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A TEACHER TALKING POINTS GUIDE TO THE COMMON CORE
What CCSS promoters will tell you Some truths you need to also consider

CCSS raises levels of expectations to ensure our students
are more competitive and prepared for the workforce.
Expect the language Career and college ready.
CCSS is developmentally inappropriate for younger
grades (pre-k through 3
rd
grade). The expectations of
younger children are often unreasonable and lead
beginning learners to feel frustrated and like failures, just
as theyre beginning their school career. Furthermore,
unreasonable expectations negatively impact second
language and special needs students, as no
accommodations are built into the computer based
assessments attached to CCSS.
CCSS was expertly devised with feedback from real
educators.
Was not designed/developed by educators or
individuals with strong pedagogical or developmental
backgrounds. While some educators were listed as
consultants, little if any of their feedback or input was
considered. CCSS was developed by people working for
corporate interests, designing a set of standards that
meet their needs, rather than the needs of children
CCSS is good because it reduces the amount of
standards to be covered in each grade level, and allows
to go deep with certain subjects.
CCSS constricts what can be experienced in the
classroom. Because of pressure for accountability
accompanied by baseline, ongoing formative, and
summative assessments, little deviation for student needs,
interests, or creative exploration will be supported if its
NOT in the CCSS.
New CCSS evaluations are more meaningful than
merely bubble dot tests and use terms like next
generation of assessments.
In keeping with accountability CCSS is also intimately
tied to high stakes standardized tests (SBAC and
PARCC) which are tied to student promotion and
teacher evaluations (in many states). What will be taught
is what will be on the tests.
New technology intertwined with CCSS will allow for
more open access for all stakeholders - enabling
teachers to share curricular information more easily, and
to make faster decisions based on student computer
based work and evaluations.
CCSS interwoven fabric of online resources for teacher
planning, curricular guidlines, and student assessments
promotes a dependence on computer- based teaching
and learning that will a) will cost schools and states
millions of dollars to maintain and upgrade
continuously, b) create precarious scenarios where
internet connections and other technologies fail or create
other problems which impede learning, c) provide
corporations with unfettered access to student private
information and tracking of their every educational
move.
CCSS ensures all students around the country are
receiving the same information nationally.
Eliminates state and district rights to make curricular
decisions.

To see who has REAL interest in the CCSS see UOO two page outline called Who Manufactured
the Common Core at http://www.unitedoptout.com.