corruption and security, proper security and then there's the other problem with drugs and of course oil. the huge problem is the suicide killer and how to deal with th that. i wonder -- i know a little bit about what general pershing did in the philippines and i wondered if he would be bold enough to say what he did, how to deal with fanatic killers. >> the approach he used in the philippines? probably not acceptable. >> since we are going out to the internet pershing is sensibly -- essentially took the bodies of fanatics and have been dumped in a common grave, contaminated them with blood and dumped. >> i wouldn't go into that level of detail but that's essentially it. >> unfortunately the media has made a mess too by taking things out of proportion. most people in the military are

pretty decent but then there are some clowns who create havoc like the year nations on the bodies. in any event the big problem is proper security with the fanatic killers and their revenge killers and how you would deal with that. >> your first the interpreters versus translators. translators is something i focus hard on with the people i worked with and the folks that put people out on the streets. the translators repeat what they hear what the computer in many ways to get the context wrong. if you have an interpreter someone who understands what they're doing has been working there for a while which i have the benefit of having, you can tell when they are talking with somebody. they are trying to get the answer. they're trying to emphasize the right things. i studied arabic before i went over there so i could understand some of what they were saying in some of what they were saying back. all of those things are keys to be of the committee with people and get your point across. that interpreter is key. if you can get a good one they are worth their weight in gold.

>> to put that into perspective someone special to me was a russian woman with some kids. i greeted her by saying -- and i didn't realize that meant mother. >> that would be a problem. >> on the suicide in the west when they hear west when the hairbrush suicide bomber is incredibly jarring to her values and how we see the world that when you attack the suicide bombers are they come in many different flavors. sometimes people are suicide attackers unknowingly. there's a famous case of a saudi youth to come into iraq and was instructed that yes you will eventually be part of the operation but in the meantime you pay your dues. he was instructed to move a truck between two places as part of that dues paying a bill to the nova truck was actually a truck bomb. he survived that and it's just an example. some people, there are things that are done to them that create such a sense of shame

that they become suicide bombers. there are people with mental problems to become suicide bombers. the fanatical true believers a part of it but it's by no means all of them. >> the other aspect of dealing with them is that the thing we emphasize with armoring solid time is you have to have focus. the insurgent suicide bomber only needs one second to succeed him what they are doing. one second of not paying enough attention and that's hard. they mixed in with the crowd so how do you protect yourself because a very difficult problem we had is we do escalation of force. in many ways it was a cultural misunderstanding between the two and didn't voice is like that there were occasions when the iraqis were hurt or has sometimes killed. when you have a marine who is afraid to protect himself and he let somebody and it's an enormous problem. >> won anything and that's why it's important to have a local ally to partner with.

they know who is from the neighborhood and his from the village and who isn't and they can spot those people well beforehand. if you have the local community organizing a list that they will provide endless amounts of information to you on what's going on. people we don't know who moved into the house down the road that's been unoccupied. if it weren't for the marines in the navy would know that. since we have a semiliterate youth and he's holding in ak in his own neighborhood, that will do it. >> i worked for usaid in iraq and in the kurdistan region. i certainly approve of the approach here. one of the things that has bothered me about the surge, and that goes with what you have been saying too is that a lot of the success relied on financing

buying off in a sense local people to do good things but clearly this is not very sustainable. how did you deal with that issue? >> you are exactly correct. not a good solution but when you are faced with a number of very bad solutions you have to pick the least bad when least bad one and that was the least bad one. it's kind of the way look at it. we have a lot of unemployed youth. in many cases they would charge them, here's 50 bucks go shoot this rpg. my first appointment there was very much an emphasis on no we are not going to pay them and get them jobs. we need to get the economy going but we don't have security you don't have -- so how do you deal with back? the amount of money we were paying the neighborhood watch that were hired wasn't very mu much. it was more than they were getting before which was nothing. the other aspect of that as we told them if you do the job and get the police to nudge to your chance of becoming a police officer are much better.

your chances of joining the iraqi military are much better because you have proved yourse yourself. that kind of resonated with them also. some of them were just doing it because it was like this is what i want to do. shop started opening back up in one of the most amazing things my marines noticed is kentucky fried opened up. that's peace, right? it's that kind of, it starts snowballing and it has that effect. you have to get something started. that was the hardest part. >> were you able to work on many measures to try to get better finance to get these things to continue? >> that was his job. [laughter] >> yes actually. the key thing was getting security to a point where civil governance could take place. when iraq in april we had a brand-new city council a brand-new head of the fallujah city council and the new mayor so the beginning of a new change.

we had a new iraqi army and police chiefs all the new leadership to come in there. the problem as it had been broken up. parts of the iraqi government for meeting locally so getting it together getting a rhythm of meeting regularly and unfortunately within two weeks of my arrival ahead of the fallujah city council was assassinated. i had a meeting with the civil affairs marines there and as he walked home from that meeting he was gunned down. then we had another state council council made her who was a gym teacher and he was gunned down in his home. there was a real point they there. you can imagine the head of the city council was assassinated in a look around the room and you say who is willing to stand up and be a leader with back? there's that empty chair just sort of sitting there at the table. it's those moments where you ask yourself what is the insurgency trying to have the due? you persist and in door and push

on and that's what we did. for me what we did with the mayor was i finally found someone who seemed to be a local partner. you are always testing the relationship. we establish security around the compound at the outset. i tried to give him money as a bridge to cover his bills. we supported him publicly where we could. i was given advice on who to talk to. you really need to talk to colonel mullen. he's the man in charge of the city and you are too but he is too. frankly he didn't need much encouragement. he had standing in the city so once things started happening and the reconstruction team arrived and state representatives usaid of who partner with her bare helped him write a budget and worked with the provincial government to regularize deployment. >> one of the amazing things was usaid was working with us throughout the deployment and we were starting projects. we would check on the projects

and as things turned of the city towards august and september and into october we started seeing other projects. it would come up and we would say who's doing that one? it one? it turns out the people themselves were. you start to clean the area up and started to do things that were amazing. that was good to see. >> i have a suggestion for your next project. from fallujah to ferguson. you will even have the same equipment unfortunately. [laughter] >> we have time for one more question. >> hi. i'm a student with american university. i'm a journalism major. i want to ask from your experience what do you want for his readers to take away from an inspiring story about ice is taking over the city of fallujah and my other question is how did you end up winning the trust of

the city in order to change it and make it more prosperous even though isis is taking over the city? >> i think for a lot of a lot of americans they sea ice is taking over iraq and hear about the growth of al qaeda affiliates and there's a sense of what can we do about it? is this something we just have to live with is a permanent condition of our lives? one reason i wanted to write the book is to show that success is possible. it's not by accident. it's a process that takes place. there's learning that has to take place as well. this is not an intractable problem. you can do it but it requires local partnerships. the problem is so much of how we remember war or misremember wars purely about combat. it's not how wars are fundamentally finished in this type of work very. i that's the big take away i would say. >> i would like to add on that

that's one of the reasons we wrote this. to get people to understand when the united states military left iraq for the most part in 2009 and 2010 we left on good terms. things were very quiet. four iraqi was pretty quiet and the job we were given to do had been achieved. you hear nowadays we lost the whole thing and a lot of that has to do with the way people felt about it to begin with which wasn't good but the job was done. one of the things, i could've walked up to prime minister melekian said that you do this and this you are going to have a problem and he did every single one of them. which was absolutely amazing that is what i think with what's going to happen here. one thing you'll notice and ken pollack from brookings has talked about this a lot. they haven't taken over any shia areas. they can't. they are not strong enough to do that. like mosul, two-thirds of mosul

is shia. the only areas that have taken over were the areas they were sympathetic to because they hated the central government because they accuse them of being shia and iranian. they preyed on television and got some equipment. that doesn't mean they know how to use it. they waved the flags around and cut peoples heads off and the tide is turning i think. i suspect this is going to go back with a national unity government i think it's going to go back to being what it was before this started a year or year and a half ago. >> how are you guys able to win the trust of the city of fallujah during that time? >> part of it was the discussion we had with him. over time they had seen how the u.s. military dealt with them in the city in a professional and balanced way. i have more impact than i thought it would. in discussions that was one of

the things they talk about. it did mean it like this. 30 years under saddam hussein they were told we were the bogeyman. they didn't have to like us us. they had to respect his work with us and that's what they did. i don't know if you could say they really trusted us. they knew we were leaving because we told him that and him that and we show them out. they knew the other folks couldn't be around when they left because they'd have what they have now and they clearly did not want that. >> also bill was there for two tours and some have done multiple tours. one soldier did two tours. you become local on the scene and everyone knows you. when you are living the problems everyday as bill did for two tours you know the city better than some of the residents. it starts to become part of your own life and your own hometown in a weird way. as part of dealing fairly with people and honestly it will take

you far. sometimes that's an unusual characteristic. >> there are other small things to build trust. when he you do something small word gets around quickly. one of the city councilmembers came up to me and said his neighbor's son had been arrested by the previous unit and really was not a troublemaker and could i get him back? he had gotten lost in the iraqi prison system. it took me a while but i got them back. i brought them to his house very emotional scene. you can't begin to calculate the effect it has. it didn't take that much effort on my part. there was a combination of all those things going on and a lot of the stuff that dan was doing to help reinforce push the mir out in front, the city council getting them motivated and working when they were under threat. we went to his city council meeting where dan and i were the only two people that showed up. so it takes persistence and they saw that in us.

>> another question? >> she is over there. >> pacification is a very complicated process. empowering people is just chapter 1. the question is how you internalize changes in the population that will last after the u.s. soldier evacuates. it seems to me that marines and military force in this process is almost unfair. it really requires specialists that know the language, that know the culture which is very different because in the middle east it's important that the

concept of honor and shame is much more powerful than money. and also to be the school. these people have to be school schooled. it's a variant of psychological warfare. so since the involvement of the united states in the middle east is not going to be short-term likely, does anybody think about training a special force that will be attached, and you know part of the forces that have come to these countries and do a job that is a specialty job together to enhance and synergize by this shia military of the marines? >> the u.s. army special forces is organized around different

regions of the soldiers can focus on that part of the world, get that language and training -- cultural training and that's good in terms of working with local security forces forces. on the civil side state department usaid has people staying in the country for multiple years so they have, they eventually get to some wisdom about the place. the state department often has a challenge with manning austere locations with the kind of people who have the skill sets. they also send many of their people to foreign institutes. one of the things we have in afghanistan called the afghan hands program. it was an attempt to get out of this relentless careerism aboveboard promotions of getting people to eventually get out of the country or the region and really focus on afghanistan for multiple tours of language training. the problem is that to the war in afghanistan of a certain size to slightly bent personnel rules to have the program created.

right now the institutions are reverting back to their normal resting place which is to say good for you have -- for having been an afghan ham an afghan ham but your an afghan ham but your career is done thank you very much are you very much or you would post it to someplace where you will never get the next promotion. places like iraq and somalia and the sedges of empire we think they need these types of deep subject matter expert piece but also the relationships. most of these countries are based on relationships not in formal situations we have in the west. i think in yemen we need a yemeni hands program. we will be there for a long ti time. >> back to one of your first comments about whether it's fair not. in many ways especially when there's complete lack of security who else is going to do it? that's part of the issue is you have to establish security first but one of the things we emphasize with the marines and soldiers as we have have to deal that handed off to someone.

our presence there is an antibody and we understand that clearly. >> this is what i meant. i didn't mean to take away any. >> no, no but you hear that echoed in some of the marines and soldiers, this isn't fair. what is the enemy get to do things that we don't. well we are not them. so why do we have to do this? why can't we have more state department folks state department folks and folks from other agencies in your? they are allergic to getting shot at. those are the kinds of things when you don't have the security you have to have something in their that calms things down and inclination has to be we need to build a hand this off to someone. somebody else has to come in here and do this for the long-term to get things calm down because we know we don't belong. i hope that answers your question. [applause] >> thank you both dan and bill. if you want to stick around

nearly three force said i heard not too much, not too much, something moral lot. of those folks we then set how well do you think you understand

it? and most of the people who say they heard something feel at least, little bit feels that they understand it pretty well. almost half of parents overall say that they have heard something about a common core and feel they have some understanding of that. feeling of understanding is pretty widespread. despite that, probably not as much of a surprise, many parents believe a variety of common core myths. the red bar is the percentage who say i think this is randy blue bar the persons who sat think this is false and the gray circle says this is the percentage the says i am not sure. i don't know if it is true or false. we sit here are some things people have said about common core, do you think this is true or false? a lot of things that rise to the top really focus on the issue of

federal involvement and teacher flexibility. those are the pieces that parents say i think this is true, this is the federal government initiative, teacher independence and flexibility, it is a shared curriculum. all these things are considered by many to be true or they are not sure. they are pretty sure that it is not false police close false numbers are quite low despite the fact that they are false as we know so there are a lot of misperceptions and this is not the folks who know about the common core and understand it the most are most likely to have these misperceptions. yet when we decouple a lot of a common core's bowls and characteristics from the name, and for they are incredibly popular. we ask the whole series of measures and said here are some proposals, some things people say we could do to improve

education standards, do you favor or oppose them, not saying anything about common core and this is overwhelming support. you don't see a lot of 91, 90% proposals out there, measures out there, these are incredibly incredibly popular and you can see the percentage that strongly favor so the blue bar is nick favor, strong for some what favor and the white percentage is the percentage strongly favored so again focusing on teacher flexibility, making standards more rigorous to prepare kids for school, making sure teachers can adjust to what works in their classroom. all of these are really popular. reforming testing so there are more as a tests, less wrote memorization and more skill building, all of these i incredibly popular. how does this all fits into the broader views of education broadly? just a little context before we

wrap up and have the panel. local schools fare better in schools nationwide so we asked parents how would you rate your school, public schools in the country overall versus schools in your community. people do the nation's public schools a seat or below, 63% rate in nation's public schools as see or below. i don't think that is a gentleman's c from back in the day, that is a see that demonstrates a real concern about the direction of our public schools. at least the good news is people rate their own home schools quite well so a majority say yes, my own local school is actually doing quite well. to drop that a little bit in terms of messengers and spokesfolks and trusted figures and leaders on this, what you see here is again not surprising even to folks here in

washington, that local messengers are far more trustworthy than political or outside messengers so we color coded them and put a line to drill down on that point to highlight the differences but public-school teachers and principals and local pta are all trust worthy, teachers' unions, you are a member of congress, parties rate similarly low, president and the tea party at the bottom and if you try to place this out by party, democrats stressed the democratic party and republicans as the republican party. even partisans trust their own local teachers and officials morrison they trust their own party. there is a clear preference for this to be communicated in terms of person to person contact, local contact so those are -- that is night survey results, you can read more about our survey we are releasing now that is out there and i would like is

to welcome the rest of the panel to the table. so we can have our discussion. >> good morning. thank you all for being hit today and all of you as well. please turn off your cellphones if you haven't or at least put them on vibrate and we will go ahead and get started. one thing they is interesting about this panel is we don't often bring together people who were at such different levels of the debate with such different areas of expertise so i am hoping to start the discussion saying al little bit about where from your point of view or your seat in whatever part of common core implementations this is going on, how you see the state

of play from parents or constituents or both of the above. we start with the schools. >> in terms of the state of the implementation i'm extremely excited about the work that is happening. there is a lot of news coverage of it which we haven't seen in the past and that causes a strong relationship between peta, parents, the school, going back to the yearly slide about the messengers, at the local level and i would hope the school community has a tremendous amount of trust and all the folks working there but when you look at it, as this is a great opportunity for the teaching profession as a whole to become very clear about what it is we are teaching to our students, why we are teaching it to our students and that causes some anxiety from the general public but i don't have to deal with the same push back. implementation has been ongoing.

it has gotten better, we will be up front and say it is not perfect out of the gate but it has gotten better as we have gone along. >> what makes me most please is you are hearing from the local level, the school level. my mic isn't con. hello? >> now it is gone. that works. turn it on. what makes me most police is at the local level is going well because that is what keeps me occupied. at the state level we bring the standards been, we work collaborative we with our folks in the fields but at the end of the day they have to implement and what resonated with me most about a presentation is i

learned messenger matters. i am the state superintendent of schools. i can be viewed as a bureaucrat. i am supposed to say this is the best thing for our students and i'm supposed to say that we are headed in the right direction. when parents can hear from people to whom they send their students every day walking that school saying this is going to happen in a way that will be meaningful for your child and our state and our nation states and to believe it. we have been very fortunate in maryland is that we have a lot of support for our business community, the state pta for state union leadership, i traveled the state with them throughout the last two years and actually heard directly from parents and community members about what their concerns were and that helped me very much in working with local jurisdiction to ensure we are targeting our support, making sure we build

capacity where capacity is needed. >> when i visit my congressional district i find people are very supportive, i talk to superintendents in my district, classroom teachers or students that have gone through the first year of assessments, they are little wary of it, they feel from the teacher at point of view is that the timeframe of implementation and full utilization of what they believe the promise of common core isn't there for debt teachers, they are working on that and have been working on that this year. students thought they liked it. technology interface with them is good even in wealthy districts as it could have been or should have been so it is a simple matter but overall i would say they seem to embrace it and it is not a controversy you see in the national press

which is a political hijacking for other purposes but on the ground they wished they had more time to spend with other teachers on site. we are excited about that proposal. hopefully valuable time, bring parts of it together. and plan with one another. i would say we let the flight deck and we are moving up and moving forward with some concerns that it is too rapid. >> as an army guy, i subjected my kids to a peripatetic life of moving around so i come at this from the all politics is local which is what your survey identified. i think if we can establish and

embrace a common core you avoid the challenges that my girls went through at two different high school, senior year, gpas changed every time they showed up, dad was gone, mom had to get in a conversation how this was going to affect the girls and the out -- the outcome is fine, they are married and having babies. they are married and having babies. i also have a lot of family members that our educators out in colorado. they're at the end point of sale, their educators, not administrators. the state administrators, implement and have a nice day. their view is that the highest

echelon within that state, precious little effort went into preparations for local school districts. nothing was done at the state level. let's get ourselves wind up to get this big payday to meet the standards of accordingly. there is a narcissistic do, looking at common core to pay the state back. i think there is a mismatch. i think there is great progress, if you take politics out of this, as your survey indicated, who wouldn't want to standard that raises everyone in the

pool. and everything slides off the rail. that is my you, very enthusiastic about moving forward. >> one quick thing from the survey. disproportionate, have heard of common core. in person continent in a meeting from school communication. while i think in washington, and a lot of parents, they're getting information and a lot of that misinformation from individual 1 on 1 contact. that is important to remember. >> it is the thing people yell about. and it has become controversial,

in the past year and a half to two years, i am curious why all of you think this broke out when it did after a quiet standard that was adopted. if it just the we are hitting the point of total implementation or other factors that play as well? >> the political strategy, the same people who were attacking common core, attacking obamacare for four years. public acceptance is going up slowly. we have gone past the horrible implementation which makes you think about common core, doing this implementation right and seeking to raise money for the same people sending them less and less to defeat obamacare when they find out family, friends, neighbors got coverage, because of this change. this was a political decision, at the national level, if it was as hot as we think it is, more

would be coming to me and asking about this or this and staff would be going to our staff, that is not happening, and schools are supportive, not enthusiastically supporting it because careers are on the line and will be measured. there is a report at some point, what we are doing under this more difficult standard. there are two games going on here. it has to do with what is going on on the ground on most school districts, we have seen governors and others respond to that in different ways. >> we talk about local control, that does matter. we have to help people abrogate the adoption of the standards versus development of the curriculum. a lot of times people are talking about common core

standards what they are really talking about is the curriculum, what students are being taught while the state adopts the framework for the standards and a framework for the standard is the guidelines, the skills one must know and be able to match the standard. all of that work was done in collaboration with teachers and classrooms leaders, none of this was done in a vacuum. the conversation i had is we traveled the state, you are telling us we have to take this piece of literature, or we have to have this science curriculum and we have to help him understand that you still have the right to choose those things at the local level. whatever your community decides is the best vehicle by which to impart these standards is left to you. to understand you have some control over what is taught in your school to your students as

long as they follow the standard framework has been an interesting conversation. people are starting to understand that now. >> as far as why this is broken out as controversy right now. >> the concern about federal involvement. a common theme here that is emerging is the need to make sure folks on the grounds speaking to each other about this in a consistent way. the concern about federal involvement that israel is not simply a partisan concern, and federal involvement is too involved or not involve enough for the right amount of education and republicans -- democrats are divided, this is back concern someone across party lines and something you need to acknowledge and that is how the political conversation

shifted. >> i would use this, parents that are not in favor, challenges with common core, constituency of insurgency. counterinsurgency, this is what we see right now. there will be a period when you have this conflict and a measured decrease. the myths have been blown away, pushed away and then you can have a logical conversation about how as opposed to what. and establish the standards and say what resources are necessary for you to make appropriate measure, how to get it done.

>> they like the standards and believe the standards. the adoption of the standards and teacher evaluations and the idea the standard benefit class remarkable of years. the dates foundation, pausing on that, secretary duncan endorsed a smaller one. i am wondering where each of you stand on evaluating teachers based on student results among common core tests. >> we are not at the point running to the gate. i do think in order for the changes in evaluation to be affected we're looking at curriculum as well. and evaluations are based on what they are doing, there has been the common theme that we're

talking about implementation of a curriculum or set of curriculum standards. we will put teachers in the driver's seat and that is the ninth explosion in leadership, teachers leadership is what we're back around and assigning to people and the act of doing something. some of the organizations out there, this opportunity for teachers to take the driver's seat directing their profession. with that being said there is an element of time training, not necessarily -- getting better with the trust. once something becomes politicized, whether or not we are investing in this thing that is being debated there has been a tremendous ability for folks brand new to administration but folks in the classroom to actually remove themselves from

the political debate. and on fox news the previous night and child education. i wish the paradigm in the media would shift to focus on the amazing things happening in classrooms under this new curriculum based on the teacher leadership, statements of proficiency, teaching and learning, we don't have as big a microphone but i am glad to -- >> is there an effort to push the evaluation of teachers as a sequential step after implementation of curriculum? let's do that next. >> what has happened with the evaluation is we lost the substance in that we always have multiple indicators and we moved away from the understanding that we would have multiple indicators to focusing on just

the one state assessment. in maryland it is 20% of the entire assessment, it is 50%. sit and talk with their evaluate is about professional practice, what they see when they come to their classrooms what kind of metrics they create on their own that they use to gauge student knowledge and understanding. we have what we have and released and implement statewide, learning objectives to the point that was made here. these are developed by the teachers using multiple data sources to target which students need what kinds of intervention. we are going forward with the evaluations, we put a pause on state assessments because we are beginning to implement new assessments with the standards, we got to build a baseline, set

the standards for proficiency benchmark, but before we can use them. we are using quantitative measures in teacher develop student learning, teachers are pleased with that because we are not talking about student learning objectives as a quantitative measure. we are talking about them as a gauge to understand how students are performing over time, how effective are we paying the instruction? >> we came through a decade where we were trying to stand menacing assessment whether or not a school has failed, teachers failed, the administration has failed or students failed on top of multiple choice exam designed to tell us any of those things and that was the tragic national mistake in terms of what happened. the importance was educational opportunities among 4 or minority children. that is important but we should not -- this is a rollout.

in many different ways across states and across the nation. the opportunity to be fully developed in their presentation, you are shortchanging that kids. if this really developed and they can start to see how they would then temper their presentation for their involvement or student involvement or parent involvement, you might have something to evaluate. to take the score now, or draw hard line evaluation is an injustice to everybody in the system. and everybody else, are these kids looking like they are going to be college or career ready when they graduate from high school. that is the tests, try to stand that up in the first six months and this is one of the great

mistakes. >> many folks understand the content, rather than that change of student progress along the way. you would drive down the geometry, and the probability and statistics over here, and less about that. there's progression to learning, we learn things over time, and a set of steps, we don't and the teacher the new binder and go for it, good luck, there's a tremendous amount of training that teachers need. it is about looking at individual students, what their needs are on the continuum, and the ability to target a specific intervention or support for students has become much clearer

and easier to do. understanding that this isn't about you will do addition versus last year and have a little bit of this and a little bit of this, it is honoring the development of learning and also saying i as a teacher can adjust my practice accordingly to get cheaper than students. >> there is a lot of public confusion, we've are having an interesting conversation about backstage. i am wondering if your research showed anything about the rules of the valuation and certainly the importance of teachers and communicating how they feel about common core. does that bring anything to bear on this? >> the next step, i do think the survey does clearly show people are concerned that parents are concerned about common core, going to be used as i guess a

blunt instrument. that seems like the concern given worries about teacher flexibility in particular. people want to make sure teachers have the independence. we were not looking at that as the next step and how those two were tied together in that way. >> following up on a congressman's point, once teachers realize everybody took a step back and said you are absolutely right. we need time to unpack this work, when talking to our teachers about what does that mean, if you needed more time, what would you do with that time? 50%, up 51% said they would work with content experts to continue to be more comfortable with the actual standards if they build curriculum. 50% said they do research, the resources they needed for themselves, students and parents. 76% said we need time to

collaborative work to build lesson plans, when we talk about time it is not that they don't own the the work, or that they are not engaged in getting the work done, they want to do it well. they need time to make sure they understand what is being asked for them to do with students and what students will be expected to know and be able to do. >> what am i missing? i am confused. if there is that amount of flexibility built into implementation why aren't we doing it? why art state say we will slow the train down and not act like a bunch of dummies? set these kids up for success taft positive outcomes, teachers, train the trainers, train themselves, there is a lot of collaboration among a bunch of educators to figure this out and develop really neat, have great features in these lesson

plans and be engaging. what am i missing? >> if i could just piggyback on something that was said earlier, that is what is happening, not what is being reported in the media but that is what is happening in our state and other states. our teachers understand that we all get it and want to be successful because it matters to our children and their development. we are taking time to give them the time to collaborate and get this done well. the reports that people are hearing is very narrowly sliced. the majority of folks are getting it done well. >> i listened to teachers from across -- you what the smart pause. this is really important and to different from everything they have been handed, a new textbook they have been handed, a lesson

plan, more interesting, this is very different and this is their chance to exploit their reasons they went into teaching because of the manner in which they can address and developed -- this is the first chance they have been told for this class on these different things. in the past, too many schools were told on october 3rd you are on page 123, on october 9th you are on 127. their programs that start to happen in common core. instead of using the talents and ingenuity and collaborative schools, and still force them to get through the work. and if you get through in a mediocre fashion you end up with mediocre students. why don't we slow it down for a

minute and get through it in first class fashion? with all the cooperation we can muster in the education community. >> there isn't a bit of a policy angle, states did agree top grants to address methods of teacher evaluation, college and career standards, common core or another set of standards and. these are promises that states made and somewhat of a slowdown, in federal endorsement of a slowdown. prior commitments have been made that some point have to be carried through. there are commitments that are being carried out which is why we are not seeing a nationwide full-scale -- >> states are coming back.

and they are asking for permission and blew themselves up. and others are coming and saying does this jibe with the assurances we gave you and this would be a test to the department and states. this is a more welcoming process as opposed to the signals that this was a bad investment in trying to add support systems. >> in addition to policy matters the bottom line is these are the right standards so that they are globally competitive. our students no longer compete with the state next door, the child nick dorr on the street, we are in a global environment. we have to be able to compete. we want to pause, we want to be -- with brown we use the word deliberate speed but we need to get these standards in place because it is the best path forward for our children.

we have to integrate policy with the right thing to do. >> one little point in the survey, most parents feel that most schools in the u.s. rank lower than most countries or in the middle compared to most countries. >> make sure we have time to talk about math. we hear so much about common core math and confusing words coming from kids and bad math problems that go viral. i hope one or both can sort of explain why math works the way it does and why it looks different from the way most of us learned it and the way most parents learned it. >> they shared earlier that the fact that face book and twitter now exists has changed the dynamic of family functions. did you see this math problem?

common core math problem, and came up with the answer but to four pages of text to explain it. to answer your question about why the change it is a change in value. initially we had a lot of curriculum to answer over the process. 2 plus 2 = 5 and is still 4. how the student got from 2 plus 2 to 5 so we can identify the specific misconceptions' they have at the classroom level so that i am able to work with them or my teachers are able to work with them to instill an understanding of how numbers work. what is most pleasing to educators is that for years and years they have been saying about mathematics that students as they get through the grades don't understand basic numbers signs, how number works with in the scheme of mathematics and we are seeing a significant change,

very heavy, very early on and basic concepts of what numbers are, how they operate and transition that from third grade to understanding of fractions. we are taught when you divide two fractions you put the second one and multiplied. we were very good at that but how many people understand what is going on in that scenario? we were able to get the answer. for our kids -- at the elementary level, when i look to pay school, college and career i am thinking what we value is a smart thing to that is process oriented rather than someone who comes up with the answer so we changed the way we approach teaching and learning to make sure we are honoring that element. >> to multiplied -- >> it has to do with the denominator, the number of parts, multiplied the number of parts. >> i will give you an example.

in eighth grade algebra the point being made here, teachers give students out rhythms. this is the way you solve this problem. remembers this formula. and getting all the answers, 2 plus 2 was it before, was getting all the answers right but because she used logistical process that was different, than the one the teacher had given her to use, she was getting the problem wrong. i couldn't support that, what do i say to someone? we are trying to help children be creative, mathematical thinkers and think of many ways to solve the answer. it doesn't have to be wrote memorization, lockstep because i said it has to be just this way and the children are having such fun with it. going into classrooms and seeing

them use all kinds of manipulative, different paths to the right answer, really does get to that number sense, that mathematical sense where they understand the math behind the process. >> in a message i want -- not on the topic of this panel but a message vacuum that facebook posed on a math problem can go viral and solidify opinions in the absence of having a lot of detailed facts. that is a good reminder. it doesn't mean people who look on facebook and have their minds informed by that i not smart or paying attention. they are paying attention but that is something that is easily remembered and can calcify whatever issue you are talking about. >> get away from that. this question of public opinion,

the implementation of common core, is there a point you foresee when we hit a tipping point and the controversy will die down? and if so, what will it take to get to that point? >> there is a shared experience, a particular state or district, how well is the change being transmitted to parents? right now as you find in your data you have a political overlay that works at the national level and a few states where people have other ideas about their political future to buy into this reserved parking, that is all interesting. has nothing to do with the students. very good for them in the short term or -- you have to go through it. go back to health care where there's all the national trauma

where people have enrolled and shared their stories and had their own experience. things have calmed down, and looking for those who missed out in open enrollment year ago are looking forward to the opportunity to enroll or have their children and roll or someone they know and roll so people have to have the shared experience, have to go through back to school and talk to the teachers and be able to go through so the politics keep firing back and forth at one another. that won't stop until god knows. on the ground, there is i believe going to start to continue to be positive evidence for teachers and students. my hide out from going to school with kids. they are enthusiastic, explorers at the moment. they are finding it interesting.

adults with a lot of money. >> i have to speak about education so i looked out of curiosity which top tier senate races, they were talking about education. one race where that is gone the air where they're putting money on the air which is north carolina. if you look at the website, the websites of the top tier senate candidates in both parties, most of them don't have education on their issues. look at my view on the issues and some republicans talked about, in court, not college affordability or anything else but common core. in north carolina, that is a race that is focused on education because there were funding cuts in north carolina where the speaker of the house, yet the other day there was a story in the new york times, jeb

bush said i am for common core and tom said i am not with his guy. this is the guy who is considered the underdog now in a battleground purple state wanting to distance himself from a centrist position from the centrist leader of the party. that tells you how this is being framed in the debate this time around. >> one comment. in those states where there is political strife or push back, teachers and come out in support of common core. they stood with their state leaders in support of common core. they have begun to become comfortable with the standards and believe it is the right direction we are moving. they are confident this is in the best interest of students. makes a lot of time on this. this is affirming that teachers are pushing back on the standards. >> it is all about student

outcomes. that is the discussion. we don't need to spend much time discussing teachers, we need to discuss the students, the learners. they do well, it teaches that the accolades. i thinkget the accolades. i think we would all agree. we can stand back as educators and say we can take great pride in that. >> before you speak if you could give your name and what organization you are from and also please keep your questions brief. that would be wonderful. >> science magazine. have a question about a parallel effort going on for science

standards, next-generation science standards. specifically to the maryland educator because maryland was one of the early doctors but also congressman brown and others. do you think there are any questions for the next generation science standards can learn from the common core experience to keep their effort going forward? they are in a different situation because they're not directly tied to no child left behind but otherwise the principles are the same and the idea, yet we have very sensitive issues within science standards regarding evolution, climate change and the very issues and i wonder from your perspective in maryland how you see that going forward and things you can apply based on what you learned from common core. >> congressman miller was spot on with make sure we take time

to educate people before we broke out in the classroom. one thing we decided in maryland is that we would not say the standards have to be implemented until 1718 because we wanted to get through the common core, we wanted to make that the case. that was from the formal state level. i will tell you there are districts in our state that are high performing districts that have already begun on some level to implement the standards but the congressman is right. we have to make sure we take time to first educate the teachers, get them grounded, start working at the local level with parents, helping them understand what these standards are, flexibility, local schools and jurisdictions do and do not have.

and the materials and support we need to have in the hands of the teachers and students before we start kind of jumping up and down, beating our chest. we learned to go slow to go fast on this one. >> the same kind of public opposition once it shows up in the classroom and parents start to realize what is going on? >> it is my experience there will always be opposition somewhere. if we get the facts straight and have a cogent message, and people understand what we are doing and why we're doing it. >> you may have figured out the key lesson, don't go first, let common core be rolled out and we will figure that out along the way. i don't think you will see as much push back or controversy

around next generation science standards because there is such an alignment with common core. the keys are the alignment of all the different areas of education, the way we work with students, instructional design and assessment, we have aligned their programming and curriculum to common core. a support of students in the general curriculum, all of these things are coming together to meet the needs of students. we are talking about not necessarily a swap in content but in practice and what we value as a society is we want people, logical thinkers that understand strong argument, how to do research, how to write effectively, how to speak effectively so you are seeing the connections with common core. i don't think you will see that type of push back but there will

always be some. you are coming along after common core. >> i don't have much to add to is that. this congress doesn't do science. we don't have much to add. >> on that note, national education association, i appreciate all your comments and we have teachers on the ground that are working to develop the assessment based on these standards and they're very excited about and ended gives them ownership and it is important for the teachers but talking about congress, this one is for you, congressman miller. any thoughts on where we go with the reauthorization? i was at the bill signing ceremony way back when and i would like to see if that is even on the radar or will this get piecemeal as we discuss assessments and accountability and waivers? >> i would give congress a

timeout right now and let them observe how this unfolds. this is so far removed from our historical wohl in what we tero states or ask states to do, i don't think much will happen in the next two years. the presidential election will be a clarify and think of this not in terms of no child left behind, but think of this as part of the future. for 40 years i have listened to people come in conferences and committee testimony telling us we had it all wrong in this country, the wrong sequences, it wasn't coherent to students, we didn't build on all the things common core is trying to correct and we didn't get -- we don't do

that. we shouldn't. that is why you had common core come from governors and states because that is not the role of congress to develop curriculums and the rest of that. i think the congress would do well to take some time to think about the federal role, we know our position in trying to ensure equity of opportunity and resources and that is a fundamental role for us and that is not going to change or should not change obviously given the constitution but when we get beyond that we also have to recognize this is a new time with a different set of parents and experiences that are very different. when we ask teachers and members of congress to design a school of the future if they designed the school they went to and most parents design a school they went to except when i said i don't do it, i am not. that is the fastest most

american citizens do any discussion of mathematics. that might tell you how comfortable they are with kerri education in mathematics that they think someone else got right and we are told by people in professionals we haven't gotten it right if we are going to compete internationally, if you have the fuel you need to go to work in america in the future. this is a good time for take a deep breath. which we are capable of doing. >> not to do something seems like a safe bet. i am the director of teacher education at the american association of state colleges and universities. side note, we came back from chicago where we have 11 states, teams of k-12 and teacher educators, with these partnerships around implementation of the common core.

we are interested in supporting that. unlike health care, that ran into the fiasco and intentionally with the website, it is anticipated that of common core is implemented successfully because standards are different and higher, there will be a transition period where many parents and students at the eleventh and twelfth grades will find that there is this gap, what they thought they were going to be able to do, they are not and higher ed will be involved in that has yet to be determined but what about the political will to stay the course in that transition period where the good outcomes for students won't be real obvious, at least not at first. >> one of the conversations we are having in our state with parents, that really speak to our external partners and supporters is comparing a new

assessment with more rigorous standards to an old set of standards that we knew where it as progressive and as problem based in experience for students as the new ones, comparing apples to orangess. let's stop talking about scores are going to drop and rather talk about we are resetting standards. when we give this for the first time, we are starting their. how do our children generally perform on this test the first time, that is the baseline. we will move from there. if we do exactly what you said, help parents understand these other right standards, teachers and leaders are confident that this will get students where they need to be as far as being ready for college and career and we are starting what we saw freshly to build proficiency scores, that will help. that is going to be, when you

have been in a high performing states, a low bar and children seemed to be performing very well, 80%, 90% range we have to help them understand that. we didn't challenge their thinking as much as we should have. it is going to be used because i can say logically as i am sitting here and that percentage goes home to parents, what just happened, it is a matter of getting together and grounding our comments in fact. >> messageing is critical. if you look at the sample items, and you compare it with the type of assessments, there is a huge value statement in there, we look at what was in third aid,

and what part is asking them to do whereas the previous assessments we were trying to get to that level. multiple choice, simple answer, wrote memorization, we are not asking them to be problem solvers, collaborators or communicators. once you look again is there a drop or a matter of we are not talking about the same thing, really looking at how students can and will be comfortable with the type of assessment and will be successful with this type of teaching and learning. >> thank you for the opportunity to be here. i am the democratic nominee for state superintendent in george and my question is for the superintendent. and educators, concerned with common core, knows wilson, stay

the course, their concern has been around implementation and preparedness for implementation. i heard you say earls. i hear ye

it to inform rather than as a consequence. 50% of professional practice, what most of us are doing, probably not really well and we are getting better there. 50% student learning, quantitative measures being developed by teachers with evaluators based on state assessment data and other indicators of success. so we will for two years, the new assessments next year, said the base line and we have a pure growth measure so we can't talk about growth until we get it a

second time, and states assessments rather than to in form but all are students take the state assessment and we use that to determine our path forward. >> i am from norway and conducting a survey in japan and europe. the european commission, they faced the same problem, what they learned last week, and french common core. the implementation, socially speaking, what we call marriage economy is almost impossible.

the question is falling. and we shipped in to look at common core beyond saying it is good or bad. more than education. european commission, would be open. the big issue particularly in europe. >> let me tell you from my perspective, having spent my life in coalitions, this is an understanding we try to achieve. this starts with a qualified individual standing alongside someone else to accomplish a task. the outcome is such that it is extremely critical. i don't know the implementation

and difficulties with that. a beneficiary of what has taken place in that regard. >> the development of common core, different institutions responsible for the development spent a lot of time looking for models of success and why some countries did better in mathematics and others and some did better in overall education and some better in technical education. and it would be a different discussion. we are so busy remodeling the house, we have no time to help anybody else. i think we would do well to see that we get the best implementation we can and start to see how students arrive or don't thrive in this system according to our expectations. a lot of that, a lot of studies and cooperation was looked at in development over the last many years. >> that is a good note to end

on. thank you all for such a great discussion and thanks to all of you for being here and if you have further questions feel free to follow up with me. i will be here a bit longer. i can speak for everyone else. [applause] [inaudible conversations] [inaudible conversations] [inaudible conversations]

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