WEBVTT

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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 

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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.

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>> WHAT EXACTLY IS COMMON CORE?

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A RECENT GALLOP POLL FOUND THAT

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62% OF RESPONDENTS AND 55% OF 

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PUBLIC SCHOOL PARENTS DIDN'T 

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KNOW ANYTHING ABOUT THE NEW 

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ACADEMIC STANDARDS.

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>> BASICALLY, THE COMMON CORE 

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STANDARDS ARE STANDARDS THAT 

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BASICALLY DESCRIBE WHAT 

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STUDENTS AT VARIOUS GRADE 

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LEVELS OUGHT TO KNOW AND BE 

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ABLE TO DO.

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>> BARRY ERWIN PRESIDENT FOR 

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THE COUNCIL OF BETTER 

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LOUISIANA, WHICH SUPPORTS 

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COMMON CORE. 

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ERWIN SAYS THE STANDARDS 

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REVOLVE IN A REQUIREMENT IN 

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PRESIDENT BUSH'S NO CHILD LEFT 

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BEHIND ACT. 

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THAT APPROACH, ERWIN SAID, 

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RESULTED IN AN UNEVEN 

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ASSORTMENT OF BENCHMARKS WITH 

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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 

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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.

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>> STANDARDS APPLY TO MATH AND 

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ENGLISH IN KINDERGARTEN THROUGH

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12th GRADE. 

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45 STATES, INCLUDING LOUISIANA,

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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 

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COMPARED TO OTHER STATES.

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>> OUR STANDARDS WERE ABOUT A 

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GRADE LEVEL BEHIND IN WHAT YOU 

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SEE IN SOME OF THE HIGHER 

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PERFORMING STATES. 

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IN QUESTION WE NEED TO ADD MORE

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RIGOR AND INCREASE OUR 

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STANDARDS.

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>> THE GOALS THAT HER 10th 

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GRADE STUDENTS BE ABLE TO READ 

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LITERARY NONFICTION 

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INDEPENDENTLY AND EFFICIENTLY 

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BY YEAR'S END IS UNREALISTIC.

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>> THEY DON'T HAVE THE 

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BACKGROUND KNOWLEDGE, THEY 

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DON'T HAVE THE PRIOR KNOWLEDGE 

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NECESSARY IN ORDER TO THINK 

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CRITICALLY ABOUT THE TEXT.

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>> SCHNEIDER OBJECTS TO WHAT 

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SHE SEES AS A BROADER MOVEMENT 

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BY REFORMERS PUSHING COMMON 

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CORE TO STANDARDIZE THE 

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NATION -- 

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>> IF STAND ARDIZATION WAS -- 

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WE ARE ON COMMON CORE AND WE 

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ARE GOING TO GIVE STUDENT TESTS

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TO MEASURE THEIR KNOWLEDGE 

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BASED ON COMMON CORE. 

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I CHALLENGE -- TO FIND A HIGH 

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END 

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>> DIRECTOR OF THE LOUISIANA 

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SCHOOL BOARD ASSOCIATION. 

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HE HAS POOR IMPLEMENTATION OF 

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COMMON CORE BY LOUISIANA'S 

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EDUCATION DEPARTMENT AND LACK 

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OF A STATE CURRICULA HAS CAUSED

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FRUSTRATION AMONG TEACHERS 

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STATEWIDE.

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>> ALL OF THOSE THINGS COUPLED 

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WITH THE EDUCATION REFORM 

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LEGISLATIVE SESSION IN 2012, 

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TEACHER EVALUATIONS, LETTER 

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GRADE LABELLING, ALL OF THOSE 

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THINGS COUPLED TOGETHER HAVE 

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CREATED AN EDUCATIONAL TSUNAMI 

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IN LOUISIANA.

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>> DUE TO PUSH BACK FROM 

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EDUCATORS, THE EVALUATION OF 

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SCHOOLS AND TEACHERS TIED TO 

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COMMON CORE ACHIEVEMENT HAS 

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BEEN DELAYED BY THE STATE FOR 

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TWO YEARS. 

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PLANS TO MEASURE STUDENT'S 

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COMMON CORE ACHIEVEMENT THROUGH

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ONLINE TESTING IS A FINANCIAL 

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CONCERN. 

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ESPECIALLY FOR SMALLER RURAL 

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DISTRICTS.

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>> TO PHASE IN AND MOVE TOWARDS

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AN ONLINE TESTING ENVIRONMENT, 

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AS REALLY CREATED SOME 

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CHALLENGES FOR DISTRICTS TO 

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PRIORITIZE THOSE DOLLARS FOR 

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TESTING. 

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AND TO ASK LOCAL SCHOOL 

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DISTRICTS TO DO THAT WITHOUT 

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ADDITIONAL FUNDING, MANY 

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DISTRICTS ARE LOOKING AT IT AS 

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AN UNFUNDED MANDATE.

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>> MOVE TO ABOLISH THE 

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IMPLEMENTATION OF COMMON CORE 

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DIED IN THE SENATE LAST YEAR, 

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SOME HAVE VOWED TO -- SOMETHING

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>> I THINK LEGITIMATE CONCERNS 

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HAVE BEEN RAISED ABOUT HOW 

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COMMON CORE HAS BEEN DEVELOPED 

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AND IMPLEMENTED. 

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SO I THINK THE CONVERSATION 

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NEEDS TO CONTINUE.

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>> ANY ACTIVITY THAT GETS MORE 

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INFORMATION ABOUT COMMON CORE 

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OUT TO THE PUBLIC IS A GOOD 

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THING -- 

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>> MOST EDUCATORS CERTAINLY 

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AWARE OF WHAT'S GOING ON. 

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PARENTS NEED TO BE INFORMED, 

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LEADERS NEED TO BE INFORMED, 

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BECAUSE IT AFFECTS EVERY 

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CITIZEN IN THE STATE OF 

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LOUISIANA ONE WAY OR ANOTHER.

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>> HELPING TO GET THE WORD OUT 

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ABOUT COMMON CORE IS OUR 

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DISTINGUISHED PANEL OF EXPERTS 

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WE HAVE HERE IN THE STUDIO. 

08:43.267 --> 08:45.833
KEN MILLER, ENGINEERING SERVICE

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MANAGER OF EXXON MOBIL BATON 

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ROUGE. 

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EXXON MOBIL SUPPORTS THE COMMON

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CORE STANDARDS. 

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LEE BARRIOS, RETIRED EDUCATOR, 

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PUBLIC EDUCATION ACTIVIST 

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OPPOSED TO COMMON CORE. 

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KEN BRANFORD, ASSISTANT 

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SUPERINTENDENT WITH THE 

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LOUISIANA DEPARTMENT OF 

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EDUCATION'S OFFICE OF CONTENT. 

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HIS AGENCY OVERSEES THE 

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IMPLEMENTATION OF THE COMMON 

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CORE STANDARDS. 

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AND STATE REPRESENTATIVE BRETT 

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GEYMANN IS A REPUBLICAN FROM 

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LAKE CHARLES WHO HAS DRAFTED 

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LEGISLATION THAT WOULD ALLOW 

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LOUISIANA TO OPT OUT OF COMMON 

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CORE. 

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MAYA BENNETT, READING 

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INTERVENTIONIST, AND SERVES AS 

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A COMMON CORE TEACHER LEADER 

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AND ADVISOR FOR THE DEPARTMENT 

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OF EDUCATION. 

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WE WELCOME YOU ALL TO THE 

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STUDIO. 

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WE HAVE I'M SURE LOTS OF 

09:27.733 --> 09:28.600
QUESTIONS FOR YOU. 

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BUT FIRST, KIRBY, YOU HAVE 

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INFORMATION ABOUT A SURVEY, 

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RIGHT?

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>> YEAH, I HAVE SOME AMAZING 

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INFORMATION ABOUT A SURVEY DONE

09:34.867 --> 09:36.900
BY THE LSU PUBLIC POLICY 

09:36.900 --> 09:37.800
RESEARCH LAB. 

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THEY ASK OVER 160 LOUISIANA 

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RESIDENTS ABOUT TONIGHT'S 

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TOPIC. 

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AMONG THE FINDINGS, WHEN ASKED 

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ABOUT THE RIGOR OF CURRENT 

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ACADEMIC STANDARDS IN LOUISIANA

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PUBLIC SCHOOLS, MAJORITY OF 

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RESPONDENTS, 63%, THINK THEY 

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ARE NOT DEMANDING ENOUGH. 

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WHEN ASKED ABOUT THE RIGOR OF 

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THE COMMON CORE STANDARDS, 49% 

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SAID THAT THEY WERE NOT 

09:58.467 --> 09:59.233
DEMANDING ENOUGH. 

09:59.233 --> 10:00.400
YET WHEN ASKED HOW FAMILIAR 

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THEY ARE WITH THE MATH AND 

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ENGLISH COMMON CORE STANDARDS 

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THAT LOUISIANA HAS ADOPTED, A 

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TOTAL OF 76% OF THOSE SURVEYED 

10:09.300 --> 10:10.800
ARE NOT AT ALL OR NOT VERY 

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FAMILIAR WITH THOSE STANDARDS. 

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LUCKY FOR US, WE HAVE SOMEONE 

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IN THE AUDIENCE TONIGHT, WHO 

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HAS -- IS ON A FACT-FINDING 

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MISSION. 

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AND SHE IS HERE TO ASK THE 

10:20.433 --> 10:21.667
OPENING QUESTION TO OUR PANEL. 

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WOULD YOU STAND UP AND TELL 

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THEM WHO YOU REPRESENT.

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>> GOOD EVENING. 

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I REPRESENT THE -- CHAMBER OF 

10:30.467 --> 10:34.000
COMMERCE, A CEO. 

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AND OUR QUESTION IS AS MOST 

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CHAMBERS, WE SERVE AS THE VOICE

10:37.133 --> 10:39.800
OF BUSINESS ON BEHALF OF OUR 

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1,000 MEMBERS. 

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AND I AM HERE ON A FACT-FINDING

10:44.067 --> 10:45.967
MISSION BECAUSE WE HAVE HEARD 

10:45.967 --> 10:47.667
VERY DIFFERING OPINIONS FROM 

10:47.667 --> 10:50.200
BUSINESS LEADERS AND CITIZENS, 

10:50.200 --> 10:54.233
PARENTS, TEACHERS, ON COMMON 

10:54.233 --> 10:54.700
CORE. 

10:54.700 --> 10:56.233
SO, I AM HERE AS PART OF THAT 

10:56.233 --> 10:58.133
MISSION AND WOULD LIKE TO ASK 

10:58.133 --> 11:00.767
THE -- ALL OF THE MEMBERS OF 

11:00.767 --> 11:04.033
THE PANEL WHY SHOULD WE OPPOSE 

11:04.033 --> 11:05.900
OR SUPPORT COMMON CORE PRIOR TO

11:05.900 --> 11:07.900
THE UPCOMING LEGISLATIVE 

11:07.900 --> 11:10.100
SESSION?

11:10.100 --> 11:11.267
>> WE CAN START WITH YOU, 

11:11.267 --> 11:12.400
MR. MILLER.

11:12.400 --> 11:13.767
>> THANK YOU, LACY. 

11:13.767 --> 11:14.800
APPRECIATE THE QUESTION. 

11:14.800 --> 11:17.067
THANK YOU AGAIN TO LPB AND 

11:17.067 --> 11:19.067
EDUCATION'S NEXT HORIZON FOR 

11:19.067 --> 11:21.167
ENGAGING WITH THIS IMPORTANT 

11:21.167 --> 11:22.533
DISCUSSION THIS AFTERNOON. 

11:22.533 --> 11:24.533
TO DIRECTLY ANSWER YOUR 

11:24.533 --> 11:26.300
QUESTION, WE WOULD SAY YES, WE 

11:26.300 --> 11:27.700
DO SUPPORT HIGHER EDUCATION 

11:27.700 --> 11:29.600
STANDARDS AND FROM OUR 

11:29.600 --> 11:31.467
PERSPECTIVE, THOSE ARE REQUIRED

11:31.467 --> 11:33.433
TO BE ABLE TO DRAW THE CRITICAL

11:33.433 --> 11:35.300
THINKING SKILLS AND HIGHER 

11:35.300 --> 11:36.433
CAPABILITY IN MATH AND SCIENCE 

11:36.433 --> 11:37.600
THAT OUR CHILDREN NEED TO 

11:37.600 --> 11:39.133
COMPETE EFFECTIVELY IN THE WORK

11:39.133 --> 11:41.033
FORCE AND POSITION THEM FOR THE

11:41.033 --> 11:42.233
BRIGHTEST POSSIBLE FUTURE. 

11:42.233 --> 11:43.900
JUST A QUICK PERSPECTIVE. 

11:43.900 --> 11:46.167
WE HAVE AN ABUNDANCE OF NATURAL

11:46.167 --> 11:49.000
GAS, VERY ECONOMICALLY 

11:49.000 --> 11:50.700
ADVANTAGED SITUATION HERE 

11:50.700 --> 11:53.600
DOMESTICALLY THAT WILL CREATE 

11:53.600 --> 11:55.633
POTENTIALLY 46,000 JOBS IN THE 

11:55.633 --> 11:57.000
CHEMICAL INDUSTRY, ANOTHER HALF

11:57.000 --> 11:59.100
A MILLION JOBS IN RELATED 

11:59.100 --> 11:59.567
INDUSTRIES. 

11:59.567 --> 12:00.633
IT IS OUR RESPONSIBILITY TO 

12:00.633 --> 12:03.067
MAKE SURE THAT OUR CHILDREN ARE

12:03.067 --> 12:04.333
PROPERLY PREPARED TO COMPETE 

12:04.333 --> 12:05.533
FOR THOSE JOBS AND WE BELIEVE 

12:05.533 --> 12:09.367
THE HIGHER STANDARDS WILL LET 

12:09.367 --> 12:13.033
THEM DO SO EFFECTIVELY.

12:13.033 --> 12:13.800
>> MS. BARRIOS.

12:13.800 --> 12:15.000
>> I WOULD LIKE TO ADDRESS 

12:15.000 --> 12:15.333
THAT. 

12:15.333 --> 12:16.433
A COUPLE OF POINTS I WOULD LIKE

12:16.433 --> 12:16.933
TO MAKE. 

12:16.933 --> 12:18.100
FIRST OF ALL, I DON'T BELIEVE 

12:18.100 --> 12:19.467
THE CHAMBER OR PUBLIC IN 

12:19.467 --> 12:20.667
GENERAL SHOULD BE SUPPORTING A 

12:20.667 --> 12:21.933
SET OF STANDARDS THAT HASN'T 

12:21.933 --> 12:24.533
BEEN RESEARCHED, TESTED, 

12:24.533 --> 12:29.167
CREATED BY K-12 EDUCAEDUCATORS, AND 

12:29.167 --> 12:30.567
PROVEN TO BE EFFECTIVE. 

12:30.567 --> 12:32.400
AS WE ALL KNOW NOW, INTRODUCED 

12:32.400 --> 12:33.833
FAR TOO QUICKLY. 

12:33.833 --> 12:35.000
TEACHERS WEREN'T PREPARED AND 

12:35.000 --> 12:36.667
WEREN'T PROVIDED WITH THE 

12:36.667 --> 12:37.233
RESOURCES. 

12:37.233 --> 12:38.333
THE SECOND MOST IMPORTANT 

12:38.333 --> 12:40.733
COMPONENT IS THAT IN 

12:40.733 --> 12:41.633
PARTICULARLY WITH BUSINESS 

12:41.633 --> 12:43.733
INTEREST IN MIND, AS YOU HAVE, 

12:43.733 --> 12:45.533
WE'RE LOOKING FOR OUR CHILDREN 

12:45.533 --> 12:47.967
TO BE CREATIVE AND 

12:47.967 --> 12:48.600
ENTREPRENEURS. 

12:48.600 --> 12:49.767
THE UNITED STATES IS KNOWN FOR 

12:49.767 --> 12:50.233
THAT. 

12:50.233 --> 12:53.467
AND THE LACK OF THE ABILITY OR 

12:53.467 --> 12:56.700
THE USE OF DIVERGENT THINKING, 

12:56.700 --> 12:58.233
CREATIVE THINKING IN THESE 

12:58.233 --> 12:59.700
COMMON CORE STANDARDS DOES NOT 

12:59.700 --> 13:01.167
LEND ITSELF TO DEVELOPING THAT 

13:01.167 --> 13:02.967
SORT OF STUDENT.

13:02.967 --> 13:04.267
>> MR. BRADFORD.

13:04.267 --> 13:04.800
>> YEAH. 

13:04.800 --> 13:09.667
I JUST LIKE TO CLARIFY ON MS. 

13:09.667 --> 13:10.600
BARRIOS COMMENTS. 

13:10.600 --> 13:11.733
THE COMMON CORE STATE STANDARDS

13:11.733 --> 13:16.133
WERE DEVELOPED BY TEACHERS, 

13:16.133 --> 13:17.700
EDUCATORS, COLLEGE PROFESSORS 

13:17.700 --> 13:18.900
AND CONTENT EXPERTS. 

13:18.900 --> 13:20.100
THEY ALSO WENT THROUGH A 

13:20.100 --> 13:21.367
VALIDATION COMMITTEE, 

13:21.367 --> 13:22.500
VALIDATION PANEL WITH THE 

13:22.500 --> 13:23.600
COMMON CORE STATE STANDARDS, 

13:23.600 --> 13:25.000
AND WHEN THEY CAME TO THE 

13:25.000 --> 13:26.600
STATES, THEY WERE RELEASED, 

13:26.600 --> 13:28.500
THEY WERE VIEWED BY TEACHERS IN

13:28.500 --> 13:32.267
LOUISIANA, EDUCATORS IN 

13:32.267 --> 13:33.433
LOUISIANA, AND THE LSU STEM 

13:33.433 --> 13:34.400
CENTER FOR LITERACY. 

13:34.400 --> 13:36.500
THEY HAVE BEEN REVIEWED. 

13:36.500 --> 13:38.433
TO YOUR POINT THOUGH, YOU KNOW,

13:38.433 --> 13:39.567
IN THE WORK FORCE COMMISSION 

13:39.567 --> 13:41.867
HAS RELEASED DATA THAT SAYS 

13:41.867 --> 13:43.800
THAT BY THE YEAR 2020, THERE 

13:43.800 --> 13:46.167
WILL BE 2.25 MILLION NEW JOBS 

13:46.167 --> 13:47.267
IN LOUISIANA. 

13:47.267 --> 13:49.833
50% OF THEM WHICH WILL REQUIRE 

13:49.833 --> 13:51.467
EITHER A TWO OR FOUR-YEAR 

13:51.467 --> 13:51.900
DEGREE. 

13:51.900 --> 13:54.133
IN THE 2012 REPORT, FIRST TIME 

13:54.133 --> 13:55.867
FRESHMAN REPORT, ONE THIRD OF 

13:55.867 --> 13:56.867
LOUISIANA STUDENTS THAT WOULD 

13:56.867 --> 13:58.967
GO ON TO COLLEGE HAD TO TAKE A 

13:58.967 --> 13:59.933
REMEDIAL COURSE. 

13:59.933 --> 14:01.800
SO, I THINK THAT IN ITSELF SAYS

14:01.800 --> 14:03.333
THAT WE NEED TO RAISE THE RIGOR

14:03.333 --> 14:07.033
OF THE STANDARDS.

14:07.033 --> 14:10.533
>> REPRESENTATIVE GEYMANN.

14:10.533 --> 14:12.067
>> I THINK IT IS A GREAT 

14:12.067 --> 14:12.633
QUESTION. 

14:12.633 --> 14:14.333
NOBODY ACROSS THE STATE DOESN'T

14:14.333 --> 14:15.667
WANT TO THE BEST FOR THEIR 

14:15.667 --> 14:16.867
KIDS, STUDENTS IN THE STATE. 

14:16.867 --> 14:18.267
I HAVEN'T TALKED TO ANYONE WHO 

14:18.267 --> 14:19.900
DOESN'T WANT TO RAISE 

14:19.900 --> 14:20.600
EXPECTATIONS. 

14:20.600 --> 14:22.000
THE QUESTION IS WHO IS GOING TO

14:22.000 --> 14:25.567
DETERMINE WHAT THE STANDARDS 

14:25.567 --> 14:26.067
ARE?

14:26.067 --> 14:28.933
THIS WAS DONE BY TWO NONPROFIT 

14:28.933 --> 14:31.200
GROUPS, NO PUBLIC MEETINGS NO 

14:31.200 --> 14:32.300
ACCOUNTABILITY, AND THOSE ARE 

14:32.300 --> 14:33.233
THE THINGS THAT CONCERN ME. 

14:33.233 --> 14:35.067
THE PROBLEM WE HAVE SHIFTED 

14:35.067 --> 14:36.467
AWAY LOCAL CONTROL AND GIVEN IT

14:36.467 --> 14:38.367
OVER TO MORE OF A FEDERAL 

14:38.367 --> 14:39.667
INTRUSION INTO OUR EDUCATION 

14:39.667 --> 14:41.000
SYSTEM THROUGH THE COMMON CORE 

14:41.000 --> 14:41.533
STANDARDS. 

14:41.533 --> 14:42.833
WE CAN DO THIS RIGHT HERE IN 

14:42.833 --> 14:43.367
LOUISIANA. 

14:43.367 --> 14:44.733
WE CAN RAISE OUR EXPECTATIONS. 

14:44.733 --> 14:48.333
WE DON'T HAVE TO BE A PART OF A

14:48.333 --> 14:49.500
GLOBAL UNITED STATES COMMON 

14:49.500 --> 14:50.800
STANDARD WHERE EVERY STATE IS 

14:50.800 --> 14:52.867
TEACHING THE EXACT SAME 

14:52.867 --> 14:53.467
CURRICULUM. 

14:53.467 --> 14:54.467
WE DON'T HAVE TO DO THAT. 

14:54.467 --> 14:56.233
WE CAN RAISE OUR STANDARDS HERE

14:56.233 --> 14:57.567
IN LOUISIANA AND WE CAN DO THAT

14:57.567 --> 14:58.200
RIGHT HERE. 

14:58.200 --> 14:59.567
I THINK THE CONTROL NEEDS TO BE

14:59.567 --> 15:00.700
MORE LOW WHERE PARENTS HAVE 

15:00.700 --> 15:01.200
INVOLVEMENT. 

15:01.200 --> 15:02.467
WE HEAR ALL OF THE GREAT 

15:02.467 --> 15:05.033
TALKING POINTS, WE ALL WANT 

15:05.033 --> 15:07.300
WHAT IS BEST, WANT TO COMPETE, 

15:07.300 --> 15:09.033
PREPARE OUR KIDS TORE THE JOB 

15:09.033 --> 15:12.267
FORCE, COLLEGE, ABSOLUTELY WE 

15:12.267 --> 15:13.700
WOULDN'T TO DO THAT. 

15:13.700 --> 15:15.500
WHY ARE PEOPLE ACROSS THE 

15:15.500 --> 15:18.200
COUNTRY HAVING PROBLEMS WITH 

15:18.200 --> 15:18.833
COMMON CORE. 

15:18.833 --> 15:20.900
STATE OF SOUTH CAROLINA, 

15:20.900 --> 15:22.700
REPUBLICAN GOVERNOR, SAID THEY 

15:22.700 --> 15:23.800
ARE GOING TO GET OUT. 

15:23.800 --> 15:25.600
WE HAVE PROBLEMS ALL OVER THE 

15:25.600 --> 15:26.167
COUNTRY. 

15:26.167 --> 15:27.633
HITTING THE KITCHEN TABLE. 

15:27.633 --> 15:28.767
PARENTS ARE SEEING IT AND 

15:28.767 --> 15:29.933
UNDERSTANDING THAT WE HAVE SOME

15:29.933 --> 15:30.733
ISSUES HERE. 

15:30.733 --> 15:32.133
WANT TO MAKE SOME CHANGES. 

15:32.133 --> 15:34.167
THEY HAD NO INVOLVEMENT ON 

15:34.167 --> 15:34.633
THIS. 

15:34.633 --> 15:36.033
TWO PEOPLE DID NOT -- MATH 

15:36.033 --> 15:37.367
CONTENT EXPERT AND LANGUAGE 

15:37.367 --> 15:39.300
ARTS EXPERT DID NOT SIGN OFF ON

15:39.300 --> 15:39.700
IT. 

15:39.700 --> 15:41.133
THIS IS NOT AS ROSY AS WE PAINT

15:41.133 --> 15:42.133
THE PICTURE TO BE. 

15:42.133 --> 15:43.600
I THINK WE NEED TO TAKE IT BACK

15:43.600 --> 15:44.833
OVER AND DO IT AT THE STATE 

15:44.833 --> 15:46.400
LEVEL AND RAISE THE BENCHMARK 

15:46.400 --> 15:49.133
AND EXPECTATIONS AS HIGH AS WE 

15:49.133 --> 15:50.667
WANT TO RAISE THEM AND DO IT 

15:50.667 --> 15:51.667
RIGHT HERE IN LOUISIANA. 

15:51.667 --> 15:52.400
THAT'S MY CONCERN. 

15:52.400 --> 15:54.833
I WOULD SAY WE NEED TO OPPOSE 

15:54.833 --> 15:56.600
THE IMPORT OF COMMON CORE.

15:56.600 --> 15:59.333
>> I BELIEVE IT IS A MORAL 

15:59.333 --> 16:01.733
IMPERATIVE TO SUPPORT THE 

16:01.733 --> 16:04.067
COMMON CORE STATE STANDARDS. 

16:04.067 --> 16:07.833
UNPRECEDENTED OPPORTUNITY FOR 

16:07.833 --> 16:08.867
COLLABORATION, STATE HEAD 

16:08.867 --> 16:11.167
EFFORT TO CREATE STANDARDS TO 

16:11.167 --> 16:14.500
PREPARE OUR STUDENTS FOR 

16:14.500 --> 16:16.367
COLLEGE CAREER SUCCESS. 

16:16.367 --> 16:21.067
NOW IN OUR GLOBAL ECONOMY, 

16:21.067 --> 16:22.867
GRADUATE FOR NOT ONLY GLOBAL 

16:22.867 --> 16:25.167
CITIZENSHIP BUT GLOBAL 

16:25.167 --> 16:25.667
LEADERSHIP. 

16:25.667 --> 16:27.433
OUR THINK OUR STUDENTS DESERVE 

16:27.433 --> 16:29.200
OF THE VERY BEST AND COMMON 

16:29.200 --> 16:31.167
CORE STATE STANDARDS -- AS A 

16:31.167 --> 16:34.167
TEACHER IN SCHOOL EVERY DAY, I 

16:34.167 --> 16:35.400
CAN ASSURE YOU THAT OUR KIDS 

16:35.400 --> 16:36.167
ARE READY. 

16:36.167 --> 16:38.133
IT IS JUST A MATTER OF TEACHERS

16:38.133 --> 16:41.833
AND OUR COMMUNITY BEING READY.

16:41.833 --> 16:42.667
>> ALL RIGHT. 

16:42.667 --> 16:44.100
IS OUR COMMUNITY READY. 

16:44.100 --> 16:45.633
WE HAVE A COMMUNITY MEMBER 

16:45.633 --> 16:46.300
HERE. 

16:46.300 --> 16:46.867
BUSINESSMAN. 

16:46.867 --> 16:48.200
YOU HAVE A QUESTION, RIGHT?

16:48.200 --> 16:51.467
>> I'M EDDIE, CHAIRMAN OF THE 

16:51.467 --> 16:55.200
INDUSTRIAL -- CONSTRUCTORS. 

16:55.200 --> 16:57.667
ELECTRICAL AND IMPLEMENTATION, 

16:57.667 --> 17:00.300
ENGINEERING, SPECIALLY COUNTRY.

17:00.300 --> 17:02.000
WE WORK ALL OVER THE UNITED 

17:02.000 --> 17:03.833
STATES, PREDOMINANTLY THE GULF 

17:03.833 --> 17:04.267
COAST. 

17:04.267 --> 17:06.400
WORK FORCE DEVELOPMENT, I HAVE 

17:06.400 --> 17:09.100
BEEN INVOLVEDED IN WITH THREE 

17:09.100 --> 17:10.400
DECADES, AND THE LOUISIANA WORK

17:10.400 --> 17:11.767
FORCE INVESTMENT COUNCIL WHEN 

17:11.767 --> 17:14.267
WE FORMED IT SEVERAL YEARS AGO.

17:14.267 --> 17:16.433
ABOUT TWO DECADES AGO, AS 

17:16.433 --> 17:17.533
CONTRACTORS AND AS OWNERS 

17:17.533 --> 17:21.300
AROUND THE COUNTRY, WE REALIZED

17:21.300 --> 17:23.333
WE ALL HAD DIFFERENT 

17:23.333 --> 17:25.333
CURRICULUMS FOR TRAINING CRAFT 

17:25.333 --> 17:26.167
PERSONS. 

17:26.167 --> 17:27.333
SO, MANY ORGANIZATIONS CAME 

17:27.333 --> 17:28.433
TOGETHER AND FORMED WHAT THEY 

17:28.433 --> 17:30.467
CALL THE NATIONAL CENTER FOR 

17:30.467 --> 17:32.767
CONSTRUCTION EDUCATION AND 

17:32.767 --> 17:33.300
RESEARCH. 

17:33.300 --> 17:34.700
AND DEVELOPED A CURRICULUM, AS 

17:34.700 --> 17:36.200
WELL AS AN ASSESSMENT, THAT 

17:36.200 --> 17:38.067
COULD BE USED FOR CRAFT 

17:38.067 --> 17:40.233
TRAINING AROUND THE COUNTRY AND

17:40.233 --> 17:41.067
STANDARDIZED IT. 

17:41.067 --> 17:42.467
WE CAME TOGETHER TO DO THAT. 

17:42.467 --> 17:44.400
AND NOW OUR CRAFT PERSONS CAN 

17:44.400 --> 17:46.167
BE TRAINED ANYWHERE IN THE 

17:46.167 --> 17:47.600
COUNTRY, ANYWHERE IN THE STATE,

17:47.600 --> 17:49.033
AND WE CAN COMPETE ANYWHERE IN 

17:49.033 --> 17:50.733
THE STATE AS WELL AS AROUND THE

17:50.733 --> 17:52.100
COUNTRY AND AROUND THE WORLD.

17:52.100 --> 17:52.900
>> YOUR QUESTION.

17:52.900 --> 17:54.900
>> MY QUESTION IS, 

17:54.900 --> 17:56.000
REPRESENTATIVE, WHY WOULDN'T 

17:56.000 --> 17:57.300
WE, AND YOU AS A BUSINESS 

17:57.300 --> 17:59.600
PERSON, WHY WOULDN'T YOU WANT 

17:59.600 --> 18:01.233
TO TAKE ADVANTAGE OF THAT AND 

18:01.233 --> 18:03.267
HAVE OUR CHILDREN COMPETE BOTH 

18:03.267 --> 18:04.300
THROUGHOUT OUR STATE, 

18:04.300 --> 18:06.433
THROUGHOUT OUR COUNTRY, AND 

18:06.433 --> 18:10.700
AROUND THE WORLD WITH HIGHER 

18:10.700 --> 18:11.200
STANDARDS?

18:11.200 --> 18:12.133
>> THAT IS A GREAT QUESTION. 

18:12.133 --> 18:14.133
I AGREE WE NEED TO RAISE 

18:14.133 --> 18:15.300
EXPECTATIONS AND WE CAN HAVE A 

18:15.300 --> 18:18.367
SET OF STANDARDS. 

18:18.367 --> 18:22.567
TO SAY WE ARE GOING TO -- TO DO

18:22.567 --> 18:24.200
THAT IN THE WORK FORCE, THAT 

18:24.200 --> 18:25.733
COULD POSSIBLY BE A VERY GOOD 

18:25.733 --> 18:26.267
THING. 

18:26.267 --> 18:32.333
WHY DO YOU WANT TO STANDARDIZE 

18:32.333 --> 18:34.200
LOUISIANA WITH NEW HAMPSHIRE, 

18:34.200 --> 18:36.033
CALIFORNIA, FINLAND, POLAND, 

18:36.033 --> 18:36.467
CHINA. 

18:36.467 --> 18:37.800
WE HAVE DIFFERENT SETS OF 

18:37.800 --> 18:38.933
VALUES HERE IN LOUISIANA THAN 

18:38.933 --> 18:40.100
PEOPLE IN OTHER STATES ACROSS 

18:40.100 --> 18:40.933
THE COUNTRY. 

18:40.933 --> 18:41.800
I LOVE NEW HAMPSHIRE. 

18:41.800 --> 18:43.800
I'M GLAD THEY'RE PART OF THIS 

18:43.800 --> 18:44.733
COUNTRY. 

18:44.733 --> 18:47.133
I DON'T WANT TO TEACH MY KIDS 

18:47.133 --> 18:47.733
LIKE THEM. 

18:47.733 --> 18:48.600
I DON'T WANT THEM TO BE 

18:48.600 --> 18:49.333
NEW HAMPSHIRE. 

18:49.333 --> 18:50.400
ONCE WE TURN AWAY THAT CONTROL 

18:50.400 --> 18:51.667
AND GIVE IT TO THE FEDERAL 

18:51.667 --> 18:52.700
LEVEL, WE'RE DONE. 

18:52.700 --> 18:54.600
WE HAVE NO INPUT ANYMORE AT THE

18:54.600 --> 18:55.800
PARENT AND LOCAL LEVEL AND I 

18:55.800 --> 18:56.800
THINK THAT IS SOMETHING THAT 

18:56.800 --> 18:59.067
THIS COUNTRY HAS BEEN FOUNDED 

18:59.067 --> 19:01.033
ON. 

19:01.033 --> 19:03.600
AMERICAN EXCEPTIONALISM -- 

19:03.600 --> 19:04.933
LOOK, I WANT TO RAISE THE BAR. 

19:04.933 --> 19:06.467
RAISE IT AS HIGH AS YOU WANT TO

19:06.467 --> 19:07.200
RAISE IT. 

19:07.200 --> 19:08.900
MAKE IT A REACHABLE GOAL AND 

19:08.900 --> 19:11.467
LET'S GO DO THAT. 

19:11.467 --> 19:14.400
I'M NOT OPPOSED TO THAT. 

19:14.400 --> 19:15.667
I DON'T WANT THE FEDERAL 

19:15.667 --> 19:17.133
GOVERNMENT TELLING US HOW TO DO

19:17.133 --> 19:17.633
THIS. 

19:17.633 --> 19:18.700
THE FEDERAL GOVERNMENT WILL SAY

19:18.700 --> 19:19.767
THEY HAVE NOTHING DO IT WITH IT

19:19.767 --> 19:22.733
AND IT IS NOT A FEDERAL 

19:22.733 --> 19:23.300
CURRICULUM. 

19:23.300 --> 19:24.300
WHEN YOU HAVE TO -- THAT IS A 

19:24.300 --> 19:25.667
NATIONAL ASSESSMENT. 

19:25.667 --> 19:26.767
EVALUATION, TEACHER PAY, 

19:26.767 --> 19:27.967
EVERYTHING BUILT ON STUDENT 

19:27.967 --> 19:28.667
PERFORMANCE. 

19:28.667 --> 19:30.633
YOU ARE GOING TO HAVE TO TEACH 

19:30.633 --> 19:31.167
TO THAT. 

19:31.167 --> 19:33.267
YOUR KIDS ARE GOING TO HAVE TO 

19:33.267 --> 19:35.700
PASS THE TEST AND BY DEFAULT IT

19:35.700 --> 19:36.967
WILL BECOME MORE NATIONAL.

19:36.967 --> 19:38.300
>> REPRESENTATIVE, LET'S GET 

19:38.300 --> 19:40.600
THIS CLEAR THOUGH. 

19:40.600 --> 19:43.900
KEN BRADFORD, IT ISN'T A 

19:43.900 --> 19:45.633
NATIONAL CURRICULUM, IS IT?

19:45.633 --> 19:46.633
>> THERE IS A DIFFERENCE 

19:46.633 --> 19:48.300
BETWEEN A STANDARD AND A 

19:48.300 --> 19:48.900
CURRICULUM. 

19:48.900 --> 19:51.733
A STANDARD IS A TASK THAT A 

19:51.733 --> 19:52.933
STUDENT MUST ACHIEVE BY THE END

19:52.933 --> 19:54.467
OF THE COURSE OR THE END OF THE

19:54.467 --> 19:55.233
SCHOOL YEAR. 

19:55.233 --> 19:57.967
THE CURRICULUM ENCOMPASSES THE 

19:57.967 --> 20:00.000
TEXTBOOK, THE RESOURCES THAT GO

20:00.000 --> 20:01.767
ALONG THAT THE TEACHERS ARE 

20:01.767 --> 20:02.467
USING, ETC. 

20:02.467 --> 20:03.833
AND WE WOULD AGREE WITH THE 

20:03.833 --> 20:05.200
REPRESENTATIVE THAT WE DO NOT 

20:05.200 --> 20:07.533
WANT A NATIONAL CURRICULUM. 

20:07.533 --> 20:08.767
WE BELIEVE IN LOCAL CONTROL. 

20:08.767 --> 20:10.800
AND THERE IS A STANDARD 

20:10.800 --> 20:11.967
ATTACHED THAT THE STUDENT MUST 

20:11.967 --> 20:13.367
ACHIEVE BY THE END OF THE YEAR.

20:13.367 --> 20:15.133
BUT THE SCHOOL DISTRICTS AND 

20:15.133 --> 20:16.200
THE SCHOOLS HAVE THE 

20:16.200 --> 20:18.133
FLEXIBILITY TO IDENTIFY THE 

20:18.133 --> 20:19.267
APPROPRIATE CURRICULUM THAT 

20:19.267 --> 20:20.833
THEY WOULD LIKE TO USE AND THE 

20:20.833 --> 20:21.367
TEXTBOOK. 

20:21.367 --> 20:23.900
THE EXAM, ITSELF, IS ALSO NOT A

20:23.900 --> 20:25.567
NATIONAL EXAM. 

20:25.567 --> 20:30.267
THE POCK EXAM IS A -- STATES 

20:30.267 --> 20:31.467
THAT HAVE COME TOGETHER THAT WE

20:31.467 --> 20:33.567
WOULD LIKE TO DEVELOP AN 

20:33.567 --> 20:35.500
ASSESSMENT TO MEASURE COMMON 

20:35.500 --> 20:38.033
CORE -- LOUISIANA ONE OF 25 

20:38.033 --> 20:39.400
STATES PARTICIPATING IN THE 

20:39.400 --> 20:40.733
PARK EXAMS. 

20:40.733 --> 20:43.133
THOSE EXAM ASSESSMENT ITEMS 

20:43.133 --> 20:46.600
HAVE BEEN DEVELOPED IN UNISON 

20:46.600 --> 20:48.900
WITH ALL OF THE 25 STATES, AND 

20:48.900 --> 20:51.433
INCLUDE LOUISIANA EDUCATORS AND

20:51.433 --> 20:51.867
TEACHERS.

20:51.867 --> 20:55.933
>> YOUR SIDE, KIRBY.

20:55.933 --> 20:57.533
>> WOULD YOU ASK YOUR QUESTION?

20:57.533 --> 20:59.433
ARE YOU CONVINCED?

20:59.433 --> 21:00.000
>> NO. 

21:00.000 --> 21:01.933
MY NAME IS MICHAEL, I'M A 

21:01.933 --> 21:03.633
RETIRED EDUCATOR. 

21:03.633 --> 21:06.033
AND I WRITE A BLOG FOR 

21:06.033 --> 21:07.200
EDUCATORS AND FOR PARENTS. 

21:07.200 --> 21:10.933
AND IN MY RESEARCH FOR THE 

21:10.933 --> 21:12.800
BLOG, I FOUND THAT OUT OF THE 

21:12.800 --> 21:14.533
25 PERSONS WHO WERE APPOINTED 

21:14.533 --> 21:17.267
TO WRITE THE STANDARDS, THERE 

21:17.267 --> 21:19.333
WAS NOT A SINGLE PRACTICING 

21:19.333 --> 21:20.500
CLASSROOM TEACHER IN THAT 

21:20.500 --> 21:20.967
GROUP. 

21:20.967 --> 21:25.533
LATER ON, TEACHERS GOT TO LOOK 

21:25.533 --> 21:26.933
AT IT BUT THERE WHETHER OR NOT 

21:26.933 --> 21:27.867
MANY CHANGES MADE. 

21:27.867 --> 21:28.867
MY QUESTION TO THE EXXON 

21:28.867 --> 21:29.867
REPRESENTATIVE IN PARTICULAR 

21:29.867 --> 21:32.167
IS, IF YOU WERE GOING TO REVAMP

21:32.167 --> 21:34.167
YOUR PROCEDURE FOR ONE OF YOUR 

21:34.167 --> 21:35.100
PLANTS, WOULD YOU CONSIDER 

21:35.100 --> 21:38.300
DOING IT -- WOULD IT BE WISE TO

21:38.300 --> 21:39.500
DO THAT WITHOUT CONSULTING WITH

21:39.500 --> 21:41.133
THE OPERATORS, PEOPLE 

21:41.133 --> 21:42.400
EXPERIENCED ON THE JOB AND WHO 

21:42.400 --> 21:44.433
ARE GOING TO HAVE TO MAKE IT 

21:44.433 --> 21:44.833
WORK?

21:44.833 --> 21:45.900
WOULD THAT MAKE ANY SENSE?

21:45.900 --> 21:47.133
>> VERY GOOD QUESTION, AND 

21:47.133 --> 21:47.800
THANK YOU. 

21:47.800 --> 21:49.633
I AGREE WITH YOU THAT WE WOULD 

21:49.633 --> 21:51.967
CERTAINLY CONSULT WITH THE 

21:51.967 --> 21:53.233
OPERATORS AND THE PEOPLE THAT 

21:53.233 --> 21:56.000
OPERATE THE PLANT. 

21:56.000 --> 21:58.800
BUT WE WOULD HAVE THE ENGINEERS

21:58.800 --> 22:00.600
AND THE HIGHER SKILLED FOLKS 

22:00.600 --> 22:02.233
ACTUALLY DEVELOP THE STANDARDS 

22:02.233 --> 22:03.733
AND FROM WHAT -- AND, AGAIN, 

22:03.733 --> 22:05.400
I'M NOT A PROFESSIONAL 

22:05.400 --> 22:07.933
EDUCATOR, BUT I DO KNOW THAT, 

22:07.933 --> 22:10.233
FOR EXAMPLE, WE HAVE 

22:10.233 --> 22:12.100
REPRESENTATIVES FROM THE CANE 

22:12.100 --> 22:13.733
CENTER HERE, A NUMBER OF 

22:13.733 --> 22:15.133
PROFESSIONAL EDUCATORS FROM THE

22:15.133 --> 22:16.600
CANE CENTER THAT WERE INVOLVED 

22:16.600 --> 22:18.033
IN ACTUALLY DEVELOPING THE 

22:18.033 --> 22:19.733
STANDARDS AND THEY WERE 

22:19.733 --> 22:21.467
REVIEWED BY TEACHERS LATER. 

22:21.467 --> 22:22.767
AT LEAST FROM WHERE WE SIT, IT 

22:22.767 --> 22:24.733
SEEMS TO BE A VERY SIMILAR 

22:24.733 --> 22:26.800
PROCESS TO ONE THAT WE WOULD 

22:26.800 --> 22:27.200
FOLLOW.

22:27.200 --> 22:28.367
>> MS. BARRIOS, WHAT IS YOUR 

22:28.367 --> 22:29.133
VIEW OF THIS?

22:29.133 --> 22:32.400
>> AS A PROFESSIONAL EDUCATOR, 

22:32.400 --> 22:34.000
I -- I WOULD LIKE TO HAVE THE 

22:34.000 --> 22:35.600
TIME TO EDUCATE THE PUBLIC FROM

22:35.600 --> 22:39.800
AN EDUCATIONAL PERSPECTIVE 

22:39.800 --> 22:41.267
WHAT'S WRONG WITH THE COMMON 

22:41.267 --> 22:42.333
CORE STANDARDS. 

22:42.333 --> 22:43.933
I KNOW WE HEAR IT IS ONLY A SET

22:43.933 --> 22:44.900
OF STANDARDS. 

22:44.900 --> 22:48.300
IF IT WERE ONLY A SET OF 

22:48.300 --> 22:49.433
STANDARDS, WHICH ALL OF THE 

22:49.433 --> 22:50.733
STATES HAVE HAD FOR QUITE 

22:50.733 --> 22:51.833
SOMETIME, AND LOUISIANA'S WAS 

22:51.833 --> 22:53.200
CONSIDERED TO BE QUITE GOOD, 

22:53.200 --> 22:54.367
TEACHERS WOULD HAVE NO PROBLEM 

22:54.367 --> 22:54.867
WITH IT. 

22:54.867 --> 22:57.500
IT IS A BENCHMARK. 

22:57.500 --> 23:00.667
THESE STANDARDS OF ATTACHED TO 

23:00.667 --> 23:02.500
A HIGH STAKES, MEANING STUDENTS

23:02.500 --> 23:04.667
WILL PASS OR FAIL BASED ON IT, 

23:04.667 --> 23:05.667
TEACHERS WERE LOSE THEIR 

23:05.667 --> 23:07.667
EMPLOYMENT OR BE DEEMED HIGHLY 

23:07.667 --> 23:09.467
EFFECTIVE BY VIRTUE OF IT, AND 

23:09.467 --> 23:10.667
SCHOOLS CAN BE CLOSED BECAUSE 

23:10.667 --> 23:11.967
OF IT, AS A RESULT OF IT. 

23:11.967 --> 23:13.833
IT IS A HIGH STAKES 

23:13.833 --> 23:14.667
STANDARDIZED TEST. 

23:14.667 --> 23:19.800
WE HAVE MOVED FROM STANDARDS TO

23:19.800 --> 23:20.867
STANDARDIZATION, TWO VERY 

23:20.867 --> 23:21.433
DIFFERENT THINGS. 

23:21.433 --> 23:22.667
IT IS A SLIPPERY SLOPE. 

23:22.667 --> 23:24.700
IN ORDER FOR THAT TEST TO BE 

23:24.700 --> 23:26.267
USED AS HIGH STAKES ACCORDING 

23:26.267 --> 23:28.533
TO POLICY OF US ED AND 

23:28.533 --> 23:30.167
RESEARCH, IT HAS TO BE ALIGNED 

23:30.167 --> 23:31.867
WITH A CURRICULUM. 

23:31.867 --> 23:34.867
SO, THE CURRICULUM WILL BE 

23:34.867 --> 23:36.000
STANDARDIZED BASED ON THE TEST 

23:36.000 --> 23:38.567
AND THE TEST IS BASED ON THE 

23:38.567 --> 23:39.000
STANDARDS.

23:39.000 --> 23:40.800
>> MAYA, YOU ARE A TEACHER AS 

23:40.800 --> 23:41.300
WELL. 

23:41.300 --> 23:43.667
TELL ME, ARE YOU WORRIED THAT 

23:43.667 --> 23:46.000
YOUR STUDENTS -- THEIR PARENTS 

23:46.000 --> 23:47.400
WILL BE OUTRAGED AND THEY WON'T

23:47.400 --> 23:48.933
BE ABLE TO GO FORWARD AND PASS 

23:48.933 --> 23:51.500
THESE TESTS, THESE STANDARDIZED

23:51.500 --> 23:51.933
TESTS?

23:51.933 --> 23:54.400
>> NO, I'M NOT WORRIED AT ALL 

23:54.400 --> 23:55.000
ACTUALLY. 

23:55.000 --> 23:55.933
FOR YEARS BEFORE COMMON CORE 

23:55.933 --> 24:00.833
WAS INTRODUCED, I YIELDED LOTS 

24:00.833 --> 24:02.767
OF CONCERNS FROM PARENT 

24:02.767 --> 24:05.033
REGARDING THEIR CHILD'S 

24:05.033 --> 24:06.333
PREPARATION, AND THEIR LACK 

24:06.333 --> 24:07.267
THERE OF. 

24:07.267 --> 24:09.000
WHEN COMMON CORE CAME ABOUT AND

24:09.000 --> 24:10.267
I HAD THE OPPORTUNITY TO MEET 

24:10.267 --> 24:11.600
WITH PARENTS AND SHOW THEM WHAT

24:11.600 --> 24:13.600
IT LOOKS LIKE IN PRACTICE, THEY

24:13.600 --> 24:14.833
HAVE BEEN WELCOMING IT WITH 

24:14.833 --> 24:16.600
OPEN ARMS AND OUR STUDENTS HAVE

24:16.600 --> 24:17.600
RISEN TO THE OCCASION. 

24:17.600 --> 24:19.900
IT IS REMARKABLE THAT THE 

24:19.900 --> 24:22.233
COMMON CORE STATE STANDARDS, 

24:22.233 --> 24:25.667
EMPHASIZE SPEAKING AND 

24:25.667 --> 24:27.333
LISTENING, AN IMPORTANT 

24:27.333 --> 24:28.667
SKILL -- I HAVE RECEIVED 

24:28.667 --> 24:30.000
STUDENTS AT THE BEGINNING OF 

24:30.000 --> 24:32.067
THE NEAR WHO WERE NONVERBAL AND

24:32.067 --> 24:35.600
BY VIRTUE OF CREATING A 

24:35.600 --> 24:37.067
VERBALLY RICH CLASSROOM, 

24:37.067 --> 24:39.067
LANGUAGE, QUESTIONS, SEMINARS, 

24:39.067 --> 24:40.833
THOSE STUDENTS LEAVE ME ABLE TO

24:40.833 --> 24:42.733
SPEAK AND ENGAGE IN WAYS THAT 

24:42.733 --> 24:43.667
THEY WEREN'T BEFORE. 

24:43.667 --> 24:46.467
COMMON CORE IS INCREDIBLY 

24:46.467 --> 24:48.033
POWERFUL AND I FEEL LIKE MY 

24:48.033 --> 24:49.367
PARENTS ARE READY AND MY KIDS 

24:49.367 --> 24:49.867
ARE, TOO.

24:49.867 --> 24:50.967
>> OTHER QUESTIONS HERE. 

24:50.967 --> 24:52.200
SIR, WOULD YOU LIKE TO ASK A 

24:52.200 --> 24:52.800
QUESTION. 

24:52.800 --> 24:53.633
GIVE US YOUR NAME.

24:53.633 --> 24:55.867
>> BRIAN ADAMS, TEACH FOR 

24:55.867 --> 24:56.967
AMERICA, SOUTH LOUISIANA. 

24:56.967 --> 24:59.133
TEACH FOR AMERICA IS A 

24:59.133 --> 25:00.267
NONPROFIT THAT BRINGS TEACHERS 

25:00.267 --> 25:02.600
AND LEADERS INTO SOME OF THE 

25:02.600 --> 25:04.133
HIGHEST NEED SCHOOLS ACROSS THE

25:04.133 --> 25:04.733
COUNTRY. 

25:04.733 --> 25:06.300
MY QUESTION RELATES TO IF YOU 

25:06.300 --> 25:09.533
LOOK AT LOUISIANA, IT RANKED 

25:09.533 --> 25:11.267
NEAR THE VERY BOTTOM OF THE 

25:11.267 --> 25:12.800
EXAM RESULTS AND HAS CONTINUED 

25:12.800 --> 25:14.233
TO LAG BEHIND EDUCATIONAL 

25:14.233 --> 25:15.633
ACHIEVEMENT AT LEAST IN PART 

25:15.633 --> 25:17.400
BECAUSE OUR STANDARDS HAVE BEEN

25:17.400 --> 25:19.100
HISTORICALLY LOWER THAN THE 

25:19.100 --> 25:20.967
STANDARDS OF OTHER STATES. 

25:20.967 --> 25:24.433
COMMON CORE WAS AN ATTEMPT TO 

25:24.433 --> 25:25.900
BASICALLY GET OUR STATE -- OUR 

25:25.900 --> 25:27.233
STUDENTS TO A POINT WHERE THEY 

25:27.233 --> 25:30.067
COULD BE COMPETITIVE WITH OTHER

25:30.067 --> 25:30.567
STATES. 

25:30.567 --> 25:32.567
MY QUESTION IS TO THE PANEL, DO

25:32.567 --> 25:33.533
YOU BELIEVE THAT ALL OF 

25:33.533 --> 25:34.967
LOUISIANA STUDENTS ARE ABLE TO 

25:34.967 --> 25:36.667
ACHIEVE AT THESE HIGHER 

25:36.667 --> 25:38.200
STANDARDS, AND IF SO, WHAT IS 

25:38.200 --> 25:40.000
IT GOING TO TAKE?

25:40.000 --> 25:41.233
IF YOU DON'T BELIEVE LOUISIANA 

25:41.233 --> 25:42.400
STUDENTS ARE ABLE TO ACHIEVE AT

25:42.400 --> 25:44.067
THESE STANDARDS, WHAT WOULD YOU

25:44.067 --> 25:45.067
SUGGEST THAT STANDARD THAT 

25:45.067 --> 25:46.200
SHOULD BE IN PLACE?

25:46.200 --> 25:47.000
>> ALL RIGHT. 

25:47.000 --> 25:48.367
THAT IS A PRETTY TOUGH 

25:48.367 --> 25:52.233
QUESTION, BUT I'M SURE, YES, 

25:52.233 --> 25:52.533
LEE.

25:52.533 --> 25:54.000
>> FIRST OF ALL, STANDARDS 

25:54.000 --> 25:55.333
DON'T SET THE BAR FOR THE 

25:55.333 --> 25:55.900
CLASSROOM. 

25:55.900 --> 25:57.767
THE TEACHER SETS THE BAR BASED 

25:57.767 --> 25:59.033
ON HER CLASSROOM, THE 

25:59.033 --> 26:00.100
INDIVIDUAL STUDENTS IN IT. 

26:00.100 --> 26:03.067
WE HAVE BEEN TOLD FOR YEARS AND

26:03.067 --> 26:04.900
LEARNED HOW TO INDIVIDUALIZE 

26:04.900 --> 26:07.467
LESSONS FOR STUDENTS BECAUSE 

26:07.467 --> 26:08.967
THEY'RE ALL DIFFERENT, LEARNING

26:08.967 --> 26:10.133
DIFFERENT LEVELS AT DIFFERENT 

26:10.133 --> 26:12.200
SPEEDS. 

26:12.200 --> 26:14.333
SO, STANDARDS -- YOU CAN RAISE 

26:14.333 --> 26:15.767
THE BAR FOR STANDARDS ALL YOU 

26:15.767 --> 26:16.200
WANT. 

26:16.200 --> 26:17.833
THE TEACHER IN THE CLASSROOM 

26:17.833 --> 26:19.833
DETERMINES HOW TO PRESENT THAT 

26:19.833 --> 26:21.100
MATERIAL AND WHAT HER STUDENTS 

26:21.100 --> 26:25.067
AT ANY GIVEN TIME CAN ACCEPT. 

26:25.067 --> 26:27.700
THERE IS AN ABSOLUTE DIRECT 

26:27.700 --> 26:29.033
CORRELATION BETWEEN 

26:29.033 --> 26:30.467
SOCIOECONOMIC STATUS AND HOW 

26:30.467 --> 26:32.033
STUDENTS PERFORM AND 

26:32.033 --> 26:36.167
STANDARDIZED TESTS, BOTH WITH A

26:36.167 --> 26:38.767
AN INTERNATIONAL TEST AND A 

26:38.767 --> 26:40.367
TEST IN THE UNITED STATES. 

26:40.367 --> 26:41.567
LOUISIANA IS I BELIEVE, SECOND 

26:41.567 --> 26:43.467
TO THE LAST, HIGHEST POVERTY IN

26:43.467 --> 26:44.633
THE UNITED STATES. 

26:44.633 --> 26:46.633
THEREFORE, THAT HAS A LOT TO DO

26:46.633 --> 26:49.500
WITH THAT CORRELATION. 

26:49.500 --> 26:51.700
AND INTERNATIONALLY, IF YOU 

26:51.700 --> 26:54.300
AGGREGATE STUDENT SCORES FROM 

26:54.300 --> 26:56.467
THE UNITED STATES AND SEPARATE 

26:56.467 --> 26:58.433
THOSE IN POVERTY FROM THOSE WHO

26:58.433 --> 27:00.000
ARE NOT AND COMPARE THEM TO SAY

27:00.000 --> 27:01.767
FINLAND WHICH IS SUPPOSED TO BE

27:01.767 --> 27:03.633
AT THE TOP AND HAS BASICALLY 

27:03.633 --> 27:05.067
ZERO POVERTY, WE ARE RIGHT UP 

27:05.067 --> 27:07.267
THERE TOWARD THE TOP WITH THOSE

27:07.267 --> 27:07.667
NATIONS.

27:07.667 --> 27:09.067
>> YOU ARE SAYING THEN THAT 

27:09.067 --> 27:10.500
POOR STUDENTS CAN'T ACHIEVE.

27:10.500 --> 27:11.733
>> NO, I'M NOT SAYING THAT.

27:11.733 --> 27:13.233
>> THAT IS WHAT IT SOUNDS LIKE.

27:13.233 --> 27:14.833
>> I'M SAYING THEY NEED A 

27:14.833 --> 27:16.033
DIFFERENT PRESENTATION, THEY 

27:16.033 --> 27:18.233
NEED TO BE WORKED WITH MORE 

27:18.233 --> 27:20.267
INTENSELY AND IN DIFFERENT 

27:20.267 --> 27:20.667
WAYS.

27:20.667 --> 27:21.733
>> ANYBODY ELSE WANT TO JUMP IN

27:21.733 --> 27:22.433
ON THIS ONE. 

27:22.433 --> 27:23.400
YEAH, KEN.

27:23.400 --> 27:25.233
>> AS A FORMER SCHOOLTEACHER 

27:25.233 --> 27:26.467
NORTH BATON ROUGE HIGH 

27:26.467 --> 27:27.800
SCHOOLTEACHER FOR SEVEN YEARS 

27:27.800 --> 27:29.500
MYSELF, AND CURRENTLY HAVING 

27:29.500 --> 27:32.133
THREE CHILDREN IN A RURAL 

27:32.133 --> 27:33.667
LOUISIANA PUBLIC SCHOOL SYSTEM,

27:33.667 --> 27:36.000
GRADES THREE, FIVE, AND NINE, I

27:36.000 --> 27:37.600
WILL SAY THIS. 

27:37.600 --> 27:39.833
I WILL SUPPORT WHAT MAYA WAS 

27:39.833 --> 27:42.433
SAYING ABOUT THE STANDARDS. 

27:42.433 --> 27:43.900
BUT AS FAR AS THE EXAMS -- SHE 

27:43.900 --> 27:46.267
IS CORRECT, WE'RE RANKED 47th 

27:46.267 --> 27:49.300
IS OUR BEST RATING AND THAT IS 

27:49.300 --> 27:50.700
ON OUR EIGHTH GRADE MATH FOR 

27:50.700 --> 27:51.867
THE NAPE RATING. 

27:51.867 --> 27:53.867
AND WE DO NEED TO RAISE THE 

27:53.867 --> 27:54.300
STANDARDS. 

27:54.300 --> 27:56.200
AND WE WOULD AGREE THAT EVERY 

27:56.200 --> 27:57.933
STUDENT, REGARDLESS OF 

27:57.933 --> 27:59.333
SOCIOECONOMIC CLASS SHOULD HAVE

27:59.333 --> 28:01.900
ACCESS TO A RIGOROUS 

28:01.900 --> 28:02.467
CURRICULUM. 

28:02.467 --> 28:04.067
WE WOULD AGREE THEY ALL SHOULD.

28:04.067 --> 28:05.733
>> WHAT I'M HEARING, THERE ARE 

28:05.733 --> 28:06.767
DIFFERENT APPROACHES THAT 

28:06.767 --> 28:07.600
SHOULD BE TAKEN. 

28:07.600 --> 28:09.033
THAT IS WHAT YOU ARE SAYING?

28:09.033 --> 28:11.500
>> RIGHT, AND ALSO THAT A 

28:11.500 --> 28:13.533
STANDARDIZED TEST, WHICH IS THE

28:13.533 --> 28:15.367
MEASUREMENT THAT WE'RE USING --

28:15.367 --> 28:17.800
IT IS A QUANTITATIVE TEST USED 

28:17.800 --> 28:20.700
TO MEASURE A QUALITATIVE -- THE

28:20.700 --> 28:23.633
QUALITY OF LEARNING. 

28:23.633 --> 28:25.500
YOU CAN'T MEASURE QUALITY WITH 

28:25.500 --> 28:27.933
QUANTITATIVE MEASURES. 

28:27.933 --> 28:30.333
A STANDARDIZED TEST DOES NOT 

28:30.333 --> 28:32.467
SHOW HOW MUCH A STUDENT HAS 

28:32.467 --> 28:32.933
LEARNED. 

28:32.933 --> 28:34.433
IT SHOWS HOW MANY QUESTIONS 

28:34.433 --> 28:36.400
THEY ANSWERED CORRECTLY ON THAT

28:36.400 --> 28:36.800
TEST.

28:36.800 --> 28:37.900
>> WHAT WE'RE HEARING FROM SOME

28:37.900 --> 28:39.500
OF THE BUSINESS PEOPLE, PEOPLE 

28:39.500 --> 28:40.933
ARRIVE AND THEY'RE NOT 

28:40.933 --> 28:41.400
PREPARED.

28:41.400 --> 28:44.000
>> YES, WE ARE SEEING A HIGHER 

28:44.000 --> 28:46.400
DEGREE OF APPLICANTS FOR JOBS 

28:46.400 --> 28:48.967
NOT QUALIFIED TO FILL THE JOBS.

28:48.967 --> 28:52.067
WE ARE SEEING HIGHER DEGREE OF 

28:52.067 --> 28:52.700
DIFFICULTY. 

28:52.700 --> 28:55.600
WE DO TEST OUR APPLICANTS FOR 

28:55.600 --> 28:56.733
MATH AND SCIENCE CAPABILITY 

28:56.733 --> 28:58.067
BEFORE THEY COME IN THE DOOR, 

28:58.067 --> 28:59.900
AND, UNFORTUNATELY, WE ARE 

28:59.900 --> 29:01.267
SEEING A SIGNIFICANT PERCENTAGE

29:01.267 --> 29:03.500
THAT ARE NOT PASSING. 

29:03.500 --> 29:04.700
WHICH IS A SIGNIFICANT DRIVER 

29:04.700 --> 29:06.433
FOR THE REASON THAT WE'RE 

29:06.433 --> 29:07.533
SUPPORTING GOING FORWARD WITH 

29:07.533 --> 29:08.800
THE STANDARDS.

29:08.800 --> 29:11.267
>> AND THAT MAKES SENSE SINCE 

29:11.267 --> 29:13.800
NO CHILD LEFT BEHIND INSTITUTED

29:13.800 --> 29:15.600
STANDARDIZED TESTING, WAS IT 

29:15.600 --> 29:17.333
13, 14 YEARS AGO. 

29:17.333 --> 29:19.733
THAT THAT IS THE PROBLEM WITH 

29:19.733 --> 29:21.100
STANDARDIZED TESTING. 

29:21.100 --> 29:22.533
NARROWING THE CURRICULUM, 

29:22.533 --> 29:24.867
FOCUSING ON A TEST.

29:24.867 --> 29:25.967
>> ONE THING THAT SEEMS TO BE 

29:25.967 --> 29:27.400
MISSING OUT OF THIS 

29:27.400 --> 29:29.100
CONVERSATION, THERE IS NOTHING 

29:29.100 --> 29:31.033
PROHIBITING US FROM DOING THIS 

29:31.033 --> 29:31.933
NOW. 

29:31.933 --> 29:33.633
WE DON'T HAVE TO JOIN COMMON 

29:33.633 --> 29:35.500
CORE TO RAISE OUR EXPECTATIONS 

29:35.500 --> 29:36.700
AND TO CHANGE THE STUDENT 

29:36.700 --> 29:38.267
LEARNING HERE IN LOUISIANA AND 

29:38.267 --> 29:40.267
TO MOVE FROM 47 UP. 

29:40.267 --> 29:42.400
IT HAS BEEN 47, 49 AS LONG AS I

29:42.400 --> 29:43.267
CAN REMEMBER. 

29:43.267 --> 29:44.500
NONE OF US LIKE THAT. 

29:44.500 --> 29:45.867
I DON'T THINK -- NOBODY HAS 

29:45.867 --> 29:48.433
BEEN PROUD THAT WE'RE 47th. 

29:48.433 --> 29:49.000
OKAY. 

29:49.000 --> 29:50.100
BUT A RADICAL CHANGE IN 

29:50.100 --> 29:51.600
EDUCATION -- BY THE WAY, IT WAS

29:51.600 --> 29:52.433
NOT STATE LED. 

29:52.433 --> 29:54.133
STATE LED MEANS THAT ALL OF THE

29:54.133 --> 29:55.967
LEGISLATIVE BODIES ACROSS 50 

29:55.967 --> 29:56.967
STATES GOT TOGETHER HAD 

29:56.967 --> 29:59.267
DISCUSSION, OPEN FORUMS, PUBLIC

29:59.267 --> 30:00.367
MEETINGS, TESTIFYING AND 

30:00.367 --> 30:01.667
SOMEBODY VOTED AND WE CAME TO 

30:01.667 --> 30:05.700
THIS CONSENSUS. 

30:05.700 --> 30:07.400
THIS WAS NOT STATE LED. 

30:07.400 --> 30:08.933
STATE LED IS IF SOMEBODY IS 

30:08.933 --> 30:10.300
HELD ACCOUNTABLE. 

30:10.300 --> 30:12.200
AND SO WHY -- WHY DO WE WANT TO

30:12.200 --> 30:13.800
GIVE THAT UP SO THAT -- SO THAT

30:13.800 --> 30:16.300
IN THE NAME OF HAVING A BETTER 

30:16.300 --> 30:17.200
QUALIFIED EMPLOYEE?

30:17.200 --> 30:18.900
WE WANT THEM TOO. 

30:18.900 --> 30:20.433
I WANT BETTER QUALIFIED 

30:20.433 --> 30:21.600
EMPLOYEES TO SHOW UP AT MY DOOR

30:21.600 --> 30:22.233
AS WELL. 

30:22.233 --> 30:23.333
WE CAN DO THAT RIGHT NOW. 

30:23.333 --> 30:25.167
OUR TEACHERS ARE WONDERFUL. 

30:25.167 --> 30:26.633
RAISE THE EXPECTATIONS, PROVIDE

30:26.633 --> 30:27.933
THE RESOURCES WE NEED AND WE 

30:27.933 --> 30:29.033
CAN DO THAT. 

30:29.033 --> 30:30.933
FORGET JOIN COMMON CORE.

30:30.933 --> 30:33.200
>> THE STATE LED BY WHOM?

30:33.200 --> 30:35.267
>> STATE LED BY THE NATIONAL 

30:35.267 --> 30:36.900
GOVERNMENT ASSOCIATION, PRIVATE

30:36.900 --> 30:37.400
GROUP. 

30:37.400 --> 30:38.633
WHEN YOU TALK ABOUT STATE LED, 

30:38.633 --> 30:39.833
PEOPLE THINK THAT YOU DISCUSSED

30:39.833 --> 30:41.567
THE ISSUE, PARENTS AND TEACHERS

30:41.567 --> 30:43.033
AND EXPERTS HAVE COME AND 

30:43.033 --> 30:43.600
TESTIFIED. 

30:43.600 --> 30:44.533
YOU HAVE IDENTIFIED PROBLEM 

30:44.533 --> 30:45.800
AREAS AND YOU HAVE TRIED TO 

30:45.800 --> 30:47.067
SOLVE THOSE PROBLEMS. 

30:47.067 --> 30:48.533
WE HAVE NOT DONE THAT. 

30:48.533 --> 30:50.700
WE ARE IN IT AND NOW WE HAVE 

30:50.700 --> 30:51.900
ALL OF THESE PROBLEMS. 

30:51.900 --> 30:52.733
YOU CAN'T FIX IT. 

30:52.733 --> 30:54.433
IT HAS BEEN WRITTEN, IT'S DONE,

30:54.433 --> 30:55.333
AND WE'RE IN. 

30:55.333 --> 30:57.600
AND BY THE WAY, IF YOU HAVE 25 

30:57.600 --> 30:59.767
STATES DOING THE PARK TEST, HOW

30:59.767 --> 31:00.933
IS IT COMMON ANYWAY. 

31:00.933 --> 31:02.400
WHAT ARE THE OTHER 25 STATES 

31:02.400 --> 31:02.900
DOING?

31:02.900 --> 31:04.000
THIS WHOLE THING IS BAFFLING TO

31:04.000 --> 31:04.367
ME.

31:04.367 --> 31:06.100
>> WE HAVE A QUESTION FROM 

31:06.100 --> 31:08.567
SOMEONE, FORGIVE ME IF I 

31:08.567 --> 31:10.200
MISCHARACTERIZE YOUR OPINION, 

31:10.200 --> 31:11.600
STARTED OFF SKEPTICAL AND IS 

31:11.600 --> 31:13.733
NOW MAYBE MORE CONVINCED, IS 

31:13.733 --> 31:15.400
THAT A FAIR REPRESENTATION?

31:15.400 --> 31:16.467
>> I WOULDN'T SAY THAT. 

31:16.467 --> 31:18.900
MY NAME IS RYAN, AND I AM A 

31:18.900 --> 31:20.267
MEMBER OF THE REPUBLICAN STATE 

31:20.267 --> 31:22.200
CENTRAL COMMITTEE AND A 

31:22.200 --> 31:23.200
CONSERVATIVE POLITICAL 

31:23.200 --> 31:23.567
ACTIVIST. 

31:23.567 --> 31:25.933
AND I'M ALSO A FORMER PUBLIC 

31:25.933 --> 31:27.100
SCHOOLTEACHER IN BATON ROUGE, 

31:27.100 --> 31:28.333
TAUGHT MIDDLE SCHOOL MATH FOR 

31:28.333 --> 31:29.800
THREE YEARS IN THE BATON ROUGE 

31:29.800 --> 31:30.400
SYSTEM. 

31:30.400 --> 31:31.967
AND I STRONGLY SUPPORT THE 

31:31.967 --> 31:35.600
STANDARDS BECAUSE THEY'RE NOT A

31:35.600 --> 31:37.667
FEDERAL TAKEOVER. 

31:37.667 --> 31:38.933
REPRESENTATIVE GEYMANN SAYS 

31:38.933 --> 31:40.200
THAT THEY ARE AND SAYS THAT 

31:40.200 --> 31:41.667
THEY MIGHT BE IN THE FUTURE.

31:41.667 --> 31:44.967
HE KNOWS THERE IS NO FEDERAL 

31:44.967 --> 31:46.667
ROLE, CONSPIRACY THEORY THAT 

31:46.667 --> 31:47.967
THERE MIGHT BE A FEDERAL 

31:47.967 --> 31:50.200
TAKEOVER LATER I DON'T SEE ANY 

31:50.200 --> 31:51.200
BASIS WHATSOEVER FOR THAT 

31:51.200 --> 31:52.400
EXCEPT FEAR AND I DON'T THINK 

31:52.400 --> 31:53.800
THAT IS A GOOD MOTIVATION FOR 

31:53.800 --> 31:54.400
POLITICS. 

31:54.400 --> 31:56.200
AS A FORMER TEACHER, I SUPPORT 

31:56.200 --> 31:58.267
THE STANDARDS BECAUSE THE OLD 

31:58.267 --> 32:00.567
STANDARDS WERE NOT GOOD. 

32:00.567 --> 32:04.933
TEACHING 6th GRADE MATH, ONE 

32:04.933 --> 32:07.300
FIFTH OF THE STUDENTS KNOW THE 

32:07.300 --> 32:10.033
TIME TABLES, AND TRYING TO -- 

32:10.033 --> 32:11.833
LOUISIANA'S OLD STANDARDS WERE 

32:11.833 --> 32:14.033
SO BROAD, A MILE WIDE, AN INCH 

32:14.033 --> 32:15.800
DEEP, AND KIDS DID NOT LEARN 

32:15.800 --> 32:17.233
THE ESSENTIAL FACTS THAT THEY 

32:17.233 --> 32:18.133
NEEDED TO LEARN. 

32:18.133 --> 32:19.267
THOSE ARE REASONS THAT I 

32:19.267 --> 32:21.800
STRONGLY SUPPORT THE STANDARDS.

32:21.800 --> 32:23.300
FOR REPRESENTATIVE GEYMANN, 

32:23.300 --> 32:24.467
WHAT ABOUT LOUISIANA STUDENTS 

32:24.467 --> 32:25.600
DO YOU THINK IS SO DIFFERENT 

32:25.600 --> 32:28.933
THAT THEY SHOULD NOT LEARN 

32:28.933 --> 32:34.300
THEIR MULTIPLICATION TABLES IN 

32:34.300 --> 32:35.000
THIRD GRADES. 

32:35.000 --> 32:36.733
IN -- YOU ARE PROPOSING TO GO 

32:36.733 --> 32:39.033
BACK TO THE OLD STANDARDS, 

32:39.033 --> 32:40.700
UNLESS -- I DON'T SEE ANY 

32:40.700 --> 32:42.367
PROPOSAL FROM YOU THIS IS HOW 

32:42.367 --> 32:44.200
WE CAN RAISE OUR STANDARDS 

32:44.200 --> 32:45.233
SEPARATELY, AND I WOULD ASK 

32:45.233 --> 32:46.433
AREN'T YOU REALLY SAYING THAT 

32:46.433 --> 32:47.433
LOUISIANA STUDENTS SHOULD BE 

32:47.433 --> 32:48.567
HELD TO A LOWER STANDARD?

32:48.567 --> 32:50.833
>> YOU WILL SEE A PROPOSAL, 

32:50.833 --> 32:52.867
SIR, AND I THINK IT IS A GREAT 

32:52.867 --> 32:53.467
QUESTION. 

32:53.467 --> 32:55.300
I HAVE 12 LEGISLATIVE 

32:55.300 --> 32:56.467
INSTRUMENTS DEALING WITH THIS 

32:56.467 --> 32:57.033
TOPIC. 

32:57.033 --> 32:58.600
YOU WILL SEE A GROUP OF US IN 

32:58.600 --> 33:01.067
THE LEGISLATIVE BODY PROPOSING 

33:01.067 --> 33:02.800
AN ALTERNATIVE TO COMMON CORE. 

33:02.800 --> 33:07.733
WE WILL RAISE THE -- IT WILL 

33:07.733 --> 33:08.533
RAISE THE EXPECTATIONS, THERE 

33:08.533 --> 33:10.433
ARE THINGS THAT ARE GOOD ABOUT 

33:10.433 --> 33:11.133
COMMON CORE. 

33:11.133 --> 33:12.367
THE CONSPIRACY THING -- A LOT 

33:12.367 --> 33:13.767
OF PEOPLE LIKE TO LOOK AT THE 

33:13.767 --> 33:16.433
OPPOSITION, YOU ARE A BUNCH OF 

33:16.433 --> 33:19.067
YOU KNOW WHAT OFFER, CONSPIRACY

33:19.067 --> 33:19.900
THEORY GOING ON. 

33:19.900 --> 33:21.067
TEXAS DID NOT JOIN IT. 

33:21.067 --> 33:22.800
I BELIEVE EXXON IS LOCATED IN 

33:22.800 --> 33:23.300
DALLAS. 

33:23.300 --> 33:24.733
THERE IS NOTHING WRONG WITH 

33:24.733 --> 33:26.067
TEXAS NECESSARILY. 

33:26.067 --> 33:28.067
LET'S NOT GET INTO THE 

33:28.067 --> 33:29.200
CONSPIRACY THEORY ISSUE. 

33:29.200 --> 33:30.433
LET'S TALK ABOUT WHETHER WE 

33:30.433 --> 33:32.067
WANT TO CONTROL OUR EDUCATION 

33:32.067 --> 33:33.267
IN LOUISIANA, OR DO WE WANT TO 

33:33.267 --> 33:36.100
TURN IT OVER TO A NATIONAL 

33:36.100 --> 33:37.233
AGENDA OF COMMON STATE 

33:37.233 --> 33:38.467
CURRICULUM, AND IT WILL, BY THE

33:38.467 --> 33:40.267
WAY, IT HAS TO BE A NATIONAL 

33:40.267 --> 33:42.833
CURRICULUM IF YOU ARE PASSING A

33:42.833 --> 33:44.500
NATIONAL ASSESSMENT. 

33:44.500 --> 33:46.267
LET'S DO THAT LOCALLY HERE IN 

33:46.267 --> 33:47.633
LOUISIANA WITH EXPERTS. 

33:47.633 --> 33:48.767
NOTHING PROHIBITING US FROM 

33:48.767 --> 33:49.567
DOING THAT NOW.

33:49.567 --> 33:51.167
>> BETH, YOU HAVE A QUESTION. 

33:51.167 --> 33:52.100
PLEASE, STAND UP. 

33:52.100 --> 33:54.467
YOU ARE NOT SO HAPPY WITH IT, 

33:54.467 --> 33:54.933
RIGHT?

33:54.933 --> 33:55.900
>> NO, I'M NOT.

33:55.900 --> 33:56.567
>> ALL RIGHT.

33:56.567 --> 34:03.167
>> I AM A FORMER EDUCATOR. 

34:03.167 --> 34:07.033
I TAUGHT COLLEGE BOUND 

34:07.033 --> 34:07.733
STUDENTS. 

34:07.733 --> 34:09.200
SINCE THE IMPLEMENTATION OF 

34:09.200 --> 34:10.600
COMMON CORE IN MY DISTRICT, 

34:10.600 --> 34:12.700
THIS YEAR, I AM NOW A HOME 

34:12.700 --> 34:13.500
SCHOOL MOTHER. 

34:13.500 --> 34:16.000
I HAVE PULLED MY CHILD FROM THE

34:16.000 --> 34:16.500
SYSTEM. 

34:16.500 --> 34:18.500
AND I HAVE SEVERAL REASONS I'M 

34:18.500 --> 34:20.000
CONCERNED ABOUT COMMON CORE. 

34:20.000 --> 34:23.300
ONE OF THEM IS THE CURRICULUM, 

34:23.300 --> 34:26.167
ESPECIALLY THE CONTENT, AND THE

34:26.167 --> 34:28.600
OTHER IS THE INSTRUCTION, AND, 

34:28.600 --> 34:30.533
THIRDLY, IS THE DATA SHARING. 

34:30.533 --> 34:31.733
SO THOSE ARE SOME MAIN CONCERNS

34:31.733 --> 34:33.567
THAT I HAVE ABOUT THE COMMON 

34:33.567 --> 34:34.033
CORE. 

34:34.033 --> 34:37.167
NOW, I WOULD LIKE TO ADDRESS MY

34:37.167 --> 34:40.100
QUESTION TO MS. BENNETT, AND 

34:40.100 --> 34:41.733
THEN TO MS. BARRIOS. 

34:41.733 --> 34:43.267
ESSENTIALLY, IF YOU LOOK AT THE

34:43.267 --> 34:46.167
COMMON CORE STANDARDS, IF YOU 

34:46.167 --> 34:48.000
READ THEM IN DEPTH, YOU WILL 

34:48.000 --> 34:49.400
NOTICE THAT THERE IS A 

34:49.400 --> 34:52.767
PARTICULARLY HEAVY EMPHASIS ON 

34:52.767 --> 34:55.500
A 1930s LITERARY THEORY CALLED 

34:55.500 --> 34:56.533
NEW CRITICISM. 

34:56.533 --> 34:59.333
IN THAT, YOU WILL FIND THE 

34:59.333 --> 34:59.933
GUIDELINES. 

34:59.933 --> 35:01.533
WE'RE TALKING ABOUT THE 

35:01.533 --> 35:03.300
CURRICULUM NOT BEING AFFECTED. 

35:03.300 --> 35:05.833
THE GUIDE BOOK FOR BEING COMMON

35:05.833 --> 35:07.233
CORE ALIGNED THAT WAS WRITTEN 

35:07.233 --> 35:09.133
BY TWO OF THE PEOPLE THAT WROTE

35:09.133 --> 35:11.400
THE STANDARDS INDICATES THAT 

35:11.400 --> 35:13.133
THERE IS GOING TO BE AN 

35:13.133 --> 35:13.633
EMPHASIS. 

35:13.633 --> 35:17.167
IN FACT IT SAYS IN THERE, 

35:17.167 --> 35:18.800
QUOTE, HEAVY PRIORITIES ON THE 

35:18.800 --> 35:21.467
COMMON CORE BASED ON THIS NEW 

35:21.467 --> 35:22.133
CRITICISM. 

35:22.133 --> 35:24.400
I SAW IT IN MY SON'S OWN 

35:24.400 --> 35:24.800
TEXTBOOK. 

35:24.800 --> 35:26.233
IT WAS NOT GOING TO GET HIM 

35:26.233 --> 35:27.067
COLLEGE BOUND. 

35:27.067 --> 35:28.700
IT WAS NOT GOING TO PREPARE HIM

35:28.700 --> 35:29.433
FOR COLLEGE. 

35:29.433 --> 35:30.833
MS. BENNETT, WHAT DO YOU 

35:30.833 --> 35:32.167
CONSIDER MIGHT BE THE LONG TERM

35:32.167 --> 35:34.000
EFFECTS OF USING A SET OF 

35:34.000 --> 35:35.567
STANDARDS AND ANNUAL 

35:35.567 --> 35:38.667
ASSESSMENTS BASED HEAVILY UPON 

35:38.667 --> 35:40.233
ESSENTIALLY ONE LITERARY THEORY

35:40.233 --> 35:42.300
TO THE EXCLUSION OF 

35:42.300 --> 35:43.767
APPROXIMATELY 12 OTHER THEORIES

35:43.767 --> 35:45.733
ON THE DEVELOPMENT OF STUDENT 

35:45.733 --> 35:48.167
LITERACY, PARTICULARLY THE 

35:48.167 --> 35:49.333
COLLEGE-BOUND KIDS WHEN THEY GO

35:49.333 --> 35:50.933
TO COLLEGE AND THE EXPECTATION 

35:50.933 --> 35:53.533
IN COLLEGE IS THE ABILITY TO 

35:53.533 --> 35:55.400
ADDRESS TEXT IN MULTIPLE WAYS 

35:55.400 --> 35:57.500
AND FOR MULTIPLE PURPOSES, NOT 

35:57.500 --> 35:59.700
ADDRESSED BY THE NEW CRITICISM?

35:59.700 --> 36:00.700
>> THAT IS INTERESTING. 

36:00.700 --> 36:02.067
I'VE DONE A LOT OF READING AND 

36:02.067 --> 36:03.033
I HAVE NOT SEEN THAT. 

36:03.033 --> 36:04.867
DO YOU WANT TO REACT TO THAT?

36:04.867 --> 36:06.333
>> CERTAINLY, THAT IS NEW 

36:06.333 --> 36:07.433
INFORMATION FOR ME. 

36:07.433 --> 36:09.400
TO YOUR QUESTION REGARDING THE 

36:09.400 --> 36:10.467
LONG-TERM VISION FOR WHAT 

36:10.467 --> 36:11.767
COMMON CORE MEANS FOR OUR KIDS,

36:11.767 --> 36:13.867
I SEE AN OPPORTUNITY FOR THE 

36:13.867 --> 36:15.000
STUDENTS OF LOUISIANA TO RISE 

36:15.000 --> 36:17.367
TO THE TOP OF THE NATION IN 

36:17.367 --> 36:19.267
TERMS OF OUR EDUCATIONAL 

36:19.267 --> 36:19.733
SYSTEM. 

36:19.733 --> 36:22.600
I ALSO SEE AN OPPORTUNITY TO 

36:22.600 --> 36:23.500
ANNIHILATE POVERTY. 

36:23.500 --> 36:25.467
I REALLY THINK BY HOLDING ALL 

36:25.467 --> 36:27.033
STUDENTS IN OUR COUNTRY TO 

36:27.033 --> 36:28.667
STANDARDS THAT ARE 

36:28.667 --> 36:30.700
INTERNATIONALLY BENCHMARK, 

36:30.700 --> 36:31.733
LOGICAL IN PROGRESSION AND 

36:31.733 --> 36:32.933
THOUGHTFUL IN TERMS OF THEIR 

36:32.933 --> 36:34.067
INTENTION TO PREPARE STUDENTS 

36:34.067 --> 36:36.100
FOR COLLEGE AND CAREER SUCCESS,

36:36.100 --> 36:37.733
THAT WE CAN TRANSFORM OUR STATE

36:37.733 --> 36:39.100
AND OUR COUNTRY AND OUR 

36:39.100 --> 36:40.633
CHILDREN'S LIVES, WHICH IS THE 

36:40.633 --> 36:41.633
MOST IMPORTANT THING. 

36:41.633 --> 36:44.767
I WOULD ALSO LIKE TO ALSO 

36:44.767 --> 36:46.400
DISCUSS THE LITERACY COMPONENT 

36:46.400 --> 36:47.167
OF COMMON CORE. 

36:47.167 --> 36:48.433
I THINK IT IS REMARKABLE THAT 

36:48.433 --> 36:49.733
WE ARE NOW MOVING INTO AN AGE 

36:49.733 --> 36:51.867
WHERE WE HAVE A BALANCED 

36:51.867 --> 36:53.633
EMPHASIS ON INFORMATIONAL TEXT 

36:53.633 --> 37:01.467
AND LITERATURE. 

37:01.467 --> 37:04.233
TAKE COMMAND OF THE ENGLISH 

37:04.233 --> 37:05.667
LANGUAGE, THEY CAN SPEAK THE 

37:05.667 --> 37:06.800
LANGUAGE OF POWER, GOING BACK 

37:06.800 --> 37:10.700
TO LISTENING AND SPEAKING 

37:10.700 --> 37:12.633
STANDARDS, AND COMPETE GLOBALLY

37:12.633 --> 37:14.967
FOR CAREERS AND THE AMERICAN 

37:14.967 --> 37:16.167
DREAM REALLY. 

37:16.167 --> 37:17.900
I AM EXCITED ABOUT COMMON CORE.

37:17.900 --> 37:19.633
AS WE MOVE FORWARD WITH 

37:19.633 --> 37:20.833
IMPLEMENTATION, WE HAVE TO BE 

37:20.833 --> 37:22.567
SENSITIVE AND KIND TO ONE 

37:22.567 --> 37:26.167
ANOTHER RECOGNIZING THAT THERE 

37:26.167 --> 37:28.800
WILL BE MISTAKES MADE ALONG THE

37:28.800 --> 37:29.233
WAY. 

37:29.233 --> 37:33.700
COMMON CORE -- IT WILL TAKE 

37:33.700 --> 37:37.533
TIME TO GET THIS RIGHT, SO 

37:37.533 --> 37:39.833
WE'RE GOING TO KIND OF LAX THE 

37:39.833 --> 37:41.067
WAY WE HOLD SCHOOLS 

37:41.067 --> 37:41.567
ACCOUNTABLE.

37:41.567 --> 37:42.800
>> TAKE TIME TO GET IT RIGHT. 

37:42.800 --> 37:44.067
THAT'S CERTAINLY TRUE.

37:44.067 --> 37:45.533
>> WELL, GO BACK -- TO GO BACK 

37:45.533 --> 37:47.100
TO THE QUESTION. 

37:47.100 --> 37:49.100
I THINK WHAT BETH WAS REFERRING

37:49.100 --> 37:50.800
TO IS THE IMBALANCE THAT IS 

37:50.800 --> 37:52.800
BEING CREATED AND IN THE 

37:52.800 --> 37:53.367
CURRICULUM. 

37:53.367 --> 37:54.800
ALTHOUGH WE HAVE A SET OF 

37:54.800 --> 37:56.133
STANDARDS, IT HAS REACHED OVER 

37:56.133 --> 37:59.733
INTO THE CURRICULUM, AND 

37:59.733 --> 38:02.267
REQUIRING OR STATING THAT 70% 

38:02.267 --> 38:03.967
IN SECONDARY SCHOOLS, I BELIEVE

38:03.967 --> 38:07.633
IT IS 7th, 8th, THROUGH 12th, 

38:07.633 --> 38:11.233
ARE TO FOCUS 70% OF THEIR 

38:11.233 --> 38:12.267
LITERATURE ON INFORMATIONAL 

38:12.267 --> 38:14.100
TEXT AS OPPOSED TO LITERATURE 

38:14.100 --> 38:15.800
SAY, FICTION, CLASSICAL 

38:15.800 --> 38:18.733
LITERATURE, THAT SORT OF THING.

38:18.733 --> 38:22.733
AND THE NEW CRITICISM 

38:22.733 --> 38:24.633
FOCUSING -- CLOSED READING. 

38:24.633 --> 38:26.533
AND WHAT IT DOES IS TAKE A TEXT

38:26.533 --> 38:28.567
AND IT ASKS THE STUDENT TO 

38:28.567 --> 38:31.467
FOCUS ON THAT TEXT WITHOUT 

38:31.467 --> 38:33.733
CONSIDERING HISTORICAL CONTEXT 

38:33.733 --> 38:35.267
OR PERSONAL EXPERIENCE, ALL OF 

38:35.267 --> 38:36.967
THOSE, AND TO ANALYZE THAT TEXT

38:36.967 --> 38:38.867
BASED ON THAT. 

38:38.867 --> 38:41.800
NOW, THAT IS ONE METHODOLOGY. 

38:41.800 --> 38:43.733
AND EVIDENTLY IT DOES HELP 

38:43.733 --> 38:46.067
STUDENTS THAT ARE SLOW LEARNERS

38:46.067 --> 38:49.500
OR THAT ARE BEHIND IN THEIR 

38:49.500 --> 38:52.233
LEARNING TO GET THEM 

38:52.233 --> 38:52.967
JUMPSTARTED. 

38:52.967 --> 38:53.833
BUT BY NO MEANS SHOULD BE 

38:53.833 --> 38:56.967
FOCUSED ON IF A STUDENT IS -- 

38:56.967 --> 38:58.333
ESPECIALLY IF THEY'RE GOING TO 

38:58.333 --> 38:59.533
COLLEGE AND THEY NEED THE 

38:59.533 --> 39:03.167
BACKGROUND OF THAT LITERARY 

39:03.167 --> 39:04.267
ANALYSIS. 

39:04.267 --> 39:06.833
ELA TEACHERS -- HAVE COMBINED 

39:06.833 --> 39:08.667
THEIR STUDY OF CLASSICAL 

39:08.667 --> 39:09.933
LITERATURE WITH ALL OF THE 

39:09.933 --> 39:11.233
BACKGROUND INFORMATION AND 

39:11.233 --> 39:12.667
PERSONAL EXPERIENCE AND 

39:12.667 --> 39:14.400
HISTORIC AND CULTURAL CONTEXT 

39:14.400 --> 39:17.300
THAT GO ALONG WITH THAT. 

39:17.300 --> 39:20.767
PERFECT EXAMPLE "TO KILL A 

39:20.767 --> 39:21.333
MOCKINGBIRD."

39:21.333 --> 39:22.367
>>> WE HAVE SOME STUDENTS HERE 

39:22.367 --> 39:23.467
AND I WILL GET THEIR OPINIONS 

39:23.467 --> 39:24.267
HERE IN A MOMENT. 

39:24.267 --> 39:25.667
THAT IS WE'RE ASKING PEOPLE TO 

39:25.667 --> 39:27.667
SHOW YOU HOW YOU GOT TO THE 

39:27.667 --> 39:28.100
ANSWER. 

39:28.100 --> 39:29.300
AND THAT'S WHAT YOU ARE REALLY 

39:29.300 --> 39:30.567
TALKING ABOUT IN THE WHOLE MATH

39:30.567 --> 39:31.100
AREA. 

39:31.100 --> 39:32.767
YOU HAVE TO SHOW ALL OF THE 

39:32.767 --> 39:33.233
STEPS. 

39:33.233 --> 39:34.467
ISN'T THAT ONE OF THE THINGS WE

39:34.467 --> 39:35.133
WERE LOOKING AT?

39:35.133 --> 39:36.567
>> YES, ABSOLUTELY.

39:36.567 --> 39:38.067
>> WE HAVE A QUESTION FROM OVER

39:38.067 --> 39:38.667
HERE. 

39:38.667 --> 39:40.667
STATE YOUR NAME AND YOUR 

39:40.667 --> 39:41.267
ORGANIZATION.

39:41.267 --> 39:42.500
>> KEITH WITH THE ASSOCIATED 

39:42.500 --> 39:43.733
PROFESSIONAL EDUCATORS OF 

39:43.733 --> 39:44.400
LOUISIANA. 

39:44.400 --> 39:45.767
I WANTED TO SAY THAT BY 

39:45.767 --> 39:47.067
LISTENING TO THE PANEL I'M A 

39:47.067 --> 39:48.233
LITTLE DISAPPOINTED. 

39:48.233 --> 39:49.900
OUR TEACHERS ARE WORKING SO 

39:49.900 --> 39:52.167
HARD, DAY AND NIGHT, LESSON 

39:52.167 --> 39:53.733
PLANNING, WRITING THEIR OWN 

39:53.733 --> 39:55.200
CURRICULUM, ON THE PANEL, WE 

39:55.200 --> 39:56.500
HAVE INDIVIDUALS THAT ARE 

39:56.500 --> 39:58.333
ENTERTAINING THE IDEA OF SOME 

39:58.333 --> 40:00.833
SORT OF MYTHICAL FEDERAL 

40:00.833 --> 40:01.333
CURRICULUM. 

40:01.333 --> 40:03.600
MY QUESTION TO THE PANEL, 

40:03.600 --> 40:07.000
SPECIFICALLY REPRESENTATIVE 

40:07.000 --> 40:10.633
GEYMANN AND MIS-BENNETT, WHY 

40:10.633 --> 40:12.900
HAVE ALL OF THE CATHOLIC 

40:12.900 --> 40:14.100
DIOCESE ACCEPTED THE COMMON 

40:14.100 --> 40:15.667
CORE AND IMPLEMENTING IT AND 

40:15.667 --> 40:17.200
WHY WOULDN'T WE WANT THE SAME 

40:17.200 --> 40:18.467
OPPORTUNITIES IN PUBLIC SCHOOL 

40:18.467 --> 40:23.600
AS WE HAVE THIS PRIVATE SCHOOL?

40:23.600 --> 40:25.367
>> I WOULD SAY WHY DID THE 

40:25.367 --> 40:27.100
PROFESSOR FROM NOTRE DAME, AND 

40:27.100 --> 40:29.367
CATHOLIC PROFESSORS ACROSS THE 

40:29.367 --> 40:31.367
COUNTRY, HIGH LEVEL 

40:31.367 --> 40:32.933
UNIVERSITIES, STANFORD AND SO 

40:32.933 --> 40:37.467
FORTH, COME OUT WITH A LETTER 

40:37.467 --> 40:39.100
TO CATHOLIC SCHOOLS ASKING THEM

40:39.100 --> 40:40.367
NOT TO GET INTO COMMON CORE, 

40:40.367 --> 40:41.967
AND IF YOU ARE IN IT, GET OUT. 

40:41.967 --> 40:44.067
IF IF IS WORKING SO GOOD, WHY 

40:44.067 --> 40:46.233
DO WE HAVE THIS ISSUE ACROSS 

40:46.233 --> 40:47.667
THE NATION WITH THESE CONCERNS.

40:47.667 --> 40:48.900
I WILL TELL YOU WHY BECAUSE IT 

40:48.900 --> 40:49.867
IS NOT STATE LED. 

40:49.867 --> 40:51.500
YOU DID NOT GET TO HAVE YOUR 

40:51.500 --> 40:52.000
INPUT. 

40:52.000 --> 40:54.267
WE DID NOT GET TO ADDRESS THESE

40:54.267 --> 40:55.567
ISSUES AND WORK THROUGH THEM 

40:55.567 --> 40:57.600
BEFORE WE SIGNED OFF ON THIS 

40:57.600 --> 41:00.233
CURRICULUM OR SET OF STANDARDS 

41:00.233 --> 41:01.433
DEVELOPED BY TWO NONPROFIT 

41:01.433 --> 41:01.833
GROUPS.

41:01.833 --> 41:02.667
THAT'S THE PROBLEM. 

41:02.667 --> 41:03.800
THAT'S WHERE I'M HERE TONIGHT 

41:03.800 --> 41:05.600
TO TELL YOU THAT I'M GOING TO 

41:05.600 --> 41:07.133
TRY TO ADDRESS THAT IN THE 

41:07.133 --> 41:08.467
LEGISLATIVE SESSION AND BRING 

41:08.467 --> 41:10.400
IT BACK HERE TO THE STATE WHERE

41:10.400 --> 41:12.600
WE CAN DEAL WITH THE ISSUES.

41:12.600 --> 41:14.267
>> I WANTED TO SPEAK TO THE 

41:14.267 --> 41:17.767
PROCESS ON THE ADOPTION. 

41:17.767 --> 41:21.600
STATE LED INITIATIVE, 

41:21.600 --> 41:23.133
GOVERNOR'S ASSOCIATION, SCHOOL 

41:23.133 --> 41:24.933
OFFICERS COORDINATED AND 

41:24.933 --> 41:26.933
FACILITATED THE DEVELOPMENT. 

41:26.933 --> 41:28.900
IT WAS -- IT WASN'T REQUIRED BY

41:28.900 --> 41:29.600
THE STATE. 

41:29.600 --> 41:32.000
STATE BOARD OF ELEMENTARY AND 

41:32.000 --> 41:33.067
SECONDARY EDUCATION IN 

41:33.067 --> 41:34.433
LOUISIANA IS REQUIRED BY LAW 

41:34.433 --> 41:36.600
EVERY SEVEN YEARS TO REVIEW AND

41:36.600 --> 41:39.700
ADOPT AND REFRESH STANDARDS. 

41:39.700 --> 41:41.867
AND THAT'S REQUIRED IN STATUTE,

41:41.867 --> 41:42.467
IN LAW. 

41:42.467 --> 41:44.600
WHEN THEY WERE RELEASED, THEY 

41:44.600 --> 41:46.333
WERE OPEN FOR PUBLIC FEEDBACK. 

41:46.333 --> 41:50.000
THAT WAS BACK IN MARCH OF 2010,

41:50.000 --> 41:51.433
AND THE EDUCATION ORGANIZATIONS

41:51.433 --> 41:53.067
IN THE STATE, THE LOUISIANA 

41:53.067 --> 41:55.800
COUNCIL FOR TEACHERS OF 

41:55.800 --> 41:56.733
MATHEMATICS, LOUISIANA COUNCIL 

41:56.733 --> 41:58.800
FOR TEACHERS OF ENGLISH, SCHOOL

41:58.800 --> 42:00.200
SUPERINTENDENT'S ASSOCIATIONS, 

42:00.200 --> 42:01.833
TEACHER UNION ASSOCIATIONS, 

42:01.833 --> 42:06.333
THEY ALL WEIGHED IN ON THE 

42:06.333 --> 42:07.533
COMMON CORE STATE STANDARDS AND

42:07.533 --> 42:09.533
WERE EVENTUALLY ADOPTED BY THE 

42:09.533 --> 42:10.300
STATE BOARD.

42:10.300 --> 42:14.533
>> THERE WAS NOT A VOTE HELD 

42:14.533 --> 42:23.000
PRIOR TO BESSY -- IT WAS 

42:23.000 --> 42:24.367
VOLUNTARY -- THERE WAS AN 

42:24.367 --> 42:25.533
INCENTIVE FOR US TO DO THIS. 

42:25.533 --> 42:27.533
ON THE COVER, IT LOOKS GOOD. 

42:27.533 --> 42:29.533
THE POINT IS WE DID IT 

42:29.533 --> 42:31.533
WITHOUT -- IT WAS NOT STATE LED

42:31.533 --> 42:32.600
BECAUSE YOU ALL WERE NOT 

42:32.600 --> 42:33.200
INVOLVED. 

42:33.200 --> 42:34.367
A VERY SMALL GROUP OF PEOPLE 

42:34.367 --> 42:35.900
WERE INVOLVED. 

42:35.900 --> 42:38.667
BESSY -- THERE WAS A VOTE 

42:38.667 --> 42:42.233
TAKEN -- ALREADY DEVELOPED. 

42:42.233 --> 42:45.267
UP UNTIL THAT, BESSY DEVELOPED 

42:45.267 --> 42:46.600
ITS OWN SET OF STANDARDS AND 

42:46.600 --> 42:48.300
THAT IS WHAT WE HAVE TO GO BACK

42:48.300 --> 42:48.767
TO -- 

42:48.767 --> 42:50.000
>> SEVEN YEARS IS A LONG TIME 

42:50.000 --> 42:51.867
THESE DAYS AS I LOOK AT 

42:51.867 --> 42:53.000
COMPUTER SOFTWARE. 

42:53.000 --> 42:54.967
THEY MAKE ME UPGRADE IT IT 

42:54.967 --> 42:56.200
LOOKS LIKE EVERY SIX MONTHS. 

42:56.200 --> 42:57.900
IT IS PROBABLY THREE YEARS NOW.

42:57.900 --> 42:59.567
SEVEN YEARS IS A LONG TIME TO 

42:59.567 --> 43:00.733
SEE WHETHER SOMETHING WORKS 

43:00.733 --> 43:01.300
WELL OR NOT. 

43:01.300 --> 43:03.167
ONE THING THAT I -- AS I'VE 

43:03.167 --> 43:04.467
READ AND MAYBE YOU ALL REACT TO

43:04.467 --> 43:06.200
IT AND I HAVE A STUDENT HERE, 

43:06.200 --> 43:07.467
SOME PEOPLE WHO HAVE BEEN 

43:07.467 --> 43:09.467
ADOPTING IT AND DONE THE 

43:09.467 --> 43:11.900
TESTING, EVIDENTLY A LOT OF THE

43:11.900 --> 43:13.300
CHILDREN ARE FAILING AND 

43:13.300 --> 43:15.167
PARENTS THEN GET VERY EXCITED 

43:15.167 --> 43:16.667
AND COME AND COMPLAIN ABOUT IT.

43:16.667 --> 43:20.867
AND THAT IS A PROBLEM, IS IT 

43:20.867 --> 43:21.267
NOT?

43:21.267 --> 43:23.500
>> ANY TIME YOU RAISE 

43:23.500 --> 43:24.467
STANDARDS, ACHIEVEMENT WILL 

43:24.467 --> 43:24.967
DECLINE. 

43:24.967 --> 43:26.133
HOWEVER, YOU HAVE TO LOOK AT IT

43:26.133 --> 43:27.767
NOT AS A DECREASE NECESSARILY 

43:27.767 --> 43:28.833
BUT A NEW BASELINE. 

43:28.833 --> 43:30.267
WE ARE GETTING A FRESH START 

43:30.267 --> 43:31.267
HERE WITH COMMON CORE. 

43:31.267 --> 43:33.567
AND OUR STUDENTS ARE GOING TO 

43:33.567 --> 43:35.067
HAVE TO BE PREPARED FOR THE 

43:35.067 --> 43:36.833
HIGHER STANDARD, ALONG WITH 

43:36.833 --> 43:38.333
TEACHERS AND SCHOOL LEADERS AND

43:38.333 --> 43:39.633
OUR COMMUNITY AND BUSINESS 

43:39.633 --> 43:40.567
LEADERS AS WELL.

43:40.567 --> 43:41.933
>> WE ARE TALKING THEORY. 

43:41.933 --> 43:43.933
HERE IS A STUDENT WHO MIGHT 

43:43.933 --> 43:46.567
HAVE TO TAKE SOME TESTS AT SOME

43:46.567 --> 43:47.033
POINT. 

43:47.033 --> 43:47.933
WHAT IS YOUR QUESTION?

43:47.933 --> 43:50.167
>> I'M WALLACE, AND I REPRESENT

43:50.167 --> 43:53.467
THE LEGISLATIVE YOUTH ADVISORY 

43:53.467 --> 43:55.267
COUNCIL, AND I ATTEND BETHEL 

43:55.267 --> 43:56.967
CHRISTIAN SCHOOL, A JUNIOR. 

43:56.967 --> 43:59.133
HOW DOES COMMON CORE AFFECT 

43:59.133 --> 44:00.467
CHILDREN WITH SPECIAL NEEDS, 

44:00.467 --> 44:02.533
CONSIDERING THEY HAVE TO TAKE 

44:02.533 --> 44:06.633
THE SAME STANDARDIZED TESTS -- 

44:06.633 --> 44:07.867
ALSO, LIKE THE REPRESENTATIVE 

44:07.867 --> 44:09.033
SAID, THERE IS NOTHING WRONG 

44:09.033 --> 44:11.133
WITHHOLDING OUR STUDENTS TO A 

44:11.133 --> 44:13.767
HIGHER EXPECTATION, BUT SOME 

44:13.767 --> 44:17.200
PROBLEMS I -- WE HAVE NOTICED 

44:17.200 --> 44:19.667
IS STUDENTS THAT DO NOT EXCEL 

44:19.667 --> 44:21.467
AS WELL ARE GOING TO BE LEFT --

44:21.467 --> 44:23.633
WILL THEY BE LEFT BEHIND 

44:23.633 --> 44:24.633
BECAUSE OF THIS?

44:24.633 --> 44:26.933
BECAUSE THERE ARE SOME PROBLEMS

44:26.933 --> 44:29.200
WITH TEACHERS IN -- THAT HAVE 

44:29.200 --> 44:30.533
SAID THAT THEY HAVE NOT GOT 

44:30.533 --> 44:33.033
THEIR PROPER TEXTBOOKS AND 

44:33.033 --> 44:34.300
CURRICULUM FOR THE COMMON CORE 

44:34.300 --> 44:35.300
UNTIL A WEEK BEFORE TEACHING. 

44:35.300 --> 44:37.133
AND HOW IS A TEACHER SUPPOSED 

44:37.133 --> 44:39.167
TO PROPERLY TRAIN HERSELF A 

44:39.167 --> 44:40.533
WEEK BEFORE TEACHING TO MAYBE A

44:40.533 --> 44:42.100
CLASS OF 30 STUDENTS.

44:42.100 --> 44:42.767
>> OKAY. 

44:42.767 --> 44:44.900
WHO WOULD LIKE TO TAKE THAT?

44:44.900 --> 44:48.400
>> BECAUSE I SPENT FOUR HOURS 

44:48.400 --> 44:52.567
TODAY IN ST. TAMMANY WITH 

44:52.567 --> 44:54.033
PARENTS FROM THE PARISHES AND 

44:54.033 --> 44:55.633
LOCAL LEGISLATORS DISCUSSING 

44:55.633 --> 44:58.167
EXACTLY THE PROBLEMS THAT 

44:58.167 --> 45:00.067
SPECIAL ED -- SPECIAL NEEDS 

45:00.067 --> 45:02.600
STUDENTS ARE FACING, NOT ONLY 

45:02.600 --> 45:04.367
WITH COMMON CORE, BUT 

45:04.367 --> 45:06.167
PARTICULARLY WITH THE 

45:06.167 --> 45:08.133
STANDARDIZE TESTING REGIME THAT

45:08.133 --> 45:09.000
WE HAVE. 

45:09.000 --> 45:10.967
IT IS -- MY UNDERSTANDING IS 

45:10.967 --> 45:12.467
THE TESTING IS BEING NARROWED 

45:12.467 --> 45:13.433
DOWN TO ONE TEST. 

45:13.433 --> 45:14.667
WE DID HAVE TWO. 

45:14.667 --> 45:17.467
ONE FOR STUDENTS WHO HAD MORE 

45:17.467 --> 45:18.800
EXTENSIVE NEEDS THAN OTHERS, 

45:18.800 --> 45:20.533
AND NOW IT'S BEING NARROWED 

45:20.533 --> 45:23.233
DOWN TO ONE. 

45:23.233 --> 45:25.400
AND THESE PARENTS KNOW THEIR 

45:25.400 --> 45:27.433
STUDENTS AND THEIR CAPABILITIES

45:27.433 --> 45:29.100
QUITE WELL, THEIR SPECIAL 

45:29.100 --> 45:29.633
NEEDS. 

45:29.633 --> 45:31.367
A BROAD SPECTRUM OF SPECIAL 

45:31.367 --> 45:31.833
NEEDS. 

45:31.833 --> 45:34.133
THEY WANT THEIR STUDENTS TO BE 

45:34.133 --> 45:36.333
ABLE TO GET A HIGH SCHOOL 

45:36.333 --> 45:37.533
DIPLOMA SO THAT THEY CAN 

45:37.533 --> 45:38.867
ACTUALLY GO OUT INTO THE WORLD 

45:38.867 --> 45:42.233
AND BE PRODUCTIVE CITIZENS. 

45:42.233 --> 45:44.100
AND THEY HAVE THIS -- BECAUSE 

45:44.100 --> 45:46.067
OF THE STANDARDIZED TESTS AND 

45:46.067 --> 45:47.333
INABILITY OF THEIR STUDENTS TO 

45:47.333 --> 45:48.667
PASS IT THAT THEY WON'T BE ABLE

45:48.667 --> 45:51.500
TO ACHIEVE THAT DIPLOMA.

45:51.500 --> 45:53.200
>> I WOULD JUST SAY THAT, YOU 

45:53.200 --> 45:55.100
KNOW, WE WANT ALL STUDENTS TO 

45:55.100 --> 45:57.400
HAVE ACCESS TO A HIGH SCHOOL 

45:57.400 --> 45:58.033
DIPLOMA. 

45:58.033 --> 46:00.700
AND RELATIVE TO THE TESTING, 

46:00.700 --> 46:03.367
YOU KNOW, STUDENTS HAVE 

46:03.367 --> 46:05.100
INDIVIDUAL EDUCATION PLANS, 

46:05.100 --> 46:07.400
IEPs, WHERE ACCOMMODATIONS ARE 

46:07.400 --> 46:08.000
MET. 

46:08.000 --> 46:09.600
THERE IS AN ALTERNATIVE 

46:09.600 --> 46:10.967
ASSESSMENT FOR STUDENTS WITH 

46:10.967 --> 46:14.700
SEVERE COGNITIVE DISABILDISABILITIES, 

46:14.700 --> 46:15.900
AND THE LOUISIANA ALTERNATIVE 

46:15.900 --> 46:16.567
ASSESSMENT. 

46:16.567 --> 46:20.133
THERE ARE MEASURES IN PLACE FOR

46:20.133 --> 46:21.600
STUDENTS WHO NEED AN 

46:21.600 --> 46:22.567
ACCOMMODATION THAT CAN'T TAKE 

46:22.567 --> 46:23.033
THE EXAM.

46:23.033 --> 46:23.767
>> OVER TO YOU.

46:23.767 --> 46:25.767
>> A QUESTION FROM SOMEONE WHO 

46:25.767 --> 46:28.033
CAME EARLY AND GOT IN THE FRONT

46:28.033 --> 46:29.900
ROW SO THAT SHE CAN ASK THIS.

46:29.900 --> 46:32.167
>> I AM AN EDUCATOR, AND I'M 

46:32.167 --> 46:33.900
SPEAKING FOR MYSELF. 

46:33.900 --> 46:35.967
BUT I DID TALK WITH SOME 

46:35.967 --> 46:37.000
COWORKERS BEFORE I LEFT. 

46:37.000 --> 46:40.867
THE CONCERN IS, OF COURSE, 

46:40.867 --> 46:43.367
WASHINGTON POST POSTED IN 

46:43.367 --> 46:44.633
NOVEMBER, THAT MASSACHUSETTS 

46:44.633 --> 46:45.967
AND LOUISIANA, WE ALL DISCUSSED

46:45.967 --> 46:47.467
THAT ALREADY, AND SO IF WE'RE 

46:47.467 --> 46:48.833
DELAYING BECAUSE WE'RE NOT 

46:48.833 --> 46:52.267
REALLY READY YET, WHEN, HOW, 

46:52.267 --> 46:54.100
AND WHERE WILL YOU TRAIN OUR 

46:54.100 --> 46:56.367
TEACHERS TO BE READY?

46:56.367 --> 46:57.600
AS THE YOUNG MAN SAID, HIGH 

46:57.600 --> 47:00.200
SCHOOL STUDENT THAT IS A 

47:00.200 --> 47:00.667
JUNIOR. 

47:00.667 --> 47:01.867
HOW WILL THE TEACHERS BE 

47:01.867 --> 47:02.733
PREPARED?

47:02.733 --> 47:04.400
I MEAN, FROM ONE DAY TO THE 

47:04.400 --> 47:07.867
NEXT THINGS CHANGE, ESPECIALLY 

47:07.867 --> 47:09.800
IN -- WE WANT TO KNOW WHETHER 

47:09.800 --> 47:11.200
YOU ARE GOING TO DO THAT, 

47:11.200 --> 47:13.333
BECAUSE IT GREATLY AFFECTS 

47:13.333 --> 47:15.033
INSTRUCTION AND WE'RE DOING ALL

47:15.033 --> 47:15.867
THAT WE CAN. 

47:15.867 --> 47:16.667
THANK YOU.

47:16.667 --> 47:18.200
>> SO, LET ME TAKE THAT 

47:18.200 --> 47:18.733
QUESTION. 

47:18.733 --> 47:21.200
SO, WE HAVE BEEN TRAINING AND 

47:21.200 --> 47:22.200
WE HAVE BEEN TRAINING SINCE 

47:22.200 --> 47:25.367
2010 WHEN THE STANDARDS WERE 

47:25.367 --> 47:25.967
ADOPTED. 

47:25.967 --> 47:27.867
AND THERE WAS, AT FIRST, THERE 

47:27.867 --> 47:29.400
WAS A TRANSITIONAL CURRICULUM 

47:29.400 --> 47:33.300
THAT CAME OUT THAT TOOK THE OLD

47:33.300 --> 47:35.533
STANDARDS AND TRANSITIONED TO 

47:35.533 --> 47:36.833
THE COMMON CORE STATE 

47:36.833 --> 47:37.467
STANDARDS. 

47:37.467 --> 47:38.667
DEPARTMENT REALIGNED ITSELF 

47:38.667 --> 47:39.767
INTO NETWORK TEAMS AND THERE 

47:39.767 --> 47:40.933
ARE NETWORK TEAMS THAT ARE 

47:40.933 --> 47:42.200
SUPPORTING THE SCHOOL DISTRICTS

47:42.200 --> 47:44.100
THAT ARE OUT IN THE FIELD. 

47:44.100 --> 47:45.367
AND, THIRD, MS. BENNETT IS A 

47:45.367 --> 47:47.200
MEMBER OF ONE OF THESE, AND 

47:47.200 --> 47:49.433
THAT IS OUR TEACHER LEADERS. 

47:49.433 --> 47:52.367
WE HAVE IN STATE OVER 2,000 

47:52.367 --> 47:53.533
TEACHERS, ONE REPRESENTING EACH

47:53.533 --> 47:54.700
SCHOOL SITE IN THE STATE THAT 

47:54.700 --> 47:57.400
HAS ATTENDED FOUR-DAY TRAINING 

47:57.400 --> 47:58.933
SESSIONS AND THEN THEY GET 

47:58.933 --> 48:02.467
MONTHLY FOLLOW-UP FROM THE -- 

48:02.467 --> 48:05.133
FROM THE DEPARTMENT, FROM THE 

48:05.133 --> 48:06.267
NETWORKING, AND THESE ARE OUR 

48:06.267 --> 48:08.267
TEACHER LEADERS IN THE SCHOOL 

48:08.267 --> 48:09.267
CYST TRIM RIGHT NOW. 

48:09.267 --> 48:11.667
WE PROVIDED A TEACHER SUPPORT 

48:11.667 --> 48:12.800
TOOLBOX, WHICH HAS BEEN 

48:12.800 --> 48:14.133
DEVELOPED. 

48:14.133 --> 48:16.167
IT'S RESOURCES AND THINGS TO 

48:16.167 --> 48:18.167
ENHANCE THE CURRICULUM, WHICH 

48:18.167 --> 48:19.933
LOCAL DISTRICTS DEVELOP FOR THE

48:19.933 --> 48:21.800
COMMON CORE STATE STANDARDS ON 

48:21.800 --> 48:23.133
THE DEPARTMENT WEB SITE THAT IS

48:23.133 --> 48:25.600
CONTINUALLY BEING UPDATED AND 

48:25.600 --> 48:26.133
ENHANCED. 

48:26.133 --> 48:27.233
AND MAYBE MS. BENNETT WANTS TO 

48:27.233 --> 48:28.700
SPEAK ABOUT THAT, HOW THE 

48:28.700 --> 48:29.967
TEACHERS IN YOUR SCHOOL ARE 

48:29.967 --> 48:31.500
LEARNING THE COMMON CORE STATE 

48:31.500 --> 48:31.967
STANDARDS.

48:31.967 --> 48:33.133
>> CERTAINLY. 

48:33.133 --> 48:36.233
I APPRECIATE YOUR QUESTION SO 

48:36.233 --> 48:36.667
MUCH. 

48:36.667 --> 48:38.167
I THINK IT SPEAKS TO THE 

48:38.167 --> 48:39.833
PHENOMENAL OPPORTUNITY THAT 

48:39.833 --> 48:42.533
COMMON CORE PROVIDES IN GIVING 

48:42.533 --> 48:43.700
DISTRICTS THE OPPORTUNITY TO 

48:43.700 --> 48:45.900
SHAPE THE EDUCATIONAL 

48:45.900 --> 48:47.200
EXPERIENCE FOR THEIR STATES AND

48:47.200 --> 48:47.767
COMMUNITY. 

48:47.767 --> 48:48.933
I HAVE BEEN TRAINED WITH OTHER 

48:48.933 --> 48:50.300
TEACHER LEADERS ACROSS THE 

48:50.300 --> 48:51.733
STATE DIRECTLY BY STATE IN 

48:51.733 --> 48:52.800
TERMS OF THEIR VISION FOR 

48:52.800 --> 48:54.667
COMMON CORE AND I HAVE TANGIBLE

48:54.667 --> 48:56.000
THINGS THAT I CAN TAKE BACK TO 

48:56.000 --> 48:56.633
MY SCHOOL. 

48:56.633 --> 48:59.433
MY DISTRICT HAS DONE A GOOD JOB

48:59.433 --> 49:02.367
AT ACTIVAING TEACHER LEADERS, 

49:02.367 --> 49:03.867
AND PUTTING THEM IN POSITIONS 

49:03.867 --> 49:09.100
TO TRAIN THEIR COLLEAGUES. 

49:09.100 --> 49:11.600
A -- IN CLASSROOM SUPPORT. 

49:11.600 --> 49:16.500
IT IS A TRANSFORMATIVE WAY OF 

49:16.500 --> 49:18.067
THINKING ABOUT EDUCATION, AND 

49:18.067 --> 49:19.700
OUR STATES IS DOING A 

49:19.700 --> 49:21.167
TREMENDOUS JOB PROVIDING 

49:21.167 --> 49:22.933
GUIDANCE ON THE WEB SITE AND 

49:22.933 --> 49:24.067
PRACTITIONERS IN THE FIELD ARE 

49:24.067 --> 49:25.200
ELEVATING AND RISING TO THE 

49:25.200 --> 49:26.867
CHALLENGE AND SUPPORTING EACH 

49:26.867 --> 49:27.200
OTHER.

49:27.200 --> 49:28.567
>> I WOULD SAY THERE ARE A LOT 

49:28.567 --> 49:30.467
OF PEOPLE AS WE SAW IN THE 

49:30.467 --> 49:31.700
SURVEY BEFORE THAT DON'T FEEL 

49:31.700 --> 49:32.667
LIKE THEY HAVE ENOUGH 

49:32.667 --> 49:33.400
INFORMATION. 

49:33.400 --> 49:37.200
BECAUSE TEACHERS MAY BE GETTING

49:37.200 --> 49:38.333
SOME INFORMATION, BUT 

49:38.333 --> 49:39.433
PARENTS -- YOUR QUESTION IS 

49:39.433 --> 49:40.933
ABOUT PARENTS.

49:40.933 --> 49:42.767
>> RIGHT. 

49:42.767 --> 49:45.733
I'M THE PRESIDENT OF AN 

49:45.733 --> 49:56.100
OUTREACH PROGRAM -- ALSO A PART

49:56.100 --> 49:57.900
OF EXXON MOBIL DIALOGUE GROUP. 

49:57.900 --> 49:59.100
MY QUESTION IS WE TALKED ABOUT 

49:59.100 --> 50:00.333
KIDS IN THE CURRICULUM. 

50:00.333 --> 50:03.333
WE TALKED ABOUT TEACHERS IN THE

50:03.333 --> 50:04.700
CURRICULUM AND HOW THEY ARE 

50:04.700 --> 50:06.167
LEARNING AND SOME OF THEM ARE 

50:06.167 --> 50:07.967
NOT, BECAUSE I HAVE DONE THE 

50:07.967 --> 50:09.300
RESEARCH WITH MY PEOPLE, AND 

50:09.300 --> 50:11.000
ALSO I HAVE SOME EDUCATORS IN 

50:11.000 --> 50:11.700
MY CHURCH. 

50:11.700 --> 50:12.933
THEY DO THE SAME THING. 

50:12.933 --> 50:15.367
MY THING IS, ALL OF THOSE 

50:15.367 --> 50:16.700
PEOPLE GETTING MOST OF THE 

50:16.700 --> 50:18.100
INFORMATION OF WHAT HAPPENED TO

50:18.100 --> 50:19.167
THEIR PARENTS, BECAUSE THEIR 

50:19.167 --> 50:20.967
PARENTS IS THE ONE AT HOME THAT

50:20.967 --> 50:23.933
HAS TO HELP THE KIDS WHEN THEY 

50:23.933 --> 50:25.700
COME HOME WITH THE SAME 

50:25.700 --> 50:27.400
CURRICULUM -- A LOT OF THEM 

50:27.400 --> 50:28.967
DON'T KNOW, CLUELESS. 

50:28.967 --> 50:30.667
WHAT IS THE TIME FRAME FOR THE 

50:30.667 --> 50:31.800
PARENTS TO LEARN?

50:31.800 --> 50:32.433
>> OKAY. 

50:32.433 --> 50:35.900
WHO WOULD LIKE TO TAKE THAT 

50:35.900 --> 50:36.700
ONE?

50:36.700 --> 50:37.500
PARENT INFORMATION.

50:37.500 --> 50:38.900
>> SURE, THAT'S A GREAT 

50:38.900 --> 50:39.333
QUESTION.

50:39.333 --> 50:40.167
>> GREAT QUESTION.

50:40.167 --> 50:42.100
>> AND IN MY SCHOOL, WE HAVE 

50:42.100 --> 50:43.900
HAD SEVERAL FAMILY NIGHTS, AND 

50:43.900 --> 50:47.133
SO WE OPEN OUR DOORS TO THE 

50:47.133 --> 50:48.333
COMMUNITY TO INVITE THEM IN TO 

50:48.333 --> 50:50.200
SEE WHAT IS GOING ON IN THE 

50:50.200 --> 50:51.533
CLASSROOM TO EDUCATE THEM ON 

50:51.533 --> 50:54.133
OUR STANDARDS AND OUR NEW 

50:54.133 --> 50:55.500
EXPECTATIONS FOR STUDENT 

50:55.500 --> 50:56.067
ACHIEVEMENT. 

50:56.067 --> 50:57.200
WE HAVE A VERY OPEN DOOR 

50:57.200 --> 50:57.800
POLICY. 

50:57.800 --> 50:58.867
I THINK THAT MORE CERTAINLY 

50:58.867 --> 51:01.500
COULD BE DONE. 

51:01.500 --> 51:02.833
I KNOW THAT STANFORD CHILDREN 

51:02.833 --> 51:05.233
IS LAUNCHING UNIVERSITY FOR 

51:05.233 --> 51:06.500
PARENTS, AN EXCELLENT 

51:06.500 --> 51:07.500
OPPORTUNITY FOR PARENTS TO 

51:07.500 --> 51:09.800
BECOME ENGAGED AND LEARN HOW TO

51:09.800 --> 51:10.867
SUPPORT THEIR CHILD AT HOME 

51:10.867 --> 51:12.000
WHICH I THINK IS POWERFUL. 

51:12.000 --> 51:13.200
BUT I THINK IT IS IMPORTANT, 

51:13.200 --> 51:14.633
AND I'M GLAD THAT THIS DIALOGUE

51:14.633 --> 51:15.500
IS HAPPENING. 

51:15.500 --> 51:18.100
IT IS LIKE A TWO-WAY STREET TO 

51:18.100 --> 51:19.867
RE-ENGAGE THE COMMUNITY IN THIS

51:19.867 --> 51:20.333
PROCESS.

51:20.333 --> 51:22.367
>> WE HAVE A QUESTION FROM 

51:22.367 --> 51:25.367
SOMEONE WITH THE CANE CENTER.

51:25.367 --> 51:28.267
>> BRENDA NIXON, AND I AM A 

51:28.267 --> 51:29.433
FORMER CLASSROOM TEACHER. 

51:29.433 --> 51:31.200
I HAVE BEEN IN THE TRENCHES 

51:31.200 --> 51:33.267
WITH EVERYONE THAT IS INVOLVED 

51:33.267 --> 51:34.333
HERE AS WELL. 

51:34.333 --> 51:36.833
WE ARE RUNNING RIGHT NOW A 

51:36.833 --> 51:38.267
PROFESSIONAL DEVELOPMENT 

51:38.267 --> 51:39.533
PROGRAM, MATH SCIENCE 

51:39.533 --> 51:40.033
PARTNERSHIP. 

51:40.033 --> 51:42.667
AND IT WAS ALL ABOUT LOOKING AT

51:42.667 --> 51:44.567
PREPARING OUR TEACHERS -- WE 

51:44.567 --> 51:46.733
HAD A THIRD AND FOURTH GRADE 

51:46.733 --> 51:47.833
GRANT FROM THE STATE DEPARTMENT

51:47.833 --> 51:50.300
OF EDUCATION, AS WELL AS AN 

51:50.300 --> 51:53.400
EIGHTH GRADE GRANT TO PROVIDE A

51:53.400 --> 51:54.533
PROFESSIONAL DEVELOPMENT THIS 

51:54.533 --> 51:55.000
SUMMER. 

51:55.000 --> 51:56.433
AND I WILL TELL YOU THAT IT WAS

51:56.433 --> 51:57.367
LIFE-CHANGING FOR ME. 

51:57.367 --> 51:59.600
I HAVE SEEN A TRANSFORMATION IN

51:59.600 --> 52:01.300
OUR TEACHERS THAT TOOK PLACE IN

52:01.300 --> 52:02.667
THE SUMMER AND WHEN THEY WENT 

52:02.667 --> 52:03.933
BACK IN THE CLASSROOM AND BEGAN

52:03.933 --> 52:06.200
TO IMPLEMENT AND REALLY 

52:06.200 --> 52:08.633
UNDERSTAND WHAT THAT MEANT. 

52:08.633 --> 52:10.833
HOW CAN WE REALLY PROVIDE 

52:10.833 --> 52:12.000
TEACHERS WITH THE TOOLS THAT 

52:12.000 --> 52:13.500
THEY NEED TO IMPLEMENT THIS 

52:13.500 --> 52:15.167
PROGRAM CORRECTLY AND THESE 

52:15.167 --> 52:16.233
STANDARDS CORRECTLY?

52:16.233 --> 52:19.033
>> IMPLEMENTATION -- MS. 

52:19.033 --> 52:19.500
BARRIOS.

52:19.500 --> 52:20.067
>> SEVERAL THINGS. 

52:20.067 --> 52:21.933
AND ONE OF THE HUGE PROBLEMS 

52:21.933 --> 52:23.667
WITH COMMON CORE WAS THE 

52:23.667 --> 52:24.333
IMPLEMENTATION. 

52:24.333 --> 52:25.400
AND I THINK EVERYBODY, 

52:25.400 --> 52:26.733
INCLUDING THE DEPARTMENT OF ED,

52:26.733 --> 52:28.133
SEES THAT NOW WHICH IS WHY THEY

52:28.133 --> 52:31.567
PULLED BACK A LITTLE BIT. 

52:31.567 --> 52:33.267
BUT TEACHERS -- FIRST OF ALL, 

52:33.267 --> 52:35.933
YOU HAVE TO HAVE A CURRICULUM 

52:35.933 --> 52:38.300
IN ORDER TO TEACH YOUR 

52:38.300 --> 52:38.933
CURRICULUM. 

52:38.933 --> 52:40.200
IN ST. TAMMANY PARISH, I KNOW 

52:40.200 --> 52:41.700
THAT THE TEACHERS HAVE BEEN 

52:41.700 --> 52:44.033
WORKING TO KEEP UP FROM MONTH 

52:44.033 --> 52:45.833
TO MONTH IN DEVELOPING THAT 

52:45.833 --> 52:46.933
CURRICULUM ALIGNED WITH THE 

52:46.933 --> 52:47.633
COMMON CORE. 

52:47.633 --> 52:50.533
BECAUSE IT WAS PUSHED UP A 

52:50.533 --> 52:51.133
YEAR. 

52:51.133 --> 52:53.133
IT WASN'T SUPPOSED TO BE FULLY 

52:53.133 --> 52:54.333
INSTITUTED UNTIL NEXT YEAR AND 

52:54.333 --> 52:57.067
IT WAS PUSHED UP A YEAR. 

52:57.067 --> 52:59.167
ALSO PARENTS NEED TO BE A PART 

52:59.167 --> 53:00.200
OF THAT CONVERSATION. 

53:00.200 --> 53:01.867
BUT FIRST OF ALL, TEACHERS NEED

53:01.867 --> 53:03.967
TO UNDERSTAND AND HAVE AN 

53:03.967 --> 53:05.300
ESTABLISHED CURRICULUM BEFORE 

53:05.300 --> 53:07.633
THEY CAN DO THAT WITH PARENTS. 

53:07.633 --> 53:08.867
SO, THE STATE DEPARTMENT RATHER

53:08.867 --> 53:10.867
THAN PROVIDING THE TEACHERS 

53:10.867 --> 53:12.400
WITH WHAT THEY THINK THEY NEED,

53:12.400 --> 53:13.867
IT REALLY NEEDS TO WORK THE 

53:13.867 --> 53:14.667
OTHER WAY. 

53:14.667 --> 53:16.267
TEACHERS NEED TO BE BROUGHT 

53:16.267 --> 53:19.400
INTO THAT PROCESS MORE, AND 

53:19.400 --> 53:22.400
THEY NEED TO BE -- TO DISCUSS 

53:22.400 --> 53:23.467
WHAT STUDENT NEEDS ARE. 

53:23.467 --> 53:25.233
I THINK ONE OF THE -- I'M NOT A

53:25.233 --> 53:26.967
MATH TEACHER. 

53:26.967 --> 53:29.000
BUT I HEAR UNIVERSALLY FROM 

53:29.000 --> 53:32.100
EARLY EDUCATION MATH TEACHERS 

53:32.100 --> 53:34.000
THAT ONE OF THE HUGE PROBLEMS 

53:34.000 --> 53:38.033
WITH THE NEW COMMON CORE MATH 

53:38.033 --> 53:39.900
AND THE WAY IT IS PRESENTED, 

53:39.900 --> 53:43.000
EARLY CHILDHOOD, YOUNGER 

53:43.000 --> 53:45.067
STUDENTS, AND THAT EXPECTING 

53:45.067 --> 53:54.000
HEM TO BEGIN THE ALGEABRIC 

53:54.000 --> 53:55.900
CONCEPTS EARLY, FRUSTRATING TO 

53:55.900 --> 53:57.700
THE STUDENTS WHO DON'T THINK 

53:57.700 --> 53:59.100
ABSTRACTLY AND IT REQUIRES 

53:59.100 --> 54:00.200
ABSTRACT THINKING. 

54:00.200 --> 54:02.933
THAT IS THE KIND OF THING THAT 

54:02.933 --> 54:04.633
EDUCATORS NEED TO INPUT -- 

54:04.633 --> 54:05.933
>> THE DEPARTMENT WOULD AGREE 

54:05.933 --> 54:08.000
WITH MS. BARRIOS THAT WE NEED 

54:08.000 --> 54:09.533
TEACHER-DRIVEN RESOURCES AND 

54:09.533 --> 54:10.800
NOT DEPARTMENT-DRIVEN 

54:10.800 --> 54:11.367
RESOURCES. 

54:11.367 --> 54:12.433
AND THAT IS WHAT WE HAVE BEEN 

54:12.433 --> 54:13.233
DOING. 

54:13.233 --> 54:16.200
WE ARE PROVIDING RESOURCES TO 

54:16.200 --> 54:19.467
TEACHERS THAT ARE DEVELOPED BY 

54:19.467 --> 54:20.633
LOUISIANA TEACHERS.

54:20.633 --> 54:22.167
>> AND WE HOPE ALSO THAT 

54:22.167 --> 54:23.267
PARENTS WILL LEARN SOME MORE 

54:23.267 --> 54:25.800
FROM TONIGHT'S PROGRAM, 

54:25.800 --> 54:26.367
CERTAINLY. 

54:26.367 --> 54:27.800
IF THEY DIDN'T GET THE WHOLE 

54:27.800 --> 54:28.367
ANSWER. 

54:28.367 --> 54:30.000
THERE IS LOTS OF INFORMATION ON

54:30.000 --> 54:33.533
THE WEB SITE AS WELL, AND LPB 

54:33.533 --> 54:34.600
WILL BE COVERING SOME MORE. 

54:34.600 --> 54:36.233
THAT IS ALL OF THE TIME THAT WE

54:36.233 --> 54:39.000
HAVE FOR THIS PARTICULAR 

54:39.000 --> 54:39.800
PROGRAM. 

54:39.800 --> 54:41.700
KIRBY, THANK YOU FOR COHOSTING.

54:41.700 --> 54:43.533
I WANT TO THANK OUR PANELISTS, 

54:43.533 --> 54:45.967
MR. MILLER, MS. BARRIOS, 

54:45.967 --> 54:50.333
MR. BRANFORD, REPRESENTATIVE 

54:50.333 --> 54:57.533
GEYMANN, AND MS. BENNETT. 

54:57.533 --> 55:00.200
lpb.org/PUBLIC SQUARE, TAKE THE

55:00.200 --> 55:02.467
SURVEY, LOOK FOR COMMON CORE 

55:02.467 --> 55:03.733
RESOURCES, AND COMMENT ON 

55:03.733 --> 55:04.200
TONIGHT'S SHOW. 

55:04.200 --> 55:05.367
WE WOULD LOVE TO HEAR FROM YOU.

55:05.367 --> 55:06.733
AND KIRBY, TO YOU.

55:06.733 --> 55:08.200
>> THANK YOU ALL FOR BEING A 

55:08.200 --> 55:09.367
GREAT AUDIENCE. 

55:09.367 --> 55:11.333
TUNE IN NEXT MONTH AS LOUISIANA

55:11.333 --> 55:16.067
PUBLIC SQUARE EXPLORES ENERGY'S

55:16.067 --> 55:17.333
ENVIRONMENTAL FOOTPRINT. 

55:17.333 --> 55:18.200
GOOD NIGHT EVERYBODY.

55:18.200 --> 55:18.967
>> GOOD NIGHT.

55:18.967 --> 55:19.900
>> THANK YOU.

55:19.900 --> 55:20.767
>> THANK YOU. 

55:20.767 --> 55:32.167
[APPLAUSE]

55:50.367 --> 55:52.400
>> FOR A COPY OF THIS PROGRAM, 

55:52.400 --> 55:58.233
CALL 1-800-973-7246, OR GO 

55:58.233 --> 56:05.000
ONLINE TO lpb.org. 

56:05.000 --> 56:06.333
>>> THIS PROGRAM WAS MADE 

56:06.333 --> 56:08.467
POSSIBLE IN PART BY FUNDING 

56:08.467 --> 56:11.933
FROM EDUCATION'S NEXT HORIZON, 

56:11.933 --> 56:12.933
LOUISIANA'S ONLY STATEWIDE 

56:12.933 --> 56:15.800
NONPROFIT DEDICATED SOLY TO 

56:15.800 --> 56:17.533
IMPROVING PRE-K THROUGH 12 

56:17.533 --> 56:19.133
EDUCATION, AND LEADING ADVOCATE

56:19.133 --> 56:21.100
FOR POLICIES THAT ENSURE 

56:21.100 --> 56:23.067
COLLEGE AND CAREER READINESS. 

56:23.067 --> 56:24.433
AND EXXON MOBIL BATON ROUGE, 

56:24.433 --> 56:26.100
INVESTING IN A BRIGHTER FUTURE 

56:26.100 --> 56:28.200
FOR TODAY'S STUDENTS BY 

56:28.200 --> 56:30.100
FOCUSING ITS ENERGY ON SCIENCE,

56:30.100 --> 56:31.767
TECHNOLOGY, ENGINEERING, AND 

56:31.767 --> 56:34.200
MATH EDUCATION. 

56:34.200 --> 56:35.533
>>> SUPPORT FOR THIS PROGRAM 

56:35.533 --> 56:37.367
ALSO PROVIDED BY THE FOUNDATION

56:37.367 --> 56:38.967
FOR EXCELLENCE IN LOUISIANA 

56:38.967 --> 56:41.700
PUBLIC BROADCASTING.