What did Jim Rigano do when he was a ...
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Job Well Done

Cincinnati, OH

#370 Mar 8, 2013
Springboro Board of Education Highlights from 2012

Investments in our classrooms
A renewed focus on individual student success is critical as we adopt higher standards required by Ohio’s Common Core Curriculum by 2014-15 ( www.corestandards.org ). We’ve invested $350,000 in a highly acclaimed reading curriculum for first through fifth graders, added high school AP and math courses, and reduced some elementary class sizes. And this is just the beginning.

Keeping pace with technology in 2013
We are focused on preparing our students to be career and college ready, which includes encouraging digital learning. The district is working on its first comprehensive technology plan. Our five-year forecast includes $1,100,000 to bring our infrastructure up to date, go wireless in every classroom, build the technology backbone for our schools, and replace 1,100 of the district’s aging computers. This is necessary in order to equip our classrooms for the new state tests in 2014.

Innovative problem solving
Our district purchased 20 buses in 2006; however, we have not purchased any since. With no prior plan for bus purchases, we learned that our optimum fleet is 70 buses, and 20 buses will age out of our fleet in the next two to four years. With the administration, we worked to find an affordable solution that will bring 21 new buses to the district over the next five years without placing a disproportionate burden on our budget. And the district is working to revise bus routes for 2013-2014 to be more efficient and cost-effective.

Connecting the community to our schools
A Board of Education’s role is to represent the community within the school district, and transparency with our community is a priority. Our board created three committees in 2012—budget and finance, policy, and compensation and evaluation. These committees’ meetings follow Ohio’s Sunshine Laws: they are open to the public with announced meeting times and published minutes. The bridge with the community has been broadened online and on television as well. Board meeting documents are all available through the district website www.Springboro.org , and board meetings are broadcast on EATV Channel 21 through the Miami Valley Communications Council. Visit www.MVCC.net for the broadcast schedule.
the core is rotten

Cleveland, OH

#371 Mar 8, 2013
Job Well Done wrote:
Springboro Board of Education Highlights from 2012
Investments in our classrooms
A renewed focus on individual student success is critical as we adopt higher standards required by Ohio’s Common Core Curriculum by 2014-15 ( www.corestandards.org ).
Any movement toward Common Core teaching standards should hardly be considered an "improvement" or an "investment" by the Springboro BOE.

http://www.nationalreview.com/articles/338428...

America’s downfall doesn’t begin with the “low-information voter.” It starts with the no-knowledge student.

For decades, collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity, and social justice.“Progressive” reformers denounced Western-civilization requirements, the Founding Fathers, and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed grouping students by ability to be bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling, and multicultural claptrap.

Under President Obama, these top-down mal-formers — empowered by Washington education bureaucrats and backed by misguided liberal philanthropists led by billionaire Bill Gates — are now presiding over a radical makeover of your children’s school curriculum. It’s being done in the name of federal “Common Core” standards that do anything but set the achievement bar high.

Common Core was enabled by Obama’s federal stimulus law and his Department of Education’s “Race to the Top” gimmickry. The administration bribed cash-starved states into adopting unseen instructional standards as a condition of winning billions of dollars in grants. Even states that lost their bids for Race to the Top money were required to commit to a dumbed-down and amorphous curricular “alignment.”

In practice, Common Core’s dubious “college-ready” and “career-ready” standards undermine local control of education, usurp state autonomy over curricular materials, and foist untested, mediocre, and incoherent pedagogical theories on America’s schoolchildren.

Over the next several weeks and months, I’ll use this column space to expose who’s behind this disastrous scheme in D.C. backrooms. I’ll tell you who’s fighting it in grassroots tea-party and parental revolts across the country from Massachusetts to Indiana, Texas, Georgia, and Utah. And most important, I’ll explain how this unprecedented federal meddling is corrupting our children’s classrooms and textbooks.(cont.)
the core is rotten

Cleveland, OH

#372 Mar 8, 2013
(Michelle Malkin, cont.)

There’s no better illustration of Common Core’s duplicitous talk of higher standards than to start with its math “reforms.” While Common Core promoters assert their standards are “internationally benchmarked,” independent members of the expert panel in charge of validating the standards refute the claim. Panel member Dr. Sandra Stotsky of the University of Arkansas reported,“No material was ever provided to the Validation Committee or to the public on the specific college readiness expectations of other leading nations in mathematics” or other subjects.

In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He’s not alone.

Professor Jonathan Goodman of New York University found that the Common Core math standards imposed “significantly lower expectations with respect to algebra and geometry than the published standards of other countries.”

Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to ninth grade, instead of eighth grade, when it is traditionally taught. Division is postponed from fifth to sixth grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.

Ze’ev Wurman, a prominent software architect, electrical engineer, and longtime math-advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations, and trigonometry at the high-school level.

I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:

I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions’ and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members.... This will be done in the name of ‘critical thinking’ and “21st-century” skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers.

This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to “Everyday Math” nonsense. This and other fads abandon “drill and kill” memorization techniques for fuzzy “critical thinking” methods that put the cart of “why” in front of the horse of “how.” In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids’ heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage “conceptual” understanding — without any mastery of the fundamentals of math.

Common Core is rotten to the core. The corruption of math education is just the beginning.
Due Respect Credit Due

Cincinnati, OH

#373 Mar 8, 2013
With due respect to the truth of "common core is rotten to the core"....
Springboro parents must never forget to give CREDIT DUE our reform minded Springboro Schools Board of Education representatives who questioned should Springboro schools pursue studying possibility of charter schools to address the unmet academic needs of Springboro public schools students. Were you there on January 10 to witness board member Don Miller and union activists Babb/Bowman bullies protecting the teachers union job security and the community assistance program as holding priority over our students' higher academic interests first.

http://educatespringboro.wordpress.com/2013/0...
COBRA COMMANDER

United States

#374 Mar 8, 2013
We all know Jim Rigano is secretly a COBRA operative! We used him to infiltrate heatherwood and use him and other members of the local government to secure COBRAs control over the town!
Dr MindBender

United States

#375 Mar 8, 2013
I know him
Dr MindBender

United States

#376 Mar 8, 2013
Anyone want to cyber

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