Erin Tuttle’s Presentation

This is also available on the Resources page, along with a lot more information.

This article was posted in News by Netsmart on December 5, 2013 at 2:45 pm.

Comments (6)

  • I have been actively working to prevent the Common Core Agenda to be implemented in the state of North Carolina. I am putting the finishing touches on a 140 page “Handbook” that will be mailed to the current members of the Education Committee of the U.S. House of Representatives, The North Carolina Department of Education and select political and state education specialists throughout the country.
    As I write my comment to you, be aware that here is currently a statewide movement across this nation to draft both a State and a National draft of legislation to establish legislation to ensure Student Privacy Rights for starters. Washington State has pre-filed a bill, HB2783 by State Representative Elizabeth Scott (R Monrose). This is a first step in an initiative to protect a students right to privacy of their education records throughout their lifetimes. Where is North Carolina in this inititive?

    We will need legislation ensuring States Sovereignty and The United States Sovereignty to align each entity with the purpose and intent of our nations Declaration of Independence and Bill of Rights.

    I have not only covered the Common Core Curriculum. I have encapsulated the origins and full agenda behind this insidious Core Curriculum. We are only addressing one small and yet major step in an overall scheme to redesign our world’s future. Think of a train passing through your town and one of the cars in that train is labeled CCC (Common Core). Ask yourself, what are the other cars hooked up in that train representing? Where is the CCC train positioned in that convoy? I see four trains and a caboose. Common Core is the third train.

    Margaret Buck
    Blowing Rock, Watauga County, NC

    Margaret Buck
    Margaret Buck Jan 16, 2014 at 14:52
  • Hi Margaret, we are fighting Common Core in Palos Verdes, CA. I’d love to get a copy of your handbook

    barry yudess
    barry yudess Jan 17, 2014 at 20:36
  • I would love to get a copy of the handbook as well! Or better yet, maybe it can be posted on this website? My email is Thank you!

    Deidre Pavlick
    Deidre Pavlick Jan 20, 2014 at 11:24
  • Hi Margaret- I would also love a copy of your handbook. Could you please send it to me at:

    Terry Stromsky
    Terry Stromsky Mar 05, 2014 at 23:12
  • I would love a copy of your handbook as well. Here is what I’ve been doing and it has seemed to work for me. I’m a CPA who has worked in the tax world so I’m familiar with reading governm’t code and regs. I’ve been visiting legislators in MS and have now gotten several interested in the privacy issues. I’ve given them a copy of the Washington State Legislation that was referred to above as well as copies of the HIPPA law and FERPA code sections. I had highlighted the applicable sentences and references so they could read what I was talking about faster. Since I gave them what they call “credible source documents” and could prove what I was talking about, I got their attention faster. I was hoping that the source documents would work and it did. They are in fact ignorant of many of the facts about CCSS. Once I could show them I was knowledgeable in the subject they were willing to listen further.

    I’m beginning to have meeting in my home to talk to friends about this issues. I for one think the privacy issues is something that will capture the attention of parents the fastest and will allow their eyes to be opened to the other parts of this train wreck. I also scheduled a meeting with my Kids pediatrician. He has referred me to the person in charge of education at his group. There are about 50 pediatricians in this group. I’m trying to get them informed of the HIPPA changes with respect to the kids medical data no longer being covered by having a carve for FERPA. I’m hoping to get this group interested enough to pass out flyers at the office when parents of school children come in. Has anyone tried this approach? If so please advises. I know doctors don’t necessarily like HIPPA but they do care about the kids they see.

    Any feedback is appreciated!

    Lynda Troyer
    Lynda Troyer Apr 03, 2014 at 23:02
  • I like the Common Core. There are states in our country that have been flying under the radar with low performance rates and it’s the Common Core that has given them the kick in the pants to start making some changes. Without it, some of those states would be still doing the same tiresome thing that is not working. Like anything, it will take time for the Common Core to be successful and it may not be for all of the states in our country, but it is a step in the right direction for those states that weren’t looking so hot.
    I deal with ELA standards and find that they are practical, cover what should have been covered in previous standards (fluency, comprehension, analysis, inferences). The state testing could use some work, but that’s not the fault of the Common Core. The state chooses to focus more on Informational Text. The Common Core is just a list of skills that student’s should have and it is up to us to determine which skills need more emphasis based on the students that walk through our door and it is up to us to choose how to teach those skills. What scares me is that people are reacting as if the Common Core is asking them to teach ideas that weren’t part of the standards before. If that’s the case then Common Core is an improvement. A professor told me, “You will know what your students need and rest assure there will be a standard to back it up.” So far that has been true. The standards are meant to be seen as a whole, but are meant to have the ability of being broken down. You may have to teach another skill for them to obtain the whole standard. That still supports the standard! RL.7.2 wants students to be able to determine a theme of a text and analyze it’s development over the course of the text; provide an objective summary. I’m teaching my students to be able to retell what they’ve read, and then we will lead into how a summary is different from a retelling, work on the skill of summarizing what we’ve read (or what a character has done, what the setting looks like etc) and then we will shift to making those summaries objective. That’s what my students need and that standards backs all of that up! I don’t need to touch the theme part just yet or to go straight to telling an objective summary. I can break it down in ways that most teachers don’t see. They want to teach the entire things exactly as it’s stated. Maybe we need to change our thinking, not the standards. We need to train or retrain some teachers to be able to look at a standard and break it down, then use what works best for their students to teach it. Let’s not give up too quickly.
    You mentioned the success that other states are having with standards of their own. Did it occur to you that the standards are probably not the driving force behind that success? First of all, Massachusetts may have higher standards for their teachers. I’m from a state up North that requires their substitute teachers to be certified in Education and I’m not living in a state that let’s anyone who graduated college become a teacher through Lateral Entry. Back home, a person has to have a degree in Secondary Education before teaching Math to High School students. The score needed on a Praxis exam to be able to teach is also different from state to state. I scored high enough to teach in a school back home and that score was a lot higher then what the state I’m living in now requires. With that, Massachusetts may have the same high standards with who walks into their building to educate their children. Then there is the issue of pay. New England is an area with more wealthy residents, which means more money for the school districts, resulting in stronger resources. My point being that it is not the standards alone resulting in their success. I am almost certain those other areas are a heavier factor than the standards.
    I think the real reason so many people oppose the Common Core is because they either (a) don’t like change (b) are too lazy to deal with change (c) just don’t understand it (which worries me, since it’s pretty simple) (d) have false ideas of what Common Core actually is.
    In NC where I teach, the students needed a change. I started teaching two years ago when Common Core was introduced and had way too many 7th graders walking into my classroom reading on the same level as what is expected of a 3rd grader. Since that was the first year of Common Core, it is safe to say that the Common Core was not responsible for those students! It makes me think the standards before Common Core were too low, or that the teachers aren’t qualified to be teaching. We can blame NCLB, CC, the country, testing, but that’s the teacher’s fault! NCLB means we keep the quiet, shy student in the back that doesn’t draw our attention from falling between the cracks; that we ensure to exhaust all of our resources for a student who isn’t grasping a concept before holding them back a year… yet we think it means no matter what all students go to the next grade level regardless of whether they’ve obtained the necessary skills. Common Core just means that we want to ensure our students are learning the kinds of skills that have them thinking at a higher level then what is right in front of them. Testing is making sure we as teachers do our job. If I am teaching my subject to my students in a way that would allow them to use it successfully in their lives, then I shouldn’t have to teach to a test because the test is just seeing that I did that. Notice the more we teach “to the test” the worst students do. It is not these things that are at fault. So you can get Common Core dismissed; replaced by another set of standards (which someone else will complain about), but know that’s not going to solve the issues that we are having.


    Christine Aug 18, 2014 at 11:35

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