOT A VOTE HELD

1429
00:42:14,533 --> 00:42:23,000
PRIOR TO BESSY -- IT WAS

1430
00:42:23,000 --> 00:42:24,367
VOLUNTARY -- THERE WAS AN

1431
00:42:24,367 --> 00:42:25,533
INCENTIVE FOR US TO DO THIS.

1432
00:42:25,533 --> 00:42:27,533
ON THE COVER, IT LOOKS GOOD.

1433
00:42:27,533 --> 00:42:29,533
THE POINT IS WE DID IT

1434
00:42:29,533 --> 00:42:31,533
WITHOUT -- IT WAS NOT STATE LED

1435
00:42:31,533 --> 00:42:32,600
BECAUSE YOU ALL WERE NOT

1436
00:42:32,600 --> 00:42:33,200
INVOLVED.

1437
00:42:33,200 --> 00:42:34,367
A VERY SMALL GROUP OF PEOPLE

1438
00:42:34,367 --> 00:42:35,900
WERE INVOLVED.

1439
00:42:35,900 --> 00:42:38,667
BESSY -- THERE WAS A VOTE

1440
00:42:38,667 --> 00:42:42,233
TAKEN -- ALREADY DEVELOPED.

1441
00:42:42,233 --> 00:42:45,267
UP UNTIL THAT, BESSY DEVELOPED

1442
00:42:45,267 --> 00:42:46,600
ITS OWN SET OF STANDARDS AND

1443
00:42:46,600 --> 00:42:48,300
THAT IS WHAT WE HAVE TO GO BACK

1444
00:42:48,300 --> 00:42:48,767
TO --

1445
00:42:48,767 --> 00:42:50,000
>> SEVEN YEARS IS A LONG TIME

1446
00:42:50,000 --> 00:42:51,867
THESE DAYS AS I LOOK AT

1447
00:42:51,867 --> 00:42:53,000
COMPUTER SOFTWARE.

1448
00:42:53,000 --> 00:42:54,967
THEY MAKE ME UPGRADE IT IT

1449
00:42:54,967 --> 00:42:56,200
LOOKS LIKE EVERY SIX MONTHS.

1450
00:42:56,200 --> 00:42:57,900
IT IS PROBABLY THREE YEARS NOW.

1451
00:42:57,900 --> 00:42:59,567
SEVEN YEARS IS A LONG TIME TO

1452
00:42:59,567 --> 00:43:00,733
SEE WHETHER SOMETHING WORKS

1453
00:43:00,733 --> 00:43:01,300
WELL OR NOT.

1454
00:43:01,300 --> 00:43:03,167
ONE THING THAT I -- AS I'VE

1455
00:43:03,167 --> 00:43:04,467
READ AND MAYBE YOU ALL REACT TO

1456
00:43:04,467 --> 00:43:06,200
IT AND I HAVE A STUDENT HERE,

1457
00:43:06,200 --> 00:43:07,467
SOME PEOPLE WHO HAVE BEEN

1458
00:43:07,467 --> 00:43:09,467
ADOPTING IT AND DONE THE

1459
00:43:09,467 --> 00:43:11,900
TESTING, EVIDENTLY A LOT OF THE

1460
00:43:11,900 --> 00:43:13,300
CHILDREN ARE FAILING AND

1461
00:43:13,300 --> 00:43:15,167
PARENTS THEN GET VERY EXCITED

1462
00:43:15,167 --> 00:43:16,667
AND COME AND COMPLAIN ABOUT IT.

1463
00:43:16,667 --> 00:43:20,867
AND THAT IS A PROBLEM, IS IT

1464
00:43:20,867 --> 00:43:21,267
NOT?

1465
00:43:21,267 --> 00:43:23,500
>> ANY TIME YOU RAISE

1466
00:43:23,500 --> 00:43:24,467
STANDARDS, ACHIEVEMENT WILL

1467
00:43:24,467 --> 00:43:24,967
DECLINE.

1468
00:43:24,967 --> 00:43:26,133
HOWEVER, YOU HAVE TO LOOK AT IT

1469
00:43:26,133 --> 00:43:27,767
NOT AS A DECREASE NECESSARILY

1470
00:43:27,767 --> 00:43:28,833
BUT A NEW BASELINE.

1471
00:43:28,833 --> 00:43:30,267
WE ARE GETTING A FRESH START

1472
00:43:30,267 --> 00:43:31,267
HERE WITH COMMON CORE.

1473
00:43:31,267 --> 00:43:33,567
AND OUR STUDENTS ARE GOING TO

1474
00:43:33,567 --> 00:43:35,067
HAVE TO BE PREPARED FOR THE

1475
00:43:35,067 --> 00:43:36,833
HIGHER STANDARD, ALONG WITH

1476
00:43:36,833 --> 00:43:38,333
TEACHERS AND SCHOOL LEADERS AND

1477
00:43:38,333 --> 00:43:39,633
OUR COMMUNITY AND BUSINESS

1478
00:43:39,633 --> 00:43:40,567
LEADERS AS WELL.

1479
00:43:40,567 --> 00:43:41,933
>> WE ARE TALKING THEORY.

1480
00:43:41,933 --> 00:43:43,933
HERE IS A STUDENT WHO MIGHT

1481
00:43:43,933 --> 00:43:46,567
HAVE TO TAKE SOME TESTS AT SOME

1482
00:43:46,567 --> 00:43:47,033
POINT.

1483
00:43:47,033 --> 00:43:47,933
WHAT IS YOUR QUESTION?

1484
00:43:47,933 --> 00:43:50,167
>> I'M WALLACE, AND I REPRESENT

1485
00:43:50,167 --> 00:43:53,467
THE LEGISLATIVE YOUTH ADVISORY

1486
00:43:53,467 --> 00:43:55,267
COUNCIL, AND I ATTEND BETHEL

1487
00:43:55,267 --> 00:43:56,967
CHRISTIAN SCHOOL, A JUNIOR.

1488
00:43:56,967 --> 00:43:59,133
HOW DOES COMMON CORE AFFECT

1489
00:43:59,133 --> 00:44:00,467
CHILDREN WITH SPECIAL NEEDS,

1490
00:44:00,467 --> 00:44:02,533
CONSIDERING THEY HAVE TO TAKE

1491
00:44:02,533 --> 00:44:06,633
THE SAME STANDARDIZED TESTS --

1492
00:44:06,633 --> 00:44:07,867
ALSO, LIKE THE REPRESENTATIVE

1493
00:44:07,867 --> 00:44:09,033
SAID, THERE IS NOTHING WRONG

1494
00:44:09,033 --> 00:44:11,133
WITHHOLDING OUR STUDENTS TO A

1495
00:44:11,133 --> 00:44:13,767
HIGHER EXPECTATION, BUT SOME

1496
00:44:13,767 --> 00:44:17,200
PROBLEMS I -- WE HAVE NOTICED

1497
00:44:17,200 --> 00:44:19,667
IS STUDENTS THAT DO NOT EXCEL

1498
00:44:19,667 --> 00:44:21,467
AS WELL ARE GOING TO BE LEFT --

1499
00:44:21,467 --> 00:44:23,633
WILL THEY BE LEFT BEHIND

1500
00:44:23,633 --> 00:44:24,633
BECAUSE OF THIS?

1501
00:44:24,633 --> 00:44:26,933
BECAUSE THERE ARE SOME PROBLEMS

1502
00:44:26,933 --> 00:44:29,200
WITH TEACHERS IN -- THAT HAVE

1503
00:44:29,200 --> 00:44:30,533
SAID THAT THEY HAVE NOT GOT

1504
00:44:30,533 --> 00:44:33,033
THEIR PROPER TEXTBOOKS AND

1505
00:44:33,033 --> 00:44:34,300
CURRICULUM FOR THE COMMON CORE

1506
00:44:34,300 --> 00:44:35,300
UNTIL A WEEK BEFORE TEACHING.

1507
00:44:35,300 --> 00:44:37,133
AND HOW IS A TEACHER SUPPOSED

1508
00:44:37,133 --> 00:44:39,167
TO PROPERLY TRAIN HERSELF A

1509
00:44:39,167 --> 00:44:40,533
WEEK BEFORE TEACHING TO MAYBE A

1510
00:44:40,533 --> 00:44:42,100
CLASS OF 30 STUDENTS.

1511
00:44:42,100 --> 00:44:42,767
>> OKAY.

1512
00:44:42,767 --> 00:44:44,900
WHO WOULD LIKE TO TAKE THAT?

1513
00:44:44,900 --> 00:44:48,400
>> BECAUSE I SPENT FOUR HOURS

1514
00:44:48,400 --> 00:44:52,567
TODAY IN ST. TAMMANY WITH

1515
00:44:52,567 --> 00:44:54,033
PARENTS FROM THE PARISHES AND

1516
00:44:54,033 --> 00:44:55,633
LOCAL LEGISLATORS DISCUSSING

1517
00:44:55,633 --> 00:44:58,167
EXACTLY THE PROBLEMS THAT

1518
00:44:58,167 --> 00:45:00,067
SPECIAL ED -- SPECIAL NEEDS

1519
00:45:00,067 --> 00:45:02,600
STUDENTS ARE FACING, NOT ONLY

1520
00:45:02,600 --> 00:45:04,367
WITH COMMON CORE, BUT

1521
00:45:04,367 --> 00:45:06,167
PARTICULARLY WITH THE

1522
00:45:06,167 --> 00:45:08,133
STANDARDIZE TESTING REGIME THAT

1523
00:45:08,133 --> 00:45:09,000
WE HAVE.

1524
00:45:09,000 --> 00:45:10,967
IT IS -- MY UNDERSTANDING IS

1525
00:45:10,967 --> 00:45:12,467
THE TESTING IS BEING NARROWED

1526
00:45:12,467 --> 00:45:13,433
DOWN TO ONE TEST.

1527
00:45:13,433 --> 00:45:14,667
WE DID HAVE TWO.

1528
00:45:14,667 --> 00:45:17,467
ONE FOR STUDENTS WHO HAD MORE

1529
00:45:17,467 --> 00:45:18,800
EXTENSIVE NEEDS THAN OTHERS,

1530
00:45:18,800 --> 00:45:20,533
AND NOW IT'S BEING NARROWED

1531
00:45:20,533 --> 00:45:23,233
DOWN TO ONE.

1532
00:45:23,233 --> 00:45:25,400
AND THESE PARENTS KNOW THEIR

1533
00:45:25,400 --> 00:45:27,433
STUDENTS AND THEIR CAPABILITIES

1534
00:45:27,433 --> 00:45:29,100
QUITE WELL, THEIR SPECIAL

1535
00:45:29,100 --> 00:45:29,633
NEEDS.

1536
00:45:29,633 --> 00:45:31,367
A BROAD SPECTRUM OF SPECIAL

1537
00:45:31,367 --> 00:45:31,833
NEEDS.

1538
00:45:31,833 --> 00:45:34,133
THEY WANT THEIR STUDENTS TO BE

1539
00:45:34,133 --> 00:45:36,333
ABLE TO GET A HIGH SCHOOL

1540
00:45:36,333 --> 00:45:37,533
DIPLOMA SO THAT THEY CAN

1541
00:45:37,533 --> 00:45:38,867
ACTUALLY GO OUT INTO THE WORLD

1542
00:45:38,867 --> 00:45:42,233
AND BE PRODUCTIVE CITIZENS.

1543
00:45:42,233 --> 00:45:44,100
AND THEY HAVE THIS -- BECAUSE

1544
00:45:44,100 --> 00:45:46,067
OF THE STANDARDIZED TESTS AND

1545
00:45:46,067 --> 00:45:47,333
INABILITY OF THEIR STUDENTS TO

1546
00:45:47,333 --> 00:45:48,667
PASS IT THAT THEY WON'T BE ABLE

1547
00:45:48,667 --> 00:45:51,500
TO ACHIEVE THAT DIPLOMA.

1548
00:45:51,500 --> 00:45:53,200
>> I WOULD JUST SAY THAT, YOU

1549
00:45:53,200 --> 00:45:55,100
KNOW, WE WANT ALL STUDENTS TO

1550
00:45:55,100 --> 00:45:57,400
HAVE ACCESS TO A HIGH SCHOOL

1551
00:45:57,400 --> 00:45:58,033
DIPLOMA.

1552
00:45:58,033 --> 00:46:00,700
AND RELATIVE TO THE TESTING,

1553
00:46:00,700 --> 00:46:03,367
YOU KNOW, STUDENTS HAVE

1554
00:46:03,367 --> 00:46:05,100
INDIVIDUAL EDUCATION PLANS,

1555
00:46:05,100 --> 00:46:07,400
IEPs, WHERE ACCOMMODATIONS ARE

1556
00:46:07,400 --> 00:46:08,000
MET.

1557
00:46:08,000 --> 00:46:09,600
THERE IS AN ALTERNATIVE

1558
00:46:09,600 --> 00:46:10,967
ASSESSMENT FOR STUDENTS WITH

1559
00:46:10,967 --> 00:46:14,700
SEVERE COGNITIVE DISABILDISABILITIES,

1560
00:46:14,700 --> 00:46:15,900
AND THE LOUISIANA ALTERNATIVE

1561
00:46:15,900 --> 00:46:16,567
ASSESSMENT.

1562
00:46:16,567 --> 00:46:20,133
THERE ARE MEASURES IN PLACE FOR

1563
00:46:20,133 --> 00:46:21,600
STUDENTS WHO NEED AN

1564
00:46:21,600 --> 00:46:22,567
ACCOMMODATION THAT CAN'T TAKE

1565
00:46:22,567 --> 00:46:23,033
THE EXAM.

1566
00:46:23,033 --> 00:46:23,767
>> OVER TO YOU.

1567
00:46:23,767 --> 00:46:25,767
>> A QUESTION FROM SOMEONE WHO

1568
00:46:25,767 --> 00:46:28,033
CAME EARLY AND GOT IN THE FRONT

1569
00:46:28,033 --> 00:46:29,900
ROW SO THAT SHE CAN ASK THIS.

1570
00:46:29,900 --> 00:46:32,167
>> I AM AN EDUCATOR, AND I'M

1571
00:46:32,167 --> 00:46:33,900
SPEAKING FOR MYSELF.

1572
00:46:33,900 --> 00:46:35,967
BUT I DID TALK WITH SOME

1573
00:46:35,967 --> 00:46:37,000
COWORKERS BEFORE I LEFT.

1574
00:46:37,000 --> 00:46:40,867
THE CONCERN IS, OF COURSE,

1575
00:46:40,867 --> 00:46:43,367
WASHINGTON POST POSTED IN

1576
00:46:43,367 --> 00:46:44,633
NOVEMBER, THAT MASSACHUSETTS

1577
00:46:44,633 --> 00:46:45,967
AND LOUISIANA, WE ALL DISCUSSED

1578
00:46:45,967 --> 00:46:47,467
THAT ALREADY, AND SO IF WE'RE

1579
00:46:47,467 --> 00:46:48,833
DELAYING BECAUSE WE'RE NOT

1580
00:46:48,833 --> 00:46:52,267
REALLY READY YET, WHEN, HOW,

1581
00:46:52,267 --> 00:46:54,100
AND WHERE WILL YOU TRAIN OUR

1582
00:46:54,100 --> 00:46:56,367
TEACHERS TO BE READY?

1583
00:46:56,367 --> 00:46:57,600
AS THE YOUNG MAN SAID, HIGH

1584
00:46:57,600 --> 00:47:00,200
SCHOOL STUDENT THAT IS A

1585
00:47:00,200 --> 00:47:00,667
JUNIOR.

1586
00:47:00,667 --> 00:47:01,867
HOW WILL THE TEACHERS BE

1587
00:47:01,867 --> 00:47:02,733
PREPARED?

1588
00:47:02,733 --> 00:47:04,400
I MEAN, FROM ONE DAY TO THE

1589
00:47:04,400 --> 00:47:07,867
NEXT THINGS CHANGE, ESPECIALLY

1590
00:47:07,867 --> 00:47:09,800
IN -- WE WANT TO KNOW WHETHER

1591
00:47:09,800 --> 00:47:11,200
YOU ARE GOING TO DO THAT,

1592
00:47:11,200 --> 00:47:13,333
BECAUSE IT GREATLY AFFECTS

1593
00:47:13,333 --> 00:47:15,033
INSTRUCTION AND WE'RE DOING ALL

1594
00:47:15,033 --> 00:47:15,867
THAT WE CAN.

1595
00:47:15,867 --> 00:47:16,667
THANK YOU.

1596
00:47:16,667 --> 00:47:18,200
>> SO, LET ME TAKE THAT

1597
00:47:18,200 --> 00:47:18,733
QUESTION.

1598
00:47:18,733 --> 00:47:21,200
SO, WE HAVE BEEN TRAINING AND

1599
00:47:21,200 --> 00:47:22,200
WE HAVE BEEN TRAINING SINCE

1600
00:47:22,200 --> 00:47:25,367
2010 WHEN THE STANDARDS WERE

1601
00:47:25,367 --> 00:47:25,967
ADOPTED.

1602
00:47:25,967 --> 00:47:27,867
AND THERE WAS, AT FIRST, THERE

1603
00:47:27,867 --> 00:47:29,400
WAS A TRANSITIONAL CURRICULUM

1604
00:47:29,400 --> 00:47:33,300
THAT CAME OUT THAT TOOK THE OLD

1605
00:47:33,300 --> 00:47:35,533
STANDARDS AND TRANSITIONED TO

1606
00:47:35,533 --> 00:47:36,833
THE COMMON CORE STATE

1607
00:47:36,833 --> 00:47:37,467
STANDARDS.

1608
00:47:37,467 --> 00:47:38,667
DEPARTMENT REALIGNED ITSELF

1609
00:47:38,667 --> 00:47:39,767
INTO NETWORK TEAMS AND THERE

1610
00:47:39,767 --> 00:47:40,933
ARE NETWORK TEAMS THAT ARE

1611
00:47:40,933 --> 00:47:42,200
SUPPORTING THE SCHOOL DISTRICTS

1612
00:47:42,200 --> 00:47:44,100
THAT ARE OUT IN THE FIELD.

1613
00:47:44,100 --> 00:47:45,367
AND, THIRD, MS. BENNETT IS A

1614
00:47:45,367 --> 00:47:47,200
MEMBER OF ONE OF THESE, AND

1615
00:47:47,200 --> 00:47:49,433
THAT IS OUR TEACHER LEADERS.

1616
00:47:49,433 --> 00:47:52,367
WE HAVE IN STATE OVER 2,000

1617
00:47:52,367 --> 00:47:53,533
TEACHERS, ONE REPRESENTING EACH

1618
00:47:53,533 --> 00:47:54,700
SCHOOL SITE IN THE STATE THAT

1619
00:47:54,700 --> 00:47:57,400
HAS ATTENDED FOUR-DAY TRAINING

1620
00:47:57,400 --> 00:47:58,933
SESSIONS AND THEN THEY GET

1621
00:47:58,933 --> 00:48:02,467
MONTHLY FOLLOW-UP FROM THE --

1622
00:48:02,467 --> 00:48:05,133
FROM THE DEPARTMENT, FROM THE

1623
00:48:05,133 --> 00:48:06,267
NETWORKING, AND THESE ARE OUR

1624
00:48:06,267 --> 00:48:08,267
TEACHER LEADERS IN THE SCHOOL

1625
00:48:08,267 --> 00:48:09,267
CYST TRIM RIGHT NOW.

1626
00:48:09,267 --> 00:48:11,667
WE PROVIDED A TEACHER SUPPORT

1627
00:48:11,667 --> 00:48:12,800
TOOLBOX, WHICH HAS BEEN

1628
00:48:12,800 --> 00:48:14,133
DEVELOPED.

1629
00:48:14,133 --> 00:48:16,167
IT'S RESOURCES AND THINGS TO

1630
00:48:16,167 --> 00:48:18,167
ENHANCE THE CURRICULUM, WHICH

1631
00:48:18,167 --> 00:48:19,933
LOCAL DISTRICTS DEVELOP FOR THE

1632
00:48:19,933 --> 00:48:21,800
COMMON CORE STATE STANDARDS ON

1633
00:48:21,800 --> 00:48:23,133
THE DEPARTMENT WEB SITE THAT IS

1634
00:48:23,133 --> 00:48:25,600
CONTINUALLY BEING UPDATED AND

1635
00:48:25,600 --> 00:48:26,133
ENHANCED.

1636
00:48:26,133 --> 00:48:27,233
AND MAYBE MS. BENNETT WANTS TO

1637
00:48:27,233 --> 00:48:28,700
SPEAK ABOUT THAT, HOW THE

1638
00:48:28,700 --> 00:48:29,967
TEACHERS IN YOUR SCHOOL ARE

1639
00:48:29,967 --> 00:48:31,500
LEARNING THE COMMON CORE STATE

1640
00:48:31,500 --> 00:48:31,967
STANDARDS.

1641
00:48:31,967 --> 00:48:33,133
>> CERTAINLY.

1642
00:48:33,133 --> 00:48:36,233
I APPRECIATE YOUR QUESTION SO

1643
00:48:36,233 --> 00:48:36,667
MUCH.

1644
00:48:36,667 --> 00:48:38,167
I THINK IT SPEAKS TO THE

1645
00:48:38,167 --> 00:48:39,833
PHENOMENAL OPPORTUNITY THAT

1646
00:48:39,833 --> 00:48:42,533
COMMON CORE PROVIDES IN GIVING

1647
00:48:42,533 --> 00:48:43,700
DISTRICTS THE OPPORTUNITY TO

1648
00:48:43,700 --> 00:48:45,900
SHAPE THE EDUCATIONAL

1649
00:48:45,900 --> 00:48:47,200
EXPERIENCE FOR THEIR STATES AND

1650
00:48:47,200 --> 00:48:47,767
COMMUNITY.

1651
00:48:47,767 --> 00:48:48,933
I HAVE BEEN TRAINED WITH OTHER

1652
00:48:48,933 --> 00:48:50,300
TEACHER LEADERS ACROSS THE

1653
00:48:50,300 --> 00:48:51,733
STATE DIRECTLY BY STATE IN

1654
00:48:51,733 --> 00:48:52,800
TERMS OF THEIR VISION FOR

1655
00:48:52,800 --> 00:48:54,667
COMMON CORE AND I HAVE TANGIBLE

1656
00:48:54,667 --> 00:48:56,000
THINGS THAT I CAN TAKE BACK TO

1657
00:48:56,000 --> 00:48:56,633
MY SCHOOL.

1658
00:48:56,633 --> 00:48:59,433
MY DISTRICT HAS DONE A GOOD JOB

1659
00:48:59,433 --> 00:49:02,367
AT ACTIVAING TEACHER LEADERS,

1660
00:49:02,367 --> 00:49:03,867
AND PUTTING THEM IN POSITIONS

1661
00:49:03,867 --> 00:49:09,100
TO TRAIN THEIR COLLEAGUES.

1662
00:49:09,100 --> 00:49:11,600
A -- IN CLASSROOM SUPPORT.

1663
00:49:11,600 --> 00:49:16,500
IT IS A TRANSFORMATIVE WAY OF

1664
00:49:16,500 --> 00:49:18,067
THINKING ABOUT EDUCATION, AND

1665
00:49:18,067 --> 00:49:19,700
OUR STATES IS DOING A

1666
00:49:19,700 --> 00:49:21,167
TREMENDOUS JOB PROVIDING

1667
00:49:21,167 --> 00:49:22,933
GUIDANCE ON THE WEB SITE AND

1668
00:49:22,933 --> 00:49:24,067
PRACTITIONERS IN THE FIELD ARE

1669
00:49:24,067 --> 00:49:25,200
ELEVATING AND RISING TO THE

1670
00:49:25,200 --> 00:49:26,867
CHALLENGE AND SUPPORTING EACH

1671
00:49:26,867 --> 00:49:27,200
OTHER.

1672
00:49:27,200 --> 00:49:28,567
>> I WOULD SAY THERE ARE A LOT

1673
00:49:28,567 --> 00:49:30,467
OF PEOPLE AS WE SAW IN THE

1674
00:49:30,467 --> 00:49:31,700
SURVEY BEFORE THAT DON'T FEEL

1675
00:49:31,700 --> 00:49:32,667
LIKE THEY HAVE ENOUGH

1676
00:49:32,667 --> 00:49:33,400
INFORMATION.

1677
00:49:33,400 --> 00:49:37,200
BECAUSE TEACHERS MAY BE GETTING

1678
00:49:37,200 --> 00:49:38,333
SOME INFORMATION, BUT

1679
00:49:38,333 --> 00:49:39,433
PARENTS -- YOUR QUESTION IS

1680
00:49:39,433 --> 00:49:40,933
ABOUT PARENTS.

1681
00:49:40,933 --> 00:49:42,767
>> RIGHT.

1682
00:49:42,767 --> 00:49:45,733
I'M THE PRESIDENT OF AN

1683
00:49:45,733 --> 00:49:56,100
OUTREACH PROGRAM -- ALSO A PART

1684
00:49:56,100 --> 00:49:57,900
OF EXXON MOBIL DIALOGUE GROUP.

1685
00:49:57,900 --> 00:49:59,100
MY QUESTION IS WE TALKED ABOUT

1686
00:49:59,100 --> 00:50:00,333
KIDS IN THE CURRICULUM.

1687
00:50:00,333 --> 00:50:03,333
WE TALKED ABOUT TEACHERS IN THE

1688
00:50:03,333 --> 00:50:04,700
CURRICULUM AND HOW THEY ARE

1689
00:50:04,700 --> 00:50:06,167
LEARNING AND SOME OF THEM ARE

1690
00:50:06,167 --> 00:50:07,967
NOT, BECAUSE I HAVE DONE THE

1691
00:50:07,967 --> 00:50:09,300
RESEARCH WITH MY PEOPLE, AND

1692
00:50:09,300 --> 00:50:11,000
ALSO I HAVE SOME EDUCATORS IN

1693
00:50:11,000 --> 00:50:11,700
MY CHURCH.

1694
00:50:11,700 --> 00:50:12,933
THEY DO THE SAME THING.

1695
00:50:12,933 --> 00:50:15,367
MY THING IS, ALL OF THOSE

1696
00:50:15,367 --> 00:50:16,700
PEOPLE GETTING MOST OF THE

1697
00:50:16,700 --> 00:50:18,100
INFORMATION OF WHAT HAPPENED TO

1698
00:50:18,100 --> 00:50:19,167
THEIR PARENTS, BECAUSE THEIR

1699
00:50:19,167 --> 00:50:20,967
PARENTS IS THE ONE AT HOME THAT

1700
00:50:20,967 --> 00:50:23,933
HAS TO HELP THE KIDS WHEN THEY

1701
00:50:23,933 --> 00:50:25,700
COME HOME WITH THE SAME

1702
00:50:25,700 --> 00:50:27,400
CURRICULUM -- A LOT OF THEM

1703
00:50:27,400 --> 00:50:28,967
DON'T KNOW, CLUELESS.

1704
00:50:28,967 --> 00:50:30,667
WHAT IS THE TIME FRAME FOR THE

1705
00:50:30,667 --> 00:50:31,800
PARENTS TO LEARN?

1706
00:50:31,800 --> 00:50:32,433
>> OKAY.

1707
00:50:32,433 --> 00:50:35,900
WHO WOULD LIKE TO TAKE THAT

1708
00:50:35,900 --> 00:50:36,700
ONE?

1709
00:50:36,700 --> 00:50:37,500
PARENT INFORMATION.

1710
00:50:37,500 --> 00:50:38,900
>> SURE, THAT'S A GREAT

1711
00:50:38,900 --> 00:50:39,333
QUESTION.

1712
00:50:39,333 --> 00:50:40,167
>> GREAT QUESTION.

1713
00:50:40,167 --> 00:50:42,100
>> AND IN MY SCHOOL, WE HAVE

1714
00:50:42,100 --> 00:50:43,900
HAD SEVERAL FAMILY NIGHTS, AND

1715
00:50:43,900 --> 00:50:47,133
SO WE OPEN OUR DOORS TO THE

1716
00:50:47,133 --> 00:50:48,333
COMMUNITY TO INVITE THEM IN TO

1717
00:50:48,333 --> 00:50:50,200
SEE WHAT IS GOING ON IN THE

1718
00:50:50,200 --> 00:50:51,533
CLASSROOM TO EDUCATE THEM ON

1719
00:50:51,533 --> 00:50:54,133
OUR STANDARDS AND OUR NEW

1720
00:50:54,133 --> 00:50:55,500
EXPECTATIONS FOR STUDENT

1721
00:50:55,500 --> 00:50:56,067
ACHIEVEMENT.

1722
00:50:56,067 --> 00:50:57,200
WE HAVE A VERY OPEN DOOR

1723
00:50:57,200 --> 00:50:57,800
POLICY.

1724
00:50:57,800 --> 00:50:58,867
I THINK THAT MORE CERTAINLY

1725
00:50:58,867 --> 00:51:01,500
COULD BE DONE.

1726
00:51:01,500 --> 00:51:02,833
I KNOW THAT STANFORD CHILDREN

1727
00:51:02,833 --> 00:51:05,233
IS LAUNCHING UNIVERSITY FOR

1728
00:51:05,233 --> 00:51:06,500
PARENTS, AN EXCELLENT

1729
00:51:06,500 --> 00:51:07,500
OPPORTUNITY FOR PARENTS TO

1730
00:51:07,500 --> 00:51:09,800
BECOME ENGAGED AND LEARN HOW TO

1731
00:51:09,800 --> 00:51:10,867
SUPPORT THEIR CHILD AT HOME

1732
00:51:10,867 --> 00:51:12,000
WHICH I THINK IS POWERFUL.

1733
00:51:12,000 --> 00:51:13,200
BUT I THINK IT IS IMPORTANT,

1734
00:51:13,200 --> 00:51:14,633
AND I'M GLAD THAT THIS DIALOGUE

1735
00:51:14,633 --> 00:51:15,500
IS HAPPENING.

1736
00:51:15,500 --> 00:51:18,100
IT IS LIKE A TWO-WAY STREET TO

1737
00:51:18,100 --> 00:51:19,867
RE-ENGAGE THE COMMUNITY IN THIS

1738
00:51:19,867 --> 00:51:20,333
PROCESS.

1739
00:51:20,333 --> 00:51:22,367
>> WE HAVE A QUESTION FROM

1740
00:51:22,367 --> 00:51:25,367
SOMEONE WITH THE CANE CENTER.

1741
00:51:25,367 --> 00:51:28,267
>> BRENDA NIXON, AND I AM A

1742
00:51:28,267 --> 00:51:29,433
FORMER CLASSROOM TEACHER.

1743
00:51:29,433 --> 00:51:31,200
I HAVE BEEN IN THE TRENCHES

1744
00:51:31,200 --> 00:51:33,267
WITH EVERYONE THAT IS INVOLVED

1745
00:51:33,267 --> 00:51:34,333
HERE AS WELL.

1746
00:51:34,333 --> 00:51:36,833
WE ARE RUNNING RIGHT NOW A

1747
00:51:36,833 --> 00:51:38,267
PROFESSIONAL DEVELOPMENT

1748
00:51:38,267 --> 00:51:39,533
PROGRAM, MATH SCIENCE

1749
00:51:39,533 --> 00:51:40,033
PARTNERSHIP.

1750
00:51:40,033 --> 00:51:42,667
AND IT WAS ALL ABOUT LOOKING AT

1751
00:51:42,667 --> 00:51:44,567
PREPARING OUR TEACHERS -- WE

1752
00:51:44,567 --> 00:51:46,733
HAD A THIRD AND FOURTH GRADE

1753
00:51:46,733 --> 00:51:47,833
GRANT FROM THE STATE DEPARTMENT

1754
00:51:47,833 --> 00:51:50,300
OF EDUCATION, AS WELL AS AN

1755
00:51:50,300 --> 00:51:53,400
EIGHTH GRADE GRANT TO PROVIDE A

1756
00:51:53,400 --> 00:51:54,533
PROFESSIONAL DEVELOPMENT THIS

1757
00:51:54,533 --> 00:51:55,000
SUMMER.

1758
00:51:55,000 --> 00:51:56,433
AND I WILL TELL YOU THAT IT WAS

1759
00:51:56,433 --> 00:51:57,367
LIFE-CHANGING FOR ME.

1760
00:51:57,367 --> 00:51:59,600
I HAVE SEEN A TRANSFORMATION IN

1761
00:51:59,600 --> 00:52:01,300
OUR TEACHERS THAT TOOK PLACE IN

1762
00:52:01,300 --> 00:52:02,667
THE SUMMER AND WHEN THEY WENT

1763
00:52:02,667 --> 00:52:03,933
BACK IN THE CLASSROOM AND BEGAN

1764
00:52:03,933 --> 00:52:06,200
TO IMPLEMENT AND REALLY

1765
00:52:06,200 --> 00:52:08,633
UNDERSTAND WHAT THAT MEANT.

1766
00:52:08,633 --> 00:52:10,833
HOW CAN WE REALLY PROVIDE

1767
00:52:10,833 --> 00:52:12,000
TEACHERS WITH THE TOOLS THAT

1768
00:52:12,000 --> 00:52:13,500
THEY NEED TO IMPLEMENT THIS

1769
00:52:13,500 --> 00:52:15,167
PROGRAM CORRECTLY AND THESE

1770
00:52:15,167 --> 00:52:16,233
STANDARDS CORRECTLY?

1771
00:52:16,233 --> 00:52:19,033
>> IMPLEMENTATION -- MS.

1772
00:52:19,033 --> 00:52:19,500
BARRIOS.

1773
00:52:19,500 --> 00:52:20,067
>> SEVERAL THINGS.

1774
00:52:20,067 --> 00:52:21,933
AND ONE OF THE HUGE PROBLEMS

1775
00:52:21,933 --> 00:52:23,667
WITH COMMON CORE WAS THE

1776
00:52:23,667 --> 00:52:24,333
IMPLEMENTATION.

1777
00:52:24,333 --> 00:52:25,400
AND I THINK EVERYBODY,

1778
00:52:25,400 --> 00:52:26,733
INCLUDING THE DEPARTMENT OF ED,

1779
00:52:26,733 --> 00:52:28,133
SEES THAT NOW WHICH IS WHY THEY

1780
00:52:28,133 --> 00:52:31,567
PULLED BACK A LITTLE BIT.

1781
00:52:31,567 --> 00:52:33,267
BUT TEACHERS -- FIRST OF ALL,

1782
00:52:33,267 --> 00:52:35,933
YOU HAVE TO HAVE A CURRICULUM

1783
00:52:35,933 --> 00:52:38,300
IN ORDER TO TEACH YOUR

1784
00:52:38,300 --> 00:52:38,933
CURRICULUM.

1785
00:52:38,933 --> 00:52:40,200
IN ST. TAMMANY PARISH, I KNOW

1786
00:52:40,200 --> 00:52:41,700
THAT THE TEACHERS HAVE BEEN

1787
00:52:41,700 --> 00:52:44,033
WORKING TO KEEP UP FROM MONTH

1788
00:52:44,033 --> 00:52:45,833
TO MONTH IN DEVELOPING THAT

1789
00:52:45,833 --> 00:52:46,933
CURRICULUM ALIGNED WITH THE

1790
00:52:46,933 --> 00:52:47,633
COMMON CORE.

1791
00:52:47,633 --> 00:52:50,533
BECAUSE IT WAS PUSHED UP A

1792
00:52:50,533 --> 00:52:51,133
YEAR.

1793
00:52:51,133 --> 00:52:53,133
IT WASN'T SUPPOSED TO BE FULLY

1794
00:52:53,133 --> 00:52:54,333
INSTITUTED UNTIL NEXT YEAR AND

1795
00:52:54,333 --> 00:52:57,067
IT WAS PUSHED UP A YEAR.

1796
00:52:57,067 --> 00:52:59,167
ALSO PARENTS NEED TO BE A PART

1797
00:52:59,167 --> 00:53:00,200
OF THAT CONVERSATION.

1798
00:53:00,200 --> 00:53:01,867
BUT FIRST OF ALL, TEACHERS NEED

1799
00:53:01,867 --> 00:53:03,967
TO UNDERSTAND AND HAVE AN

1800
00:53:03,967 --> 00:53:05,300
ESTABLISHED CURRICULUM BEFORE

1801
00:53:05,300 --> 00:53:07,633
THEY CAN DO THAT WITH PARENTS.

1802
00:53:07,633 --> 00:53:08,867
SO, THE STATE DEPARTMENT RATHER

1803
00:53:08,867 --> 00:53:10,867
THAN PROVIDING THE TEACHERS

1804
00:53:10,867 --> 00:53:12,400
WITH WHAT THEY THINK THEY NEED,

1805
00:53:12,400 --> 00:53:13,867
IT REALLY NEEDS TO WORK THE

1806
00:53:13,867 --> 00:53:14,667
OTHER WAY.

1807
00:53:14,667 --> 00:53:16,267
TEACHERS NEED TO BE BROUGHT

1808
00:53:16,267 --> 00:53:19,400
INTO THAT PROCESS MORE, AND

1809
00:53:19,400 --> 00:53:22,400
THEY NEED TO BE -- TO DISCUSS

1810
00:53:22,400 --> 00:53:23,467
WHAT STUDENT NEEDS ARE.

1811
00:53:23,467 --> 00:53:25,233
I THINK ONE OF THE -- I'M NOT A

1812
00:53:25,233 --> 00:53:26,967
MATH TEACHER.

1813
00:53:26,967 --> 00:53:29,000
BUT I HEAR UNIVERSALLY FROM

1814
00:53:29,000 --> 00:53:32,100
EARLY EDUCATION MATH TEACHERS

1815
00:53:32,100 --> 00:53:34,000
THAT ONE OF THE HUGE PROBLEMS

1816
00:53:34,000 --> 00:53:38,033
WITH THE NEW COMMON CORE MATH

1817
00:53:38,033 --> 00:53:39,900
AND THE WAY IT IS PRESENTED,

1818
00:53:39,900 --> 00:53:43,000
EARLY CHILDHOOD, YOUNGER

1819
00:53:43,000 --> 00:53:45,067
STUDENTS, AND THAT EXPECTING

1820
00:53:45,067 --> 00:53:54,000
HEM TO BEGIN THE ALGEABRIC

1821
00:53:54,000 --> 00:53:55,900
CONCEPTS EARLY, FRUSTRATING TO

1822
00:53:55,900 --> 00:53:57,700
THE STUDENTS WHO DON'T THINK

1823
00:53:57,700 --> 00:53:59,100
ABSTRACTLY AND IT REQUIRES

1824
00:53:59,100 --> 00:54:00,200
ABSTRACT THINKING.

1825
00:54:00,200 --> 00:54:02,933
THAT IS THE KIND OF THING THAT

1826
00:54:02,933 --> 00:54:04,633
EDUCATORS NEED TO INPUT --

1827
00:54:04,633 --> 00:54:05,933
>> THE DEPARTMENT WOULD AGREE

1828
00:54:05,933 --> 00:54:08,000
WITH MS. BARRIOS THAT WE NEED

1829
00:54:08,000 --> 00:54:09,533
TEACHER-DRIVEN RESOURCES AND

1830
00:54:09,533 --> 00:54:10,800
NOT DEPARTMENT-DRIVEN

1831
00:54:10,800 --> 00:54:11,367
RESOURCES.

1832
00:54:11,367 --> 00:54:12,433
AND THAT IS WHAT WE HAVE BEEN

1833
00:54:12,433 --> 00:54:13,233
DOING.

1834
00:54:13,233 --> 00:54:16,200
WE ARE PROVIDING RESOURCES TO

1835
00:54:16,200 --> 00:54:19,467
TEACHERS THAT ARE DEVELOPED BY

1836
00:54:19,467 --> 00:54:20,633
LOUISIANA TEACHERS.

1837
00:54:20,633 --> 00:54:22,167
>> AND WE HOPE ALSO THAT

1838
00:54:22,167 --> 00:54:23,267
PARENTS WILL LEARN SOME MORE

1839
00:54:23,267 --> 00:54:25,800
FROM TONIGHT'S PROGRAM,

1840
00:54:25,800 --> 00:54:26,367
CERTAINLY.

1841
00:54:26,367 --> 00:54:27,800
IF THEY DIDN'T GET THE WHOLE

1842
00:54:27,800 --> 00:54:28,367
ANSWER.

1843
00:54:28,367 --> 00:54:30,000
THERE IS LOTS OF INFORMATION ON

1844
00:54:30,000 --> 00:54:33,533
THE WEB SITE AS WELL, AND LPB

1845
00:54:33,533 --> 00:54:34,600
WILL BE COVERING SOME MORE.

1846
00:54:34,600 --> 00:54:36,233
THAT IS ALL OF THE TIME THAT WE

1847
00:54:36,233 --> 00:54:39,000
HAVE FOR THIS PARTICULAR

1848
00:54:39,000 --> 00:54:39,800
PROGRAM.

1849
00:54:39,800 --> 00:54:41,700
KIRBY, THANK YOU FOR COHOSTING.

1850
00:54:41,700 --> 00:54:43,533
I WANT TO THANK OUR PANELISTS,

1851
00:54:43,533 --> 00:54:45,967
MR. MILLER, MS. BARRIOS,

1852
00:54:45,967 --> 00:54:50,333
MR. BRANFORD, REPRESENTATIVE

1853
00:54:50,333 --> 00:54:57,533
GEYMANN, AND MS. BENNETT.

1854
00:54:57,533 --> 00:55:00,200
lpb.org/PUBLIC SQUARE, TAKE THE

1855
00:55:00,200 --> 00:55:02,467
SURVEY, LOOK FOR COMMON CORE

1856
00:55:02,467 --> 00:55:03,733
RESOURCES, AND COMMENT ON

1857
00:55:03,733 --> 00:55:04,200
TONIGHT'S SHOW.

1858
00:55:04,200 --> 00:55:05,367
WE WOULD LOVE TO HEAR FROM YOU.

1859
00:55:05,367 --> 00:55:06,733
AND KIRBY, TO YOU.

1860
00:55:06,733 --> 00:55:08,200
>> THANK YOU ALL FOR BEING A

1861
00:55:08,200 --> 00:55:09,367
GREAT AUDIENCE.

1862
00:55:09,367 --> 00:55:11,333
TUNE IN NEXT MONTH AS LOUISIANA

1863
00:55:11,333 --> 00:55:16,067
PUBLIC SQUARE EXPLORES ENERGY'S

1864
00:55:16,067 --> 00:55:17,333
ENVIRONMENTAL FOOTPRINT.

1865
00:55:17,333 --> 00:55:18,200
GOOD NIGHT EVERYBODY.

1866
00:55:18,200 --> 00:55:18,967
>> GOOD NIGHT.

1867
00:55:18,967 --> 00:55:19,900
>> THANK YOU.

1868
00:55:19,900 --> 00:55:20,767
>> THANK YOU.

1869
00:55:20,767 --> 00:55:32,167
[APPLAUSE]

1870
00:55:50,367 --> 00:55:52,400
>> FOR A COPY OF THIS PROGRAM,

1871
00:55:52,400 --> 00:55:58,233
CALL 1-800-973-7246, OR GO

1872
00:55:58,233 --> 00:56:05,000
ONLINE TO lpb.org.

1873
00:56:05,000 --> 00:56:06,333
>>> THIS PROGRAM WAS MADE

1874
00:56:06,333 --> 00:56:08,467
POSSIBLE IN PART BY FUNDING

1875
00:56:08,467 --> 00:56:11,933
FROM EDUCATION'S NEXT HORIZON,

1876
00:56:11,933 --> 00:56:12,933
LOUISIANA'S ONLY STATEWIDE

1877
00:56:12,933 --> 00:56:15,800
NONPROFIT DEDICATED SOLY TO

1878
00:56:15,800 --> 00:56:17,533
IMPROVING PRE-K THROUGH 12

1879
00:56:17,533 --> 00:56:19,133
EDUCATION, AND LEADING ADVOCATE

1880
00:56:19,133 --> 00:56:21,100
FOR POLICIES THAT ENSURE

1881
00:56:21,100 --> 00:56:23,067
COLLEGE AND CAREER READINESS.

1882
00:56:23,067 --> 00:56:24,433
AND EXXON MOBIL BATON ROUGE,

1883
00:56:24,433 --> 00:56:26,100
INVESTING IN A BRIGHTER FUTURE

1884
00:56:26,100 --> 00:56:28,200
FOR TODAY'S STUDENTS BY

1885
00:56:28,200 --> 00:56:30,100
FOCUSING ITS ENERGY ON SCIENCE,

1886
00:56:30,100 --> 00:56:31,767
TECHNOLOGY, ENGINEERING, AND

1887
00:56:31,767 --> 00:56:34,200
MATH EDUCATION.

1888
00:56:34,200 --> 00:56:35,533
>>> SUPPORT FOR THIS PROGRAM

1889
00:56:35,533 --> 00:56:37,367
ALSO PROVIDED BY THE FOUNDATION

1890
00:56:37,367 --> 00:56:38,967
FOR EXCELLENCE IN LOUISIANA

1891
00:56:38,967 --> 00:56:41,700
PUBLIC BROADCASTING.