I’ve decided to make a part 11.
Now Parkland Schools are harassing an anti-gun control student for tweets he made of going to the gun range with his father: https://www.dailywire.com/news/29790/breaking-anti-gun-control-parkland-survivor-kyle-daily-wire
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Here is a post from a Utah anti-Common Core group:
Hey ya’ll! My friend was told by the Principal that she could opt her son out of Sage but it would effect his grade and they would find something harder for him to do. They opted another son of hers last year and they did give them harder stuff. So my questions are, what are her options? Should she report this principal? Where is the law that states no penalties? Where can she get her own form to opt out?
He made her feel really guilty saying “it’s your choice, it’s your choice. But it’s good practice for the act”
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And here are some replies to said post:
This principal is a “BULLY” he needs to be gone!
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yes and no. It could just be a misunderstanding 😬. I doubt it. But I don’t want anyone to lose their jobs. Just corrected.
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yes I understand but experiences go far past this and I’ve been to the District and nothing changes.
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You should be able to find the opt out form online at the Utah state education website. Sage is not required. Have her sign the paper and turn it in. Then if he continues to be annoying just have her check her child out whenever there is a test.
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Illegal! Illegal! Illegal! Tell her to contact the assessment director or the superintendant.
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If you message me and tell me the school district, I can help you find your first point of contact.
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Emery County School District
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These decisions belong 100% to the parents, not the principal at a government school. Tell your friend to go in and ask this principal if they can sit down and review this test together so she can see if it’s appropriate for her student. He will tell her that no one, including himself is allowed to see the questions. So how does he know if it’s a good practice for the ACT?… They should not be administering tests that they cannot see the questions to. If they want to administer an alternative test, have her ask to review that one as well. Opting out of SAGE testing cannot affect their grade.
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This should be of great concern to ALL Texas Parents.
“The State Board of Education will now require the use of machine-readable curriculum standards when publishers create new high school reading language arts instructional material. This is the first step towards requiring interoperability.”https://tea.texas.gov/About_TEA/News_and_Multimedia/Press_Releases/SBOE_News/New_online_instructional_material_to_be_based_on_digitized_curriculum_standards/
“Project Unicorn partners presented at SXSWedu March 2018. Dell Foundation presented that data interoperability meant a 360-degree view of student data, information on past test scores, attendance, behavior, etc. right there on the spot and the USDoE’s Digital Promise, who is interested in leveraging the mind, brain connection in education, moderated a panel on bringing brain scanners to measure students’ learning. Read more about this and Bill Gates’ investing in a brain research company that develops next-generation Mind Tracking Solutions, which can be integrated into existing eye tracking devices and software here. ]
Excerpt:
“So Mike Morath, Texas Education Agency (TEA) commissioner, failed at his Home Rule attempt in Dallas (See Panning a Charter Takeover of all public schools). So via legislative mandate in SB 1882, Texas has now empowered TEA to use gangster moves to force schools into private management.”
https://cloakinginequity.com/2018/04/23/gangsters-moves-by-tea-in-houston/
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Here is a post from a Utah anti-Common Core group:
can Nebo District do this?
Email from teacher below. I will post her first email from during school yesterday in the comments. This is what she sent today.
“After I emailed you last, I attended an ethics training for SAGE and received new policy information from the district and state. This year, schools are required to provide an alternate learning experience during SAGE. That means that opt-out students will have a different assignment that will still be required–so if you were to check out Trent on those days, he will still need to make that assignment up. Just for your information, this is found in Utah Code 531-15-1403: “Teachers may not reward or punish a student for being excluded from testing. Schools are required to provide an alternative learning experience for the student while the rest of the class takes the assessment.” This particular alternate assignment is the same for each 7th-grade English class at our school. This assignment will neither be a punishment or a reward–just a different option for those opting out.
As far as grading for SAGE goes, we have been directed to give participation grades–this has nothing to do with how well they score on SAGE or whether or not they opted out, but it is based on their effort in participating. Students who opt out of the SAGE will earn these points by taking the opt-out assignment, which will also be graded based on effort–not mastery. If you’d still like to check Trent out of school, he can make up the assignment at home.
If you have any other concerns or questions about the new policy, my administrators would be happy to explain this further.”
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Here is a post from a friend of mine:
Watch out for these freaky educational mind-benders …
.
They’ll infuse ‘em with norms and ethical standards … which they’ll approve … and auto-correct their emotions so they lose any traces of childhood … and become perfectly calibrated, social creeps.
And that’s how they’ll retool your kid’s personality … and rehabilitate their identity … pretty much without bothering you at all. But that should bother you to no end.
Read on … and see what you’re up against …
https://denisianblog.wordpress.com/2017/11/09/cardboard-children/
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And here are some replies to said post:
I went to my great-grandaughters school to have lunch with her (that’s nice that the school allows that) as I stood in the hall watching the class arrive I thought “my Lord it’s the Hitler army” perfectly straight line of perfectly spaced littles, no touching!!, no talking (pretend you don’t see Grammy standing over there) God forbid that she show any delight in seeing Grammy. A far cry from my school days when “best Friends ( you are not allowed to say the “best” part anymore) actually held hands in the hallway on the way to lunch. It’s no wonder when I greet a teenager on the street they look at me like I have 3 heads! It’s so pathetic – indeed no joy.
This is my 10 year old daughter’s vocabulary words this week. Thought you would appreciate this 😔
Assemblyman Ra and Assemblyman Murray Disappointed the Assembly Majority has Blocked Transparency in Schools
Assemblyman Ed Ra is disappointed to announce that his bill, the “Standardized Testing Transparency Act” (A2312) was held in the Assembly Committee on Education. The legislation would have allowed the Commissioner of Education to release all questions and content on state tests as well as data on the number of students who completed, opted out or were eligible to be tested within 30 days following the test.
“We need to provide our families with this information so they can feel confident when making their personal decision on whether or not to have their children take the new Common Core tests,” said Ra. “Students and parents deserve this transparency, as it will help them determine what is right for their families, as each family has a unique situation. By blocking this legislation, Assembly Democrats are once again refusing to allow families the opportunity to decide what is right for their children. Our teachers are also being let down, as they are caught in the middle of all this. It is already known that there are issues with the content of the tests and its administration, this secrecy is not helping anyone. Though the Assembly Democrats continue to refuse to help students and their families, I will continue to fight for this transparency. We need to be open and honest about what is going on behind the scenes so each family can decide what is right for them.”
“It was disappointing that Assembly Democrats once again let down our teachers, parents and students by blocking the Standardized Testing Transparency Act, legislation that would have given families peace of mind in helping to determine if it was appropriate for their children to take these standardized tests. We have already seen a myriad of problems with the contents of the test’s questions and with how they are administered. I will continue to fight for the highest level of transparency and accountability in regards to the curriculum being taught and the tests that are administered, to help our parents make the best educational choices for their children,” said Assemblyman Dean Murray (R,C,I-East Patchogue), the Ranking Republican Member of the Education Committee.
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University of Utah has a crying closet for snowflakes to use: http://www.dailymail.co.uk/femail/article-5657409/University-Utah-installs-CRY-CLOSET-library.html
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Here is a post from a friend of mine:
A good friend of mine spent $40K per year to send her child to a good private school to avoid Common Core and the school to work infiltration. She wanted a truly educated child not human capital for the planned economy. The result for her sacrifice…..her daughter could not score well on the SAT. Even though this child had a 4.0 gpa and had all AP classes. The problem, she knew real math but did not know Common Core math. So her mother had to put out $80 per hour all summer so her child could now learn the CC way to do math and score better on the SAT. I tried to convince her to by-pass the SAT and go directly to the college entrance exam but she was stuck in the same paradigm as many other parents. They think the SAT is the only way to get into college. There is sadly only one solution to this problem. We need to stand up and STARVE THE BEAST. We need to take down this system. Make implode upon itself. But it will take parents willing to stop sending the children into the belly of the beast. If we could get 30% of parents to pull their kids we just might be able to bring it all down. If not we will have 30% of future population with a real education.
I found this post from a California group, though the post was from 2016:
Do you want your student’s data collected and housed in a longitudinal data system outside of the CDE? Well, it’s happening.
The CORE districts are experimenting with your kids. After conducting a two year pilot on ways to measure social emotional learning (SEL), the lead psychologist (Angela Duckworth) backed out of CORE’s project. She felt the implementation of SEL measures was ahead of the science, but that hasn’t slowed CORE down.
CORE Districts are now collecting extensive data on your kids that reaches well beyond academics.
More importantly, this data is being collected and housed outside of CDE’s data system, CALPADS.
Per CORE’s federal wavier, these districts agreed to build a robust longitudinal data system, which is housed at Stanford’s John Gardner Center for Youth. The system was designed to share data across key sectors related to education, such as heath and human services, welfare and criminal justice departments, after school and community programs etc.
The goal is to generate a comprehensive digital profile of every student in order to track his/her performance and progress from cradle to career. The endgame is a sustainable (planned) economy. Although the shift to SEL is couched in the well being of students, it is actually driven by corporate interests, folks who see your kid as human capital.
Thanks to FERPA and CORE your child’s data can and will be shared widely with any number of third parties that have a “legitimate educational interest.”
This year CORE has added several more schools and charters into the fold. From the first federal waiver, CORE intended to scale its approach across the state.
The extensive data collection is a threat to your child’s privacy and safety. More importantly, it won’t improve the quality of his/her education.
So, if you don’t want your child’s personal information collected and shared, you have to speak up. Opt out of adaptive learning software. Demand textbooks and teacher generated assessments, old school paper and pencil tests.
https://www.educationdive.com/news/8-california-districts-to-share-data-of-17m-students/426632/
BATS is run by Mark Naison who is a close friend of Bill Ayers. BATS is not Against Common Core! They are all about empowering the Teachers UNION.Hill told Harris that she left the AEA after her first year of teaching. She is not alone.
Because AEA has failed miserably to represent teachers in the state for years, fewer and fewer teachers belong to the organization. This is not strictly an Arizona phenomena. In fact, across the country, as teachers’ associations took on political fights that had nothing to do with teaching and everything to do with progressive issues like climate change, membership has fallen off.
#Redfored
https://arizonadailyindependent.com/2018/04/redfored-leadership-qualifications-in-question/
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A Nevada school that let their students participate in the National Walkout Day is being sued for barring a student from wearing a pro-gun t-shirt: http://www.wistv.com/story/38030893/nevada-school-district-middle-school-sued-over-discrimination-ban-on-8th-grade-students-pro-gun-rights-tee-shirt-and-free-speech
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Here is a post from a North Dakota anti-Common Core group:
Excerpt –Google measuring “soft skills” in k-12 NH schools:
“According to this recent article in the Manchester Union Leader, SNHU received a $1 million dollar grant from Google to develop an assessment to measure “soft skills.”
Soft skills include behaviors, attitudes, and the mental health of the person being assessed. In NH, these soft skills are being assessed k-12 too. In some cases this is being done without parental knowledge or consent. This is part of the Competency Based Education model that includes measuring attitudes, dispositions, and behaviors.”
http://www.girardatlarge.com/2018/04/warning-snhu-students-parents-children-public-schools/
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Here is a post from a Georgia anti-Common Core group:
NWEA MAP TESTS. Parents, did you know that all students who take the NWEA MAP growth test, have a separate ENGAGEMENT profile? (It has nothing to do with whether they answered the questions correctly or incorrectly.)
What follows is a brief account of a nearly 7 month NWEA Q & A communication and related FOIA. Many questions remain unanswered. I invite NWEA, teachers, students, other parents to give input — as this is something that potentially affects millions of US students. If you are short on time, here is the very short ‘Top 10’ version:
1. NWEA rebranded in 2017, won award for new Social Emotional Assessment tool for MAP Growth, announced new “engagement” profiling for every student, and hired new CEO, Chris Minnich, of CCSSO, the Common Core copyright co-owner.
2. Detecting Social Emotional skills is a $43 Billion global market for edtech.
3. NWEA maintains one of the largest repositories of student growth data in the nation. Why hasn’t NWEA signed the SIIA privacy pledge to not sell student data?
4. Where is NWEA data being shared; how is it being used and analyzed? Collaborators, Researchers, Hitachi.
5. Do parents know their child has an engagement profile with NWEA ? Can parents opt out of this profile? (No).
6. In a study with Harvard’s Center for Education Policy Research Proving Ground Network , and a Gates funded CORE school district, NWEA has used personal data from the NWEA engagement profile and COMBINED this pii data with personal, student-level (pii) data from students’ self-reported behavior surveys. NWEA’s study concludes that test disengagement (rapid response) is “connected to risk of dropping out of school …and a lot of deep-rooted problems”.
7. Who will be able to see if a student has been flagged as disengaged (or at risk for these “problem areas”) by NWEA? (ie: Will this disengagement profile or flag ever be shared with colleges, employers?) Did parents give informed consent for this NWEA study that combines and potentially re-purposes sensitive student data? In asking NWEA and FOIA of the school district, (here), I could find no evidence of explicit permission or informed parent consent. Will NWEA obtain informed consent in the future and allow parents to opt out of SEL or Engagement data?
8. Accuracy?
9.NWEA Reading Fluency now uses Voice Recognition technology. How is THAT data being analyzed, used?
10. NWEA and researchers, edtech, Congress can learn from the Facebook scandal. Children’s data should not be taken without consent, should not be repurposed, researched, and analyzed without transparency and consent. You need to do better. We deserve #GDPRfor ALL.
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And here is another post from said group:
The SREB, an unaccountable, unelected regional board encompassing 16 states is now marketing itself on facebook. Don’t take the bait. They are NOT our friends. They have way too much influence in our state government.
SafeKeys Driving School
Language Kids World
White Rhino Financial
Strawbridge Studios, Inc.
Air Force
First Community Credit Union
The Interagency Day Care Standards of 1971 federal law.
Excerpt: “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”
Then, in 1981 the American Legislative Education Council, formed by Paul Weyrich (“We are radicals who want to change the existing power structure. We are not conservatives…”), mailed to 16,000 state and federal officials and legislators a suggested educational voucher.
Thomas A. Shannon, Executive Director of the National School Boards Association, said, “Tuition Tax credits for private schools profoundly change the character of private education. Private schools that operate with public money will be subject to public regulations.”
Sure enough, concurrently, on July 18, 1971, key federal legislation underlying and controlling any subsequent education legislation was adopted.
This master control system, “The Interagency Day Care Standards,” hinged upon the federal government’s own definition of day care: “Day care is defined as the care of a child on a regular basis by someone other than the child’s parents for any part of the 24-hour day.”
It states that “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”
School Choice Corporate Reformers are not pushing quality education, they are just pushing… “Choice” and “Competition”.
Who could be against “Choice” and “Competition” in America?
As my friend Michael Bohr correctly states…
“Parents, who are the first and forever educators of their children, are the only people who hold the right to determine “the best interests of their child.
Everyone one else has an agenda that puts their best interests over those of the child and they have done so by taking control of our government.
Their hope is that we continue to fight the false battles they lay down before us and forget that we, the parents, are the sole authority in determining the education and upbringing of our children.”
“SCHOOL CHOICE” IS THE MOTHER OF ALL PUBLIC/PRIVATE PARTNERSHIPS, THAT WILL BE THE DEMISE OF EDUCATION IN AMERICA!
Does Brent Lawson know what has been written into the Every Student Succeeds Act (ESSA), which is the re-authorization of the Elementary and Secondary Education Act (ESEA), originally passed in 1965, opening the door for Title 1 federal dollars to go to economically disadvantaged students?
Anita Hoge clearly laid it out…..
“Specialized Student Support Services” and “Direct Student Services” mandate equitable services to all private schools, the same as in public schools. This is referred to in the ESEA legislation as “meaningful choice.”
There are specific lists of providers that must be used, as well as, an ombudsman that will oversee compliance in private schools. This is where the mandate will force teachers to identify students as being At-Risk of not meeting College and Career Ready/Common Core as a disability and perform psychological services paid for by IDEA. These interventions are defined as positive behavior intervention and supports, PBIS, multi-tiered system of supports, MTSS, response to intervention, RTI, and early intervening services, EIS, etc.
These interventions are happening NOW because of the Flex Waivers.
By identifying students as At-Risk under Title I, ALL will receive psychological treatment and interventions on your children in private, Catholic, and Christian schools, as well as homeschools (defined as a private school.)
THERE WILL BE NO ESCAPE FROM THE COLLEGE AND CAREER READY/COMMON CORE OR THE PSYCHOBABBLE IN THE LEGISLATION.
Regular classroom teachers are being trained to identify children who would need services through PBIS, RTI, EIS, & MTSS.
Once EDUCATION SAVING ACCOUNTS (ESA)’s are in full operation, dedicated to each individual student, an individual career pathway meeting College and Career Ready/Common Core soft skills (Grit) interventions and a treatment plan which will be funded by direct student services known as psychobabble.
Because these specialized services are defined in the legislation as psychologists, psychiatrists, social workers, etc, these services will be mandated. These members of the psych profession will be in a position for MEDICAID TO BE BILLED FOR SPECIALIZED STUDENT SUPPORT SERVICES. This is your meaningful CHOICE.
Medicaid is on the scene as mental health wrap around services. Your family and child will be assigned a case manager. This initiates an individual family service plan. The federal government has just walked into your front living room door.
(THIS ORIGINAL PLAN WAS DRAWN UP UNDER SEC BELL UNDER THE REAGAN ADMINISTRATION UNDER THE NAME “KNOWLEDGE NETWORK FOR ALL AMERICANS.” http://files.eric.ed.gov/fulltext/ED351771.pdf
Bell has written extensively about parents not being capable to raise their own children.)
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Here is a post from the anti-competency based education group:
I just received this email from an angry parent who lives in another state. I’m trying to figure out if this is a ACT requirement or a local one. Has anyone’s child had a similar experience?
“Hi All,
My son took the P-ACT this morning. He came home angry because the first hour was spent collecting data on the students, question after question regarding their preferences on various topics. Because he is my son, he entered “indifferent” to all that would allow him to do so.
Furthermore, at the beginning of the questionnaire, he had to sign a waiver to allow third parties to use the data collected on the data sheet. Though he did not want to agree, he didn’t feel he had any choice but to sign off on the waiver.
Not surprising yet very upsetting.”
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The University of Texas has tragically caved to the gender confusion insanity: https://www.theblaze.com/news/2018/04/29/university-of-texas-posters-tell-male-students-its-ok-to-wear-dresses-embrace-fluid-masculinity?utm_content=buffer16fde&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck
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More anti-Christian censorship in Alabama: https://www.theblaze.com/news/2018/04/28/alabama-teacher-sent-home-by-principal-for-wearing-t-shirt-with-the-words-just-pray
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Here is a post from a friend of mine:
87% of Teachers vote to DISASSOCIATE from the NEA teachers union. One of the Nations two largest teachers unions (the other is AFT)
“Las Vegas teachers, fed up with how their dues are being spent, voted overwhelmingly late Wednesday to cut all ties with their state and national parent unions.
The vote by the members of the Clark County Education Association, which represents almost 20,000 teachers in the Las Vegas area, is a significant loss to the National Education Association, the nation’s largest labor union.
It devastates the NEA’s Nevada affiliate, the Nevada State Education Association, as the Clark County local makes up half the membership of the entire state.
The national NEA now has a $2 million hole in its budget for this year, and it will also need to send money to the state affiliate, which won’t be able to sustain itself and will likely see staff layoffs.
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Here is a post from the anti-CBE group:
The first #SEL #Accountability bill?
Colorado has a bill to assess students’ attitudes and disposition and tie it to accountability.
Have you seen this SEL accountability pilot in other states?
http://leg.colorado.gov/sites/default/files/documents/2018A/bills/2018a_1197_ren.pdf
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And here are the replies to this post:
The problem resides with top-down accountability itself. Accountability—which started here in Texas with GW Bush and his faux “Texas Miracle” turning around “failing schools”—is a set of neoliberal management tools deployed to undermine local democratic control of public education, destroy public unions, disempower parents and educators, and ultimately privatize public education. We should work to oppose all forms of hierarchical, top-down accountability. Schools instead should be accountable to students, parents, and the local community.
California piloted SEL in 2016-17 in 10 big, urban districts. The pilot was done with Transforming Ed out of Massachusetts, who created MESH. https://www.transformingeducation.org/wp-content/uploads/2017/04/TransformingEducationCaseStudyFINAL1.pdf
the CORE districts are the same districts where they did this NWEA study— and I can’t find evidence that parents consented/ knew that stidnets’ Pii survey data was given to NWEA MAPs and they tied students’ quick response times to deep-rooted problem areas. I worry this (accurate??) NWEA SEL algorithm will be used as a predictor. http://missourieducationwatchdog.com/nwea-map-assessments-study-connects-test-disengagement-to-student-deep-rooted-problems/
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Here is a post from a Washington anti-Common Core group:
My 6th grader came home worrying about SBA testing and having to write an argumentative essay. She said something about failing 6th grade if she doesn’t do well. I told her that was garbage, they couldn’t fail her for this test but now I want to make sure. Anyone know off the top of their head?
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Somebody needs to tell this Virginia high school that 9th grade sex ed courses that mention oral sex and sex toys are INAPPROPRIATE: https://ijr.com/2018/04/1089299-virginia-high-school-shows-explicit-sex-education-video/
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Here is a post that was shared by Alice Linahan:
The best thing about being a Dyslexia mom with a reputation for advocacy? Other moms are always still telling me about their kids successes and struggles. The recent instructional tour with its pictures has sure brought out a few discussions.
Flipped Algebra in 8th grade. Did you know it is almost completely digital? Students are assigned videos, they take Cornell notes at home and return to school to work in class. I actually had a kid whose teacher started this more than 5 years ago. But, what this mom was telling me, actually it is 2 moms. The videos aren’t always the same presenter or the same quality. Kids come to class and use the new NSpire calculators purchased by the district. No longer does the student need to understand factoring, they just need to understand how to translate the problem into equations on the Nspire “scratch Pad” and allow the calculator to solve. The work is multiple choice. If the answer isn’t one of the 4, assume you typed it in wrong. The “I am a mean mother,” of the 2 moms who brought up Algebra, says she has been teaching her student how to actually solve problems all year; factoring, the quadratic equation, systems of equations…she makes her child demonstrate he can solve Algebra problems based on knowledge. This is very different than when her older students took Algebra. And she is concerned because it is always a battle. Her student just wants to plug in answer choices and see which ones work. The teacher does not grade, the answers without work are simply reported into a google doc. Her concern is that the kids aren’t really learning Algebra and will not be prepared for HS science or math courses. Her older students have not graduated from high school.
Parents with students in Algebra, using the Nspire calculator, it is the end of the year, if your student had a paper and pencil test, could they solve Algebra problems?
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Here is a post from an anti-Common Core group:
Superintendent McGrath states that they want to reduce over testing. But the students in 8th grade have always taken state math tests and one day of a math final, same as this year. The difference is they have ADDED a day of the math final to punish kids whose parents have opted them out state tests. Unfortunately, those kids are already sitting through the flawed state test which wasted their instructional time and your taxpayer dollars.
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Here are some frightening stories about the teacher strikes and what is going on behind the scenes. It also mentions other forms of indoctrination in schools too: http://thefederalist.com/2018/05/02/5-ways-teacher-strikes-revealed-public-schools-indoctrinate-kids/#.WunxBJzwcxw.facebook
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Here are some posts from the anti-competency based education group:
Workforce = competencies. Education is now a talent pipeline and about earning a set of competencies / skills needed by business and workforce. ACT follows this w their Career Competencies model:
“Industry competency models are descriptions developed by the US Department of Labor (USDOL) to establish the skills, knowledge, and abilities required in growing industry sectors. The models help individuals obtain the training needed for various career paths in a specific industry, and they identify skills that are transferable across an industry. They are important because they promote an understanding of the skill sets and competencies that are crucial to building a globally competitive American workforce.
How does the ACT National Career Readiness Certi cate (ACT NCRC®) align with the models?
Each USDOL industry competency model is built on a series of tiers. At the base, Tiers 1–3 represent the essential foundational skills. The ACT NCRC, based on ACT WorkKeys assessments, certifies these skills and enables an individual to rise to the next tier—to advance toward success in a chosen occupation.”
https://www.act.org/…/doc…/WK-Brief-CompetencyModels.pdf
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Why they are killing the GED: “Skills-based hiring has provided the city of Albuquerque a higher quality applicant pool and significant return on investment in our hiring practices. It has also allowed us to replace the GED requirements with skills scores which then opened up a significant population of applicants we would not have seen before.
– Vince Yermal, Director of Human Resources, City of Albuquerque” https://corescore.jobs/employer_learn_more
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Albuquerque was the one city I did research on for the WorkKeys, career pigeonholed assessment. The City was using it on their perspective employees as well as current ones. Passed it off as happier employees. The sales pitch WorkKeys video expressly states no national work certificate, no job.
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Ugh. It is so insulting as a older worker to have to take a skills assessment to get a job. Your resume and work experience mean almost nothing to today’s HR. And no test currently used accurately measures soft skills. Companies are missing out on great candidates because the 20 somethings in HR only know how to read a score not a person.
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Maybe if we spent less time doing walkouts to protest Trump and guns and less time doing pointless testing, we’d have more students that could read well: https://www.newsmax.com/newsfront/public-schools-education-reading-math/2018/05/02/id/857836/
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Sorry, not buying it, UC Berkley: https://www.theblaze.com/news/2018/05/04/uc-berkeley-coordinated-campaign-to-bring-right-wing-speakers-on-campus-caused-acute-distress?utm_content=bufferc3ab4&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck
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In response to an article, on an Illinois anti-Big Government group, about the costs of higher education, one person said:
It wasnt the cost that drove my son out of an Illinois college. It was the constant barrage of politics. The damned teachers spent so much time bashing Trump and the Republicans you’d swear they were running for office. Complaints to the school, state and the feds went nowhere. The students are quite tired of not learning what they signed up for. I’ve spoke to dozens of students who are leaving Illinois colleges and you would be shocked to learn how many actually say they are not learning anything because of the agendas.
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And some other said:
Freight Train UPDATE. Those that know what CASEL is all about, will be alarmed. NYS has led the way she nice 2013 voluntarily being the piloting grounds for SEL. Linda Darling Hammond and CASEL essentially run NYSED. As cohort II (2013) NYS is NOW the first State to implement SEL Pre-K-12 embedding in curriculum.
The state Board of Regents May meeting kicked off at 9 a.m. TODAY in Albany for a morning session and an overview of new new guidance and resources for social emotional learning.
http://www.regents.nysed.gov/common/regents/files/518brd1.pdf
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Here is another post from the Illinois anti-Big Government group:
My daughter and I went to a University of Chicago Admissions event. They disgusted me during the event with their Liberal agenda. The deciding factor putting them OUT of the running was when they started talking about Obama having “been a teacher” there. No mention that faculty rejected him and that he was a token patronage appointment on a non-tenure track position. She is very happy at Purdue.
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Yet another instance of persecution of students who support the 2nd Amendment: https://www.theblaze.com/news/2018/05/08/school-hauls-pro-second-amendment-student-in-for-questioning-over-gun-flag-its-not-an-actual-gun?utm_content=buffer1fb17&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze
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Here is a post from a Utah anti-Common Core group:
Looking for clarification. I’m in Nebo district. I’ve got an 8th grader who keeps getting put in in-school suspension because he is opted out and isn’t doing the alternate assignment. Is he required to do it? From what I’m reading on the group, the school is required to offer one, but he’s not required to do it, right?
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And here are the replies to this post:
No, he’s not required to take it. I wish this were more clear on the books, though.
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That’s how I understand it. Personally, I would be okay with alternate assignments as long as it isn’t SAGE related & as long as it doesn’t effect their grade.
This is what the rule says: “(9) An LEA shall ensure that a student who has been exempted from participating in a state required assessment under this section is provided with an alternative learning experience if the student is in attendance during test administration.”
https://rules.utah.gov/publicat/code/r277/r277-404.htm#T7
And the Testing Ethics Policy gives some examples, but they are only examples & not requirements:
“Students are provided an educational activity if they are opted-out of a state assessment
Some examples are:
*LEA, school, or teacher created assessment on course standards
*A short essay (grade appropriate expectations) related to a Utah Core standard which could be student selected or assigned”
https://schools.utah.gov/…/bd4cdc0e-1892-4b64-bac4…
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And here is another post from said group:
Anyone know if a law got passed—if a school District approved full-day optional kindergarten they would receive more funding? I know it was talked about a few years ago. But I can’t find anything recent. Also, I need opinions about KEEP. I’m trying to determine if I should opt out. Thanks in advance!
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And here are some replies to this post:
I have administered the KEEP assessment, I think it’s a well designed test. I think the data could be used to show that full-day kindergarten has benefits with the assumption that the full-time kindergarten children will score better that 1/2 day children
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I’m not sure about the law & funding, that might take a little while to find. The search function hasn’t been working for me since they updated the website. I am very concerned with the KEEP assessment though. The questions are fine, but I don’t like the social-emotional questions. A huge thanks to [name withheld] that those questions aren’t reported to the state (originally they would’ve been, but she stood firm during the State Board meeting to protect our children’s privacy). I will be opting out of it, even though it’s not listed on the state opt out form. We are over testing our children in our obsession with data & I don’t want to encourage it, especially when it’s coming from the state level & not the local level.
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My school district has recently adopted an all-day optional Kindergarten. My main concern is not academics, it’s the reason behind the move. I tend to look at things in a macro-scale. Why after all these years are they doing this? Is it for the good of the child or is the real reason, their pocketbooks. I have done a little research and two years ago it was proposed in the Utah Senate that schools who offer full day Kindergarten vs half day could get more money for funding. Even if it’s offered as optional. It has always been optional at certain schools in our county, Huntington, for example, but why make it District wide? The more I research the more I find its less about the children and more about their own bank accounts. I think the reason I’m really upset about it, is because I see my influence upon my children moving more and more toward the government. Us commoners don’t know what’s best for our children. They take God out of everything at school, while we teach it at home. It’s no wonder our society is turning less and less to God. I don’t like that most of his friends are going to do it. It puts a lot of pressure on me to be full day, even though it’s optional. He’s going to wonder why his friends get to stay. I’m going to have to pray about it a lot. My sister’s kids do a full day in Texas, and they come home tired and wanting to sleep. We need to protect our little children, not burn them out. So what if they can read at 5? I want to know if he can be kind and learn to play nicely with others. The more practice he has at that, the more I can see his leadership skills, creativity, etc. He’s taken 2 years of preschool and has done UpStart this past year, already beginning to read. But he’s just a child and people will soon forget that, if their not careful. Thanks for the insight. I have a lot to think about.
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Here is a post from a Washington anti-Common Core group:
My Thoughts on college degrees..
Most college degrees are completely and utterly worthless.
From my recent job hunting experience, I saw tons of jobs that “required” a bachelor’s degree yet only paid just a tad over minimum wage.
Why would anyone in good conscious saddle their children with $60,000+ (usually more) of debt that they had no chance of ever paying off in their entire lifetime when their fancy degree doesn’t even help them get better than a minimum wage job?
They wouldn’t even be able to afford basic necessities such as rent, utilities, food, etc and this doesn’t even remotely include the costs if they decided or happened to have children of their own.
Trade classes in middle/high school are all but extinct and it seems that there is no push at all for any trades. People need people who know how to build and fix things.
There are virtually no classes or parental involvement to teach kids how to cook, take care and clean up after themselves, how to be a decent human being and not treat others like complete crap either. This list could go on for quite a while.
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I truly feel bad for the educators that truly give a shit..
You have so many things stacked against you and I don’t blame any of you that haven’t been able to take it anymore and left the industry.
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Here is a post from an Ohio anti-Common Core group:
Substitute Teacher Observes Blatant Indoctrination In A Public School Classroom
For her exposure of partisan politics in the classroom and support of the #purpleforparents group, Jennifer Hill came under attack on social media.
On Friday, Hill, a 20 year veteran teacher, who has been a certified substitute teacher for the Chandler Unified School District since 2012, was notified that she had been fired.
“I have been speaking out against the #redfored “movement, have been posting my opposition in a respectful manner and have been on the radio speaking about the facts on the progress and budget. In the week before the teacher walk-out/strike, the district began canceling substitute jobs I had accepted and planned to work,” said Hill. “During the strike of course, there was no work. I had substitute jobs scheduled for after the strike and next week. The District cancelled all of them. On Friday morning I began to get harassing messages from teachers in the District saying they got me fired. They said they hoped that I would never sub anywhere else, ever again, and were laughing at me.”
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And another post from this group:
Perhaps if Gates really cares about the learning disadvantage he should stop pushing the vaccines that are causing so many children to be on the autism spectrum. Or perhaps her should study the effects of the rise in fatherless homes on a child’s ability to learn. Gates has long been involved in research to change brain function and other sicko projects. He was involved years ago in an education initiative with Bill Ayers that fell flat on its face and cost Gate billions. His involvement in Common Core is failure #2, Common Core 2.0 will also fail and this new venture again it is marked to fail already. The man is a leper and does not have the best interest of education or our children in his hear. How come his boys went to a private school that does not use Common Core and only limited technology. He is a guy with a big fat check book that thinks he is God. He is a rich guy that wants to be even richer and make all of his buddies richer. We have people buying education that have no clue. This includes our President, our First Lady and the US Secretary of Education. Parents………listen up…..there is only one way to fix this situation because believe it or not it is functioning as it was intended to function 100 years ago…..they just didn’t have the technology back them. So you cannot fix what is not broken. We need to circumvent their plan to train workers for the planned economy. We have to pull our kids out and work together in the community to educate our children outside the federal institutions. Just research John Dewey and Horace Mann. They say it outright. Public school is not to educate but the train workers. They perpetuated illiteracy because illiterate people are easy to control and make into obedient workers. How many of you have churches that sit empty all week? We need to fill those empty church rooms with community school run by community workers using Freedom Project Academy we do not need trained or license teachers…..FPA is teacher led. let me know if you are interested in finding out more. But we need to fight a battle we are not going to win and think outside the box to circumvent these vulchers that see our children as nothing more than human capital.
https://www.wthr.com/article/.WvMGPc2-hcA.facebook
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A NJ high school falls prey to the “everyone gets a trophy” mentality: https://www.10tv.com/article/students-parents-angry-over-inclusive-cheerleading-policy
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Here is another post from the Ohio anti-Common Core group:
Que the ban scissors movement. By the way, schools don’t care who is at fault, they punish everyone involved. My son was the victim and was also suspended for defending himself. Wake up parents!
https://www.10tv.com/article/police-student-stabs-classmate-scissors-after-he-pulls-her-dress
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Here is a post from a Mississippi anti-Big Government group:
The State Testing that we have in place in Mississippi is a waste of time and taxpayers dollars and needs to be done away with beginning next year. There are teachers all over the state who are into double digit days of testing / retesting and it’s ridiculous. I spoke to one teacher who stated she was on her 18th day, that’s 18 days of instruction that isn’t taking place because of testing. I’d like to discuss options with as many teachers as possible to get opinions, but I think we need 3 different tests for students to graduate.
1. The ACT for college bound students as well as any other student wishing to take it.
2. A Career entry exam for graduates planning on entering the workforce upon graduation.
3. A Special Education test for students with disabilities.
Our Focus in Mississippi has to be shifted to doing what’s best for our kids instead of doing what’s best for testing companies.
How do we do this?
Expand Job Training Vocational courses in High School.
Auto repair, welding, electrical, HVAC, CDL, Large Equipment Operation, Carpentry, Website building, Masonry, etc.
Our Motto should be “Let Teachers Teach!” not “Let Teachers Test!”
If you’ve been wondering why everyone is so ‘triggered’ these days…
(This is my son Teddy’s Kindergarten worksheet, part of the SEL curriculum.)
This is not all bad but there are some pretty nasty, underlying elements of ‘Social Emotional Learning’ that parents need to look out for. I’ll elaborate tomorrow on the radio program!
What about students who get sick, miss the tests, miss the make-up days, etc.
He/She is using scare tactics.
No law for something that isn’t illegal. (In other words, the existing laws you will find do not support what she is saying)
I don’t know where you are, but what I would do is dial a local community college admissions office on my phone and ask put it on speaker.
When they pick up, ask “I was told by [WOMAN’S NAME] that it is your policy not to admit students who have not taken [TEST].”
Let this imbecile listen when they answer.
Personally, I would go a step further and write letters to local colleges explaining that your school officials are telling kids they should not apply to their college if they haven’t tested. I would say this represents potential economic harm to the college, and if this is not the case, the college admissions office should call [WOMAN] and tell her the actual policy.f
Don’t bite your tounge they can’t keep running all over us. Stand your ground put your foot down (hugs to you) Good luck
I hope parents see what is happening here. This is the same agenda that forces parents to shoot poison into their children’s bodies in order for them to attend public school or daycare. Of course I blame parents for complying but that is just me. But this article again demonstrates how they are forcing compliance to follow an education agenda that is nothing more than training for obedient workers. You either follow the agenda or you don’t go to college, you don’t play college sports and even worse you are not employable. This is straight up Communism. Parents are still sitting back and playing right into their hands. The agenda is called DELIVEROLOGY. Deliverology is a plan for implementing change created by Sir Michael Barber of the UK. He also works for Pearson (surprise, surprise) He also is the founder of the Education Delivery Institute (EDI). Deliverology teaches change agents how to implement change that in a way that it is irreversible. This is exactly what we are seeing. I cannot speak for any other state (you might want to do some research) but I can speak for Tennessee. In 2010 the state of TN entered into a contract with EDI to implement Common Core. I bet if you dig deep you will find not only TN hired EDI but other states did too.
We have been deceived into a global agenda that if parents do not bring it down NOW will forever hold our children captive as obedient workers filling the human capital needs of the planned global economy, not their own wants, needs and dreams. PARENTS it is time to stand up and wage war. It is time for neighbors, friends, relatives, communities to come together get our kids out of these hell holes and educate them outside the system. You can NEVER say you weren’t warned.
http://www.patriotinstitute.org/its-a-slam-dunk/
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Now the California State Teachers Retirement System is trying to use its financial might to attack the 2nd Amendment: http://www.independentsentinel.com/fascists-in-pension-system-to-bully-sellers-into-not-selling-certain-guns-accessories/
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Here is a post from the anti-CBE group:
Data from the real world is noisy and confusing, full of holes yet still flooding in at dizzying speed. Microphones in classrooms, real-time wearable data, pictures of kids’ artwork, information flowing through corporate social networks, and so many more forms of naturalistic data seem overwhelming, but they reveal insights into human behavior that structured surveys, high-stakes exams, and annual 360’s can never achieve. For example, we’ve shown how a bot monitoring free-form discussions among students could outperform final exams in assessing their conceptual understanding of course material, and do it starting on week one.”
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Here is a post from a North Dakota anti-Common Core group:
Sent from Parshall, North Dakota:
Freshman physical science class assignment in Parshall. May 14. INSANE.
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Here is a post from an Alabama anti-Common Core group:
Pray for Election June 5th–Share Please Share this list of Candidates statewide. Make a Stand so Children and US can have a better future
We have seen the harm and have been ignored, ridiculed. The children have been harmed thru mis-education or call it indoctrination. Pray to God for mercy that we can stand in the gap against those who would make the children of promise to be their slaves and bring Socialism here. Truth is out Common Core aka College and Career Readiness has failed but it is being used as a vehicle for change . Your vote and prayers needed. Remember to vote June 5th!
Please pray for Venezuela and US that God would end the evil mindset of these evil leaders. Vote for the right leadership matters…
“It would be better for them to be thrown into the sea with a millstone tied around their neck than to cause one of these little ones to stumble.” Luke 17:2
For Governor: Scott Dawson
For Lt. Governor: Will Ainsworth
For Attorney General: Alice Martin
Secretary of State: Michael Johnson
For State Auditor: Jim Zeigler
For Commissioner ofAgriculture: Rick Pate
For Chief Justice of the Supreme Court: Tom Parker
For Associate Justice Place 1: Debra Jones
For Associate Justice Place 4: John Bahakel
For Court of Civil Appeals Place 1: Michelle Manley Thomason
For Court of Civil Appeals Place 2: Terri Willingham Thomas
For Court of Criminal Appeals Place 1: Richard Minor
For Court of Criminal Appeals Place 2: Chris McCool
For Court of Criminal Appeals Place 3: Bill Cole
Federal Races:
US Congress District 2: Rich Hobson
US Congress District 5: Mo Brooks
State Board of Education:
District 2: John Taylor
District 8: Wayne Reynolds
State Legislature
For Alabama House of Representatives
District 3: Andrew Sorrell
District 4: Tom Fredericks
District 9: James R Bowling
District 10: Charles A. Orr
District 12: Corey Harbison
District 22: Ritchie Whorton
District 23: Tommy Hanes
District 31: Dustin DeVaughn
District 39: TJ Maloney
District 42: Jimmie Hardee
District 49: April Weaver
District 64: Stephen Sexton
District 73: Matt Fridy
District 87: Adam E Parker
District 88: Will Dismukes
District 89: Wes Allen
District 91: Lister H. Reeves, Jr.
District 105: Janet Brown Oglesby
For Alabama Senate
District 2: Tom Butler
District 4: Paul Bussman
District 7: Sam Givhan
District 10: Mack N. Butler
District 12: Wayne Willis
District 13: Tim Sprayberry
District 21: Gerald Allen
District 25: Will Barfoot
District 32: David Northcutt
District 34: Jack Williams
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Here is a post from a New York anti-Common Core group:
“A Harlem elementary school aide with a ‘history of assaulting students’ is accused of dragging a kindergartner by his shirt — causing deep scratches — according to a $10 million lawsuit filed by the boy’s mom.
The Countee Cullen/Public School 194 elementary aide, referred to in court papers as Mr. Kaseem, allegedly dragged the boy off a school stage on Dec. 7, 2017, according to his mother’s Manhattan Supreme Court suit.
Countee Cullen administrators didn’t tell the boy’s mom, Bernadette Torres, about the alleged incident, the suit says. Torres found out when her son, identified as ‘JL’ in court papers, came home ‘with a ripped shirt and deep scratch marks across his chest,’ she told the Daily News.” — New York Daily News’ Laura Dimon and Victoria Bekiempis.
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Here is a post from the anti-CBE group:
This just happened today!
#Florida
Any of these terms sound familiar? smh
“”I do think we should look at alternative pathways to graduation, not that we would lower the standards,” Chartrand said.
Others concurred, although Grady again stressed the need to focus on learning and skills rather than credentials.”
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An Islamic assignment in West Virginia: https://www.theblaze.com/news/2018/05/17/outrage-after-school-tells-kids-to-write-islamic-faith-declaration-this-isnt-even-the-beginning?utm_content=buffer057ae&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze
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Here is a post from the Utah anti-Common Core group:
This is illegal, correct?
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And here are some replies to said post:
No it’s not legal.
it is written in Utah code that there is to be no reward for taking the test. Utah code is the law.
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My school has a sage reward, but even those who opt out get to participate. Make sure you verify that. Sometimes they just use it as a way to explain why they are having a party
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My 7th grader’s school advertised rewards for Sage that did originally exclude some students. I complained about it violating the law and it was changed to include all students. I didn’t have a problem with them getting to watch a movie once testing was done, so long as it wasn’t in any way related to how they did on the Sage testing and whether they completed it.
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I may make a call to the state. A teacher at this school also instructed my son’s class to be sure not to opt out because it’ll affect her paycheck. My son said she basically said that if you opt out you’re an idiot and don’t care about her job.
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Yet another inappropriate sex ed assignment: https://www.theblaze.com/news/2018/05/23/parents-outraged-after-7th-graders-are-assigned-graphic-sex-assignment-in-science-class?utm_content=buffer76a8d&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck
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Here is a post from a Massachusetts anti-Common Core group:
I have just had a serious awakening. My granddaughter just told us “they” lost points in school today because one kid didn’t sign their name on their homework in their class. Excuse me? What does that mean? I’ll tell you what it means folks. It means our kids are being taught to think and act like little automatons. To do what is “good for the group” and encouraged to NOT be individuals. “They,” (as in the class), get rewarded with a party if all goes well and everyone does as they are told. Demerits for the group if not, such as today, because one child forgot to write their name on their homework. Does this not blare out warning bells??
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And here are some replies to said post:
Wow! Not ok. My son has lost credit for forgetting his name on classwork/ homework but only as an individual as it should be. I would complain with your teacher and principal directly.
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They also have what they eloquently call the “golden plate” and “golden whistle” in this school. Children are judged on which is the best behaved class (ie who is the quietest) in the halls, outside on the playground and in the lunch room. We unfortunately can not afford private schooling for the kids. Homeschooling is a hopeful alternative
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A child forgetting his name on a paper isn’t the concern of everyone else. It’s demoralizing and embarrassing to the student.
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I totally agree. That’s one of the things my granddaughter and I were discussing. She was saying that she was the “fault” one day because she forgot her name and the date at the top of one of the numerous sheets of homework one night, and was disdainful of the child who’d forgotten recently. We had to have a heart to heart on that one. It seems like such a little thing but it’s indicative of what’s going on in our public school systems. I also understand that those in authority don’t want chaos in the lunch room but a “golden” prize to the ones who (do not speak and) stay quiet?????
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I became suspicious of ‘group work’ about 7 years ago when I noticed the desks in my kids classrooms placed in clusters of 3 or 4. Teachers said collaboration was good because the advanced learners would push the slower learners along. I had several issues with that reasoning- 1. I didn’t send my child to school to ‘teach’ the other children. 2. One time my child was told by the teacher she could not advance to the next problem until all in the group were ready to move to the next problem. 3. My child was not necessarily grouped with ‘slower’ learners, but sometimes the ‘class clown’ who had no interest in moving in a forward direction. And 4. when members of the group agreed to do different ”parts of a single assignment, sometimes not all kept up their part of the bargain, so I made my kids do the entire assignment to be sure they didn’t lose points.
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I am frighten for the future of these children. Truly.
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Me too. So many young parents I know seriously believe I’m a nut and none of ‘this’ affects ‘their’ child. I saw and I KNOW what my children lost after 2012. Never to be made up.
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keep up the good fight. I know my son’s school principal and teacher are sick of me because I have had many meetings about the way my son has been treated. The teacher uses parties as rewards also comparing what each child does and deducting points. Also, being quiet at lunch, (when this supposed to be when talking is allowed) but yet they have a game to keep them quiet. It’s manipulative.
They do the party thing as a “reward”’for good little robot behavior here too. Horrendous.
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Here is a post from a friend of mine:
EXPLOSIVE AGENDA REVEALED.
And today’s school shootings tie in the “Rethink” and Promise Programs” it’s Gun Control. Don’t believe me?
“But even before victims were laid to rest after their fatal shootings, former U.S Department of Education Secretary Arne Duncan and Chicago’s Mayor Rahm Emanuel exchanged messages on how to frame the tragedy, politically.
During a roughly 10 minute period, the native Chicagoans exchanged seven messages two days following the massacre, in which Mayor Emanuel, who had previously served as President Barrack Obama’s chief of staff, advised Secretary Duncan on what position he should take on the Sandy Hook shootings.
At 6:57PM EST on December 16, 2012, Duncan wrote to Emanuel in a message titled “CT shootings.”
Duncan asked the Chicago mayor, “What are your thoughts?”
Five minutes later, Emanuel responded, “Go for a vote this week before it fades. Tap peoples emotion. Make it simple assault weapons.”
Duncan responded immediately, “Yup- thanks.”
“When I did brady bill and assault weapons for clinton we always made it simple. Criminals or war weapons,” Emanuel said in the email to Duncan.
“Gun show loophole?” Duncan responded. “Database? Cop-killer bullets? Too complicated?” he said.
“Cop killer maybe,” Emanuel responded. “The other no.”
The exchange ended when Duncan concluded with, “Got it.”
Two days after the Sandy Hook massacre, the former education secretary and the sitting mayor of Chicago were already discussing a national strategy…”
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Here is a post from an Ohio anti-Common Core group:
HORRIFYING !!!! I assisted a 7th grader get wi-fi access to her school iPad for her “English Language Arts” homework. She needed to read 13 articles from the school district “NewZella” site and answer questions. Well folks….. the first article was about the shooting in Texas. Absolutely nothing about one’s right to self defend, nothing about the 2nd Amendment. Nope! Only about how the Florida Parkland students had solidarity with the Texas students is creating “reasonable gun laws”. Another article was about how Prom King and Queen could be transgender. PURE DESPOTIC PROPAGANDA!! If that’s not enough, then she “answered questions”. WOW! These were not questions which required critical thinking or English language skills. Nope! There were plainly data collection on what position this child held toward their social agenda. Folks, the schools today are not only NOT EDUCATING kids, they are patently collecting data on kids so as to peg hole them in life by an overreaching, fascist government. They are plainly EVIL!!!!!! This child has been in private schools previous to this year and based on what I see, I would venture to say that this 7th grader has a far better education already than does her “college educated” teacher. PLEASE PARENTS!!!! Get you kids out of these “schools”. They are a real danger to your child.
BTW: This school is in the conservative state of South Carolina in a country town with a population of 540. How bad is it likely in the big city schools in Northern and Western States. GET YOUR KIDS OUT NOW !!!!!
Ask me how.
Here is a post from a Utah anti-Common Core group:
Our charter school is considering the Go Math! program. Do any of you have experience with or insights on it?
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And here are some replies to said post:
It’s junk. Common core junk. My son had it in public school, in 1st grade and I wanted to pull my hair out. 😖
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I think that’s what we did when I lived in Colorado a few years ago. I would give it a definite thumbs down! It was awful!
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It’s the math curriculum in granite school district. It’s basic common core math.
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Here is a post from a North Dakota anti-Common Core group:
Thank you, Chris Berg, for reporting and admitting to blushing as you read the questions. Now, how about exposing the Youth Risk Behavior Survey with its “blushing” questions? According to one ND parent, who after picking up her child from school one day, said her daughter asked what “Oxxx SEX” meant. The mom said she almost crashed the car. Why did the child ask such a question? The YRBS (Youth Risk Behavior Survey) had just been administered at her child’s ND school. Chris Berg, will more reporting from you on all of this be coming shortly? Many parents and children will thank you for this and certainly there will be a special blessing from heaven for you, also.
UPDATED ALERT…..ND PARENTS LET’S SPEAK UP AND PUT AN END TO ALL OF THIS—EVEN THE YRBS WITH SEX QUESTIONS (links below) GIVEN TO OUR ND STUDENTS!!!
Inappropriate freshman physical science class assignment given in Parshall, ND. May 14. INSANE. Please note this dovetails right with….
The Youth Risk Behavior Survey (YRBS) given to our ND students is from the CDC. How many parents are aware that the survey contains many vulgar sex questions. Links provided below for Middle and High School Survey questions. From the survey results, many funds/grants have been given to some schools deemed at risk due to the results. The validity of the results has and will always be in question due to the fact some kids just answer whatever way let alone that surveys with such questions of attitudes, behaviors, values, beliefs where no parent notification was given makes them “illegal”.
SURVEY QUESTIONS #2:
Youth Risk Behavior Survey HIGH SCHOOL grades 9-12:
https://www.nd.gov/dpi/uploads/1568/2017NDHQuestionnaire.pdf
QUESTIONS #1:
Youth Risk Behavior Survey MIDDLE SCHOOL grades 7-8:
https://www.nd.gov/dpi/uploads/1568/2017NDMQuestionnaire.pdf
Here is information on the Youth Risk Behavior Survey from the ND Dept of Public Instruction site:
https://www.nd.gov/dpi/SchoolStaff/SafeHealthy/YRBS/
QUOTE:
“North Dakota began participating in the YRBS (Youth Risk Behavior Survey) survey in 1995. Students in grades, 7-8 & 9-12 are surveyed in the spring of odd years. The survey is voluntary and completely anonymous.”
Youth Risk Behavior Survey (YRBS)
The Youth Risk Behavior Survey was developed in 1990 by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors that contribute markedly to the leading causes of death, disability and social problems among youth and adults in the United States.
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Here is a post from the anti-CBE group:
Reading Plus was just approved after a one year trial in our district. I tried to get the board to vote against it and thought I had done it but then they went ahead anyway because our asst super of curriculum told the board that teachers and students that used it this year just love it!
before I found this source I tried to do a lesson on my own on the website. IT WAS HORRIFIC. Then I found this. Read the comments below. I really wonder if this is not a great idea to get our districts to stop buying this garbage.
My district dropped 266K on this garbage and another 218 on school city assessments. That is almost a half million bucks on garbage.
Any other info on reading plus. I will continue to bring the issues to our board regarding this. This will be in all of our middle schools and high schools next year. What a waste of money.
https://www.cavsconnect.com/opinion/2014/10/08/is-reading-plus-worth-it/
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And here are the replies to said post:
I remember getting a survey from someone on this asking us what we LIKED about Reading Plus, and what our kids liked, but nothing about what we didn’t like. I’ll bet they used that information as the green-light to go ahead.
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Odds are our deputy superintendent of curriculum lied like a rug.. you try doing a lesson from their website. It’s awful. It gave me a headache and blurry vision and i could only answer the comprehension questions based on prior knowledge. I go before the board to co test every single CBE purchase and for the last 4 years this same deputy super says the same bs. I’m sick and tired of school boards refusing to research any of this garbage.boards rubber stamp these purchases sight unseen with zero data to justify buying more CBE. Is there any way that we can educate our local school boards? We need more investigative journalism done by parents abs students.
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Here is a post from Alice Linahan:
This is FANTASTIC!!
Maybe after Zee State has #identified the “potentially violent” students [probably children of those pesky bitter gun clinging constitutional conservatives], they can make them wear a proud *Lone Star of Texas* on their clothing too, so others are fully aware.
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And here are some replies to said post:
With all the nuts in the mental health field and in schools Heck no to Mental Health programs ….this is just bring in part of the health care bill that was killed. Leave the kids alone if we had people acting responsibly in this country and hearing each other we wouldnt have these issues.
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Folks this has been in the works for a long time. Anita Hoge has been warning it was coming for years now.
In 1994, Anita Hoge was asked to testify as an Expert Witness, at the Department of Interior National Infrastructure Health and Education Data Security hearing. On December 8, 1994 she presented a paper entitled “Exposing The Medicalization of Schools.” This paper and presentation explained how Medicaid would become the financial vehicle mandating and remediating mental health outcomes. It documented how schools would be required to obtain a partial hospitalization license to bill for Medicaid through Mental Health Wrap-Around Services at school through the identification and re-definition of disabilities of ALL children as “AT RISK” through Section 504 of the Rehabilitation Act. This substantiated the following statement by Ira Magaziner of the Hillary Care hearings in Washington, D.C., in which he said: “Medicaid would merge into the main healthcare system.”
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Education, Mental Health, and 2nd Amendment Gun Rights
Hillary’s agenda has always been control – control the kids and control guns… through mental health. If Hillary would get her way, mental health at school under the soothing banner of social, emotional, and behavioral standards, will fully implement her original plan from 1993, which will eliminate the 2nd Amendment by coding children with mental health disabilities.
ObamaCare, the successor to the HillaryCare plan, has funded school-based health/mental health services called Promise Neighborhood Schools, as a precursor to the next step in this agenda. ESSA has legislated Promise Neighborhoods and Community Schools which have now merged with ObamaCare. Here Common Core psychological standards have been legislated to identify and label kids as disabled for normal behavior using Title I and IDEA Special Education. CHILD FIND uses scavenging psychological techniques to identify and put as many normal children as possible into the brain-dipping meat grinder. (See my previous articles for extensive documentation on these key points.) These psychological techniques identify children who are leaders and followers. Leaders are the target for interventions. Go along to get along are the global citizens of tomorrow.
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These intervention strategies will change our American children into the worker drones for the global economy birth to age 21. No child will escape, especially independent thinkers, children of patriotic parents, or any child who refuses to bend under the grip of these “change makers.”
The Common Core social, emotional, and behavioral aspects of our children, their personalities, are the target. CHILD FIND promises to find every normal American child and mold them to the international globalist agenda, Common Core and Common Core psych interventions.
Bill Clinton had a favorite slogan that was popular when he was President,
“It’s the Economy, Stupid.”
But, Hillary’s slogan is just as potent and much more dangerous,
“It’s mental health, stupid!”
http://www.newswithviews.com/Hoge/anita129.htm
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Here is another post from Alice Linahan:
Think the state is not taking over local control of traditional public schools? Think Again!
The decision by Tx Commissioner of Education Mike Morath highlights risky nature of PSJA Superintendent Daniel King’s scheme that promises to protect teacher rights while proposing a charter-like takeover of the entire district.
“The commissioner of education has published regulations that he is now simply ignoring,” said Texas AFT President Louis Malfaro. “His agenda of promoting charter school takeovers of public schools is more important to him than the rights of school employees spelled out in the law. In his rush to rubber stamp charter takeovers, he flouts his own regulations and violates the spirit of the law that speaks to the preservation of basic teacher rights.”
“All the assurances Superintendent King has been selling his teachers are being denied by TEA in the San Antonio case,” Malfaro said. “What the Commissioner is telling school districts (and by extension school district employees) is that even if districts want to preserve the rights of teachers and students in these contracts with partners, they can’t do it. These entities taking over the neighborhood schools have to have total autonomy in almost all areas, according to Commissioner Morath.”
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A high school won’t let a senior wear an army sash at graduation: http://insider.foxnews.com/2018/05/29/high-school-senior-told-she-cant-wear-us-army-sash-graduation
Here is a post from the anti-CBE group:
I am the mother of an identified gifted learner. Proficiency Based Learning has turned our world upside down. My daughter is in the 7th grade. She’s going through everything – physically, emotionally, socially and psychologically – that every 7th grader goes through. And then they decided to experiment and throw this on top of it all. She cries every day. At school and at home. This is not right.
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And here are some replies to this post:
Homeschool if you cannot afford a private school
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Homeschooling is not, in my opinion, a very good option
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homeschooling may be the only option for a family in order to obtain an education for their child. We must protect educational liberty which allows the parent-guardian to make educational decisions for their children, unlike school choice where the government makes the decisions.
But to dictate that every student must learn on a device and that is what is going on here. They can use any glamorous terminology they want it is wrong and still a one size fits all.
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I’m not worried about individual teachers. I believe that, as teachers, we must refuse to comply with abusive policies.
because , when there are no more professional teachers ,
there will be no more “real” education” except for the very wealthy. ( and I speak as a refuser)
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I call it abuse of the worst kind.And teachers, although most do not like it, have been too slow to refuse to participate.( And I speak as a life long teacher and worried grandmother)
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Every time a teacher implements anything in their classroom that packages learning, they are assembling the same box that will ship them out of a classroom.
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And to carry on with your perfect image, that same box will morph into a coffin for the “good little teachers” who tried to appease.!
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And NONE of this is what’s best for children. I promise you, it’s the CC standards themselves. They drive this machine of profit, data collection and mining. They drive the tech use and the related social dysfunctions. The Standards are the uranium in this bomb.
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Please do not believe Betsy DeVos when she said “Common Core is Dead.” It’s not. It’s everywhere still. It’s our WA State Learning Standards.
Online digital learning platforms use Common Core (as it was designed to do) to build their software.
We still need to keep fighting Common Core.
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And another post from said group:
Update: It’s Third Sector Capital working with DEL. I do believe I have seen ReadyNation also working with WA, but I can’t find the link right now. I will post it in the comments. I am sure that Third Sector Capital works with ReadyNation.
ReadyNation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.
They are holding a pre k Summit for business people only.
Yep they are trying to make money off of preschoolers.
BTW our DEL already works with these people.
Ready Nation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.
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Here is a post from a friend of mine:
DEAR, PARENTS WERE YOU POLLED? No? Me either. Let’s be clear this is UNION —->
The UNION letter was addressed to state Education Commissioner MaryEllen Elia, who later said during a Newsday interview that NYSUT and other educational groups had been consulted before the state regulations were drafted.
The regulations would restrict the way that penalized districts spend federal Title I dollars by requiring them to set aside money to be used in encouraging greater student test participation, according to union analysts who have reviewed the 95-page regulatory document. (Hate to say it BUT, Told ya!)
Details on the amount of money to be set aside would be worked out after the regulations passed, education experts said.
In addition, “analysts” said, the proposed rules would change the way test-participation rates are factored into schools’ overall academic ratings, making it more likely that schools would be classified as scholastically deficient. (AGAIN, Told ya)
This could pressure reluctant parents into allowing their children to be tested, NYSUT officials said. (Wait, you guys supported passing ESSA right?)
The disputed regulations, posted last month by the state Education Department, are intended to meet requirements of the federal Every Student Succeeds Act, which was approved in 2015. New York State’s Board of Regents is tentatively scheduled to take up the regulations for adoption at its next meeting June 11-12. (Of course they are, this is no surprise right?)
Previous state regulations required districts with low test participation to come up with plans for improvement but did not include sanctions like those evidently spelled out in the latest proposals. (Stop acting surprised will ya.)
https://www.newsday.com/long-island/education/opt-out-1.18922516
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Here is a post from an Ohio anti-Common Core group:
From Alice Linahan
In a nutshell-
While elections divide us- And, unelected bureaucrats like the Texas Commissioner of Education Mike Morath regulate us, and while America’s children are being shot in their classrooms; all of us are being controlled. How?
A system has been locked in place by both federal and state legislation. With government regulated “choice” comes accountability through rules and regulations by unelected bureaucrats.
Even if the US Department of Education is dismantled there are federal education dollars tied to mandates coming in via the Workforce Innovation and Opportunity Act (WIOA) from the Departments of HHS, Labor, Defense, and Education.
Below are the purposes of the College and Career Readiness/Common Core National Standards now codified into law through the passage of (WIOA) and the Every Student Succeed Act (ESSA).
Shifts Education Philosophy– from an education of Opportunity (Equal Opportunity) based on academics; reading, writing, math, and history to an education of equity (Equal Outcomes) based on attitudes, values, beliefs, and behaviors.
Broadened Impact – The College and Career Readiness/Common Core National Standards expand the target from K-12 (Kindergarten through 12th grade) to a P-20W (Pre-school through College, Trade or Graduate School) workforce system.
Testing Based Outcomes– The College and Career Readiness Common Core National Standards shifts from the “Mental” (Academics and Knowledge-Based Tests) to “Behaviors” (Performance Standards and Competency for the workforce).
Adjustments to Ideology– Change American’s worldview from nationalism into globalism and allows for a government controlled economy known as “Dirigisme” or the more common use–a dirigiste economy. It means essentially a state-directed economy.
Dismantle traditional public schools– With locally elected school boards, in favor of charter-like structures (public/private partnerships) that will be forced to generate student data for global corporate profit and state control.
This NEW system known as a P-20W system will now track, psychologically profile and sort students from Pre-school through the Workforce.
Eventually, any student who opts out of the P-20W system will not be able to get a job in the workforce. Competency-based credentialing begins in Pre-school with this system. Therefore, it negatively impacts a student who does not take the state or federal dollars.
When they say…
Every Student Succeeds they mean Lifelong learning so every student means EVERY American from pre-school through the workforce.
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Here is a post from Lynne Taylor, the Common Core Diva:
If ever we needed proof what “education” has become..
Remember this the next time someone says we need skilled workers. Many of us here know that has been the plan all along. The CCSS Machine isn’t hiding this truth anymore. ESSA made no bones about it, “all education must be aligned to post-secondary readiness as laid out by WIOA”. (Workforce Innovation and Opportunity Act)
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Here is another post from the Common Core Diva:
If you think small time media hasn’t sold out to the CCSS Machine, take this truth, for example:
I gave a fact based, truth filled interview a couple of years ago to this magazine as the ‘con’ side to Common Core in NC. My 5 pages, was of course, reduced, but the content was re-arranged so more room was available for the pro side. Here is their latest set of lies, and my response.
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And yet another post from her:
Warriors, I’ve recently returned from and education related conference. Sex Ed and its inappropriateness was a key portion. Did you know “Dr.” Kinsey was NOT anyone of scientific worth?
His ‘research’ was forced. His victims abused (some died). Parents were not informed of his activities. All our modern sex ed is based on this quack’s findings. WHY?
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And here are some replies to said post:
Yes, I’ve known about him for years. His research subjects were generally men from mental hospitals and prisons. They participated in every kind of sexual deviancy known to man. He used this data to make it seem like this type of behavior was normal within the general population. That’s the equivalent of using members of an AA meeting to provide statistical proof that addictions are so ubiquitous that they must be typical human behavior.
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have your read Dr. Judith Reisman’s evidence? She was granted money by the US Dept of Justice to investigate Kinsey. Her proof was so powerful and truthful DoJ buried it.
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Yes, I am aware. I’m also aware of the trash…reworking of the DSM. How do you even begin to deal with this when it’s infected the culture to this extent?
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I don’t recall reading anything specifically by her, but it doesn’t surprise me that evidence was buried. Kinsey has been the driving force behind so much of the sexual education movement, and of course comprehensive sexuality education is a very critical component to the overarching plan to destroy traditional morality. To do this, the plan’s proponents must undermine the thinking/reasoning centers of students and feed the emotional, instinct driven centers of the brain. It sure makes it a lot easier to move from a society focused upon individual action and accountability and founded upon “natural rights” to one that acts collectively and venerates “human rights” if you can move a large group of people to endorse your political platform based solely upon emotional appeal. Normalizing all types of sexuality also feeds the diversity beast and promotes the idol of “tolerance”.
And yet another post from her:
Dr. Judith Reisman, head of the Child Protection Institute, has a 2nd edition of her book (Kinsey: Crimes and Consequences) out. This is page 274. Note the date. Have things improved since the 1950s?! No, the federal/ corporate intrusion has worsened terribly.
NC’s death knell notice for education was announced today.
@CAintheCR
Sometimes when I do the math I become very angry. Utah has just approved two new state wide testing contracts to replace the SAGE test. I added up the price tag for the two and the total is $80,243,642. Lets just say that a teacher’s benefit package equals $100,000 (which was not my case but lets pretend). These tests are costing the state of Utah the equivalent of 800 teachers. Will this test tell us more about the education of our students then 800 teachers could? Will it enhance our student’s education more then 800 teachers would?” Thanks Joylin Lincoln, very well said.
What irks me more is the pretending that RISE is somehow different from SAGE even though the questions are the same. What is a shiny new outhouse when you leave the inside the same? Just saying….
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And here are some replies to said post:
The rebranding price tag of $44,000 was more then my salary last year.
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What happened today with the discussion for opt outs? With SAGE gone, is there still a parents right to opt out of these two tests?
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Yes, they are applying for a moratorium for a year why they try to develop a plan.
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Spending another $80m of our taxpayer dollars to perpetuate common core. 😡
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Utah is going interoperable with other states with assessments. This is the next step towards the complete loss of local curriculum control. Parents need to understand that curriculum IS assessment and assessment IS curriculum. Common Core was always about “Next Generation Assessments.”
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both are STILL aligned to CCSS, both data rape students. I have researched both before. Let me know if you want the truth USBE left out
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It irks me too. It is so frustrating that the rebranding is happening. Every parent needs to know they are the same test. Opt out!
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It’s election time people! Let’s get out there, GET VOCAL and make sure we get pro-parent candidates who have their eyes open to what CC really is elected and fighting for what will ACTUALLY help our children’s education.
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Here is a post from the anti-CBE group:
“Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.
What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”
And it then quotes another post:
“Many parents intuitively understand that ubiquitous glowing screens are having a negative effect on kids. But it’s even worse than we think. Recent brain imaging research is showing that they affect the brain’s frontal cortex — which controls executive functioning, including impulse control — in exactly the same way that cocaine does.
Technology is so hyper-arousing that it raises dopamine levels — the feel-good neurotransmitter most involved in the addiction dynamic — as much as sex. This addictive effect is why Dr. Peter Whybrow, director of neuroscience at UCLA, calls screens “electronic cocaine” and Chinese researchers call them “digital heroin…”
~Nicholas Kardaras, M.D., August 27, 2016
Source: It’s ‘digital heroin’: How screens turn kids into psychotic junkies http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/
“The Edu-tech Revolution has begun. At this very moment new computer games and education software are being developed to teach children academics one-to-one via computers. Following on the success of the hi-tech gaming industry, the goal is to use technology to transform schooling.
By merging education and entertainment technologies, advocates and investors of these products stress the potential for educating children faster, more effectively and less expensively than schools currently do. Unfortunately, there are a number of potential problems.
First, many of these new programs are being designed to collect data from children so as to maintain individual personal profiles, that investors and corporations can utilize to design future products and monitor individuals as they move from education into the workforce. T
Moreover, some investors hope to use this data to construct what they expect will become a trillion dollar education market (such as we had with housing) to bundle and sell school and software investments on Wall Street.
Also VERY concerning, is that many Silicon Valley engineers are attempting to make edu-tech software as “pleasurable” as possible, using addictive video “gaming” strategies to design their education products.
Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.
What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”
Source: Edu-Tech’s Brave New World – How Education Software is Being Designed to Hijack Children’s Brains https://creativesystemsthinking.wordpress.com/2017/09/23/edu-techs-brave-new-world-how-education-software-is-being-designed-to-hijack-childrens-brains/
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Here is a post from an Illinois anti-Common Core group:
This filthy anti American progressive agenda driven organization has infiltrated the NW suburbs school systems as it says; Yo collect data and push their agena with the information collected from students their families and the schools. DO NOT ALLOW YOUR KIDS TO PARTICIPATE IN ANY QUESTIONNAIRES OR SURVEYS OF ANY KIND. We need to get a full transparent accounting of how their tentacles are in the schools and who asked us.
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Here is a post from a Utah anti-Common Core group:
“The most recent casualty was Utah which had requested a waiver for the 95% test rate to comply with recently passed state statute which says students can be opted out of statewide testing by their parents and, the school and its employees are to suffer no ill effects as a result of a parent exercising those parental rights. Secretary Devos, carrying out the instructions of the publicly unknown members of the plan review committee, denied this waiver request.”
http://missourieducationwatchdog.com/congress-doesnt-respect-parents-not-really/
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Here is a post from a New York anti-Common Core group:
The state’s Board of Regents, in a split vote Monday, tentatively agreed to controversial new rules aimed at school districts on Long Island and across New York where large numbers of students boycott state tests.
The new regulations — which among other provisions could result in some schools being required to set aside federal aid money to encourage greater student test participation — passed with 14 Regents in favor and three abstaining.
Regent Roger Tilles, who represents Nassau and Suffolk counties on the board, voted with the majority but expressed continuing concern over what he described as “onerous” sections of the regulations.
State Education Commissioner MaryEllen Elia, whose staff drafted the regulations, emphasized at the board meeting that a final Regents vote on the rules would not be held until September and that the public would have another opportunity to comment on the regulations in the meantime.
“Everybody didn’t get everything that they wanted,” the commissioner said. “But we came up, I think, with a very comprehensive plan.”
Some board members contended that parents and others with misgivings about Albany’s testing program probably would be confused by certain aspects of the new regulations, including the use of complex formulas to factor in test opt-out rates as part of school district’s academic ratings.
“I think our message is garbled,” said one of the Regents who abstained, Susan Mittler of Ithaca. “There is not an understanding of what these tests are and why we are asking children to take them.”
The rules, aimed at districts with high test-refusal rates, are part of broader regulations that would enforce a federal education law, the Every Student Succeeds Act, or ESSA, which was adopted in 2015.
ESSA, like a previous federal statute that it replaced, requires at least 95 percent of eligible students in every public school nationwide to take annual state tests in English and math. Only a handful of schools on Long Island meet that requirement due to a series of massive annual test boycotts.
In April, nearly half of all eligible students in Nassau and Suffolk counties — 91,974 in all — declined to take the state’s English Language Arts assessments in grades three through eight, a Newsday survey showed. The inquiry drew responses from 115 districts out of a regional total of 124.
The state’s latest regulations would affect schools falling below the 95 percent benchmark in several ways, both financial and academic.
On the fiscal side, the regulations would authorize the state education commissioner to take certain steps, “which may include requiring that the district set aside a portion of its Title I funds to use on activities to increase student participation in state assessments.”
Title I is a major federal program that provides more than $15 billion a year nationwide, mostly to help students struggling with their math and reading lessons.
Groups representing unionized teachers and the parent boycott have attacked the new rules, which are more sweeping than regulations initially proposed in April.
On Wednesday, leaders of New York State allies for Public Education, a statewide parent and education group, sent a letter to Elia contending that the rules would allow her to “impose a financial penalty” on districts — action that the state has not taken in the past. New York State United Teachers, a union group, takes the same position.
Elia aides disagree that the Title I set-asides would constitute a penalty. So does the Education Trust – New York, a nonprofit private agency based in Manhattan that supports ESSA as a means of raising academic achievement, especially among minority students.
https://www.newsday.com/long-island/education/new-york-state-regents-1.19134103
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And here are some replies to said post:
You just don’t get it and why my child no longer attends public school.
Notice NYS first in nation to implement SEL curriculum. Smh
Let’s NOT forget that parents were dismissed and told to stand in the corner. Take care of the teachers and APPR and it will trikle down dontcha know! Happy teachers will make happy classrooms, then they can “shut their doors and do what they need to do” they said.
SEVEN YEARS later, parents are still waiting for the teacher’s union to come out strongly against the reforms. Bill Gates said he needed 10yrs for the experiment, folks we are going into year 8.
When are we going to start to stop?
GEF has released a new report. Peter Senge wrote the intro. I had extensive conversations last year with one of the authors concerning their last report and the dangers of so much celebration of an edutech-centric future.
Is this much better, a bit better or… not?
https://futuref.org/educationfutures
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And here are some replies to said post:
Can you imagine a radical shift in the way we teach kids to walk? Of course not.
The proposal of where we need to go is scary. “Societal wisdom” sure sounds like indoctrination.
Are the authors suggesting our founding fathers had no wisdom? The citizens who supported the noble ideals presented in the Declaration of Independence and the Constitution had no societal wisdom?
We need to stop meddling in K-12 education, return to the proven practices to teach kids to read, write, do math and know stuff. The future belongs to them!
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“Protopia” sounds a lot like a pseudo-utopia wherein technology and AI will be used to “make today a little better than yesterday”. Tell that to the dying man, eh!
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Biofeedback devices? Personal competence profile and personal reputation….??? 😦
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This is all very exhausting! It’s hard for me to imagine learning this way. So many children and adults learn by doing, project-based learning, growing plants, drawing, painting, investigating how cells work, making new discoveries from manipulating variables, observation and study of animals, etc. The only way I see to counteract this technical system evolving for profit, is to work around it and create environments that most people can relate to, that draws them, ignites their interest, that pulls them into wanting to learn more. Much of what students have learned in the fragmented educational system has left them with the question, “Why do we need to know this?” When we get to work and collaborate ideas and expertise and create projects and hands-on real-life experiments that immediately show us why we are learning it, then maybe we can beat this thing. Being physical while working is also mentally and physically healthier. I don’t know, I think we better start collaborating with scientists, artists, horticulturist, farmers, culinary and nutritionists, environmental engineers etc, and create model learning environments in the real world for our future education. Whatever we teach, whether it is math or reading, we need to make many living connections to it.
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Working in the International Baccalaureate, I see this all the time: good ideas about student at the center of education then turned into a massive set of criteria and metrics surrounded by impenetrable language and constant micromanaging of the students themselves. This is not what is needed; it is just another competence based system with fancy graphics. We need kids in real life with real people and real problems.
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totally agree. It’s often all about hidden control, for various motives, like sales of tech metric systems to teachers fearing chaos in class, but perhaps most of all, states fearing critical citizens.
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and of course fearing chaos in class comes from large classes of disaffected students, so there is a positive feedback loop that is constantly, if not purposefully, amplified.
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Exactly. I think we need a deep study into loop cycles that make matters worse, and stack logical expansion on logical expansion into madness, like if one test works, why not two, why not prepare for the tests better, why not drop everything else just to be sure students score the best, then why not bring in tech that measures every tiny choice leading up to the test, and why not then call those who fail or drop out losers? etc. Similar with our whole society and surveillance. oh boy.
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And another post from this group:
Wow-just wow. “However, we added a little wrinkle just to be spicy. Working with our behavioral research team, we modified a player’s charity vote by their in-game honor level, or how sportsmanlike and pleasant they were to play with. The higher their in-game honor level, the more weight their vote carried. Our goal was to link the in-game behavior to real-world implications in order to help change the self-narrative of players, both in and out of the game…We are excited to continue exploring what we can do to help mobilize our players (and ourselves) to keep making social impact and changing the narrative about what it means to be a gamer.”
Riot Games is funding Institute of Play, which is promoting gamification of education. If folks are looking for a summer read, check out Daniel Suarez’s books “Daemon” and “Freedom.” The first is a bit schlocky, but you have to read it to get to the next one which is more thoughtful IMO.
https://www.riotgames.com/en/csr/giving-gamers-agency-in-social-impact
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Here is a post from a New York anti-Common Core chart:
ALG II conversion chart
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Here is a post from the anti-CBE group:
If you haven’t seen this graphic from global education futures, it shows what is really meant by “student centered.” See competence portfolios on the right hand side?
Now look at the video that was posted below…
https://vimeo.com/135088077?from=outro-local
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And here are some replies to said post:
Graphic above from this doc: http://edu2035.org/pdf/GEF.Agenda_eng.pdf
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This is a frightening document. Who could believe that education would become a science fiction novel:(
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It is simply a Communist type form of government that runs your life, and tells everyone what they are allowed to do.
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This explains it… has been in the works for a long time. This is bigger than the US, it is world wide, but Hillary is implicated.http://www.eagleforum.org/educate/marc_tucker/
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An entire global population whose psycho-social development is mediated through authoritarian instruction/directions on a digital screen?
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OMG!! Orwellian, Huxleyan! What an old school thinking with new tech. More disconnection, more measuring, more testing, more competition, more refined demanding and less humane presence.
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Yes. And this kind of ed is being implemented NOW.. its not a future vision, its a blueprint being created and tested on children at this very moment.
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Yes and they seem to be taking the education language like “student centered learning”and applying that language to their program.
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Yes, exactly. And they are adopting all the best ideas from positive and motivational psychology, emphasizing social and emotional intelligence and growth mindset. BUT, they don’t just want to help support these skills, they want to measure and assess them, monitor students, rank and score them.
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It’s really the old repackaged with new language. We have already seen what schools have been doing around the nation. I have been in schools recently that have 50 kids in one classroom all sitting facing a computer screen. Charter schools around here are not held accountable at all. I worked for a school that took all of my language, and still uses it today but does not have a program that represents the language.
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Yes, education has become highly profitable with the charter schools and new Edtech methods which they call “personalized” “learner-centered” and competency based. But it really means more time putting kids on computers.
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And is there any link between New America and GEF? A friend who had contact with some GEF advisory board members (they wanted her to join) said her sense was they don’t have much money. New America appears to be rolling in it… https://www.newamerica.org/our-funding/our-funders/
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I haven’t done much research on the advisors, though a number of Emily’s posts discuss Vander Ark. GEFF is headed by Pavel Luksha, with the Skolkovo Institute in Russia. Obviously the current political climate has put a damper on US/Russia partner initiatives. I think MIT pulled out of a relationship they had had a few years back. I don’t know of a direct tie between New America and GEFF.
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“The primary operator of GEFF is Skolkovo Institute of Science and Technology, a world-class research institution co-founded by Skolkovo Foundation (Russia) and Massachusetts Institute of Technology (USA). RF Group serves as the initiative co-founder, and sets the initial context of the event with our Education Futures Global Agenda report.” http://refuture.me/
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In 2014 the FBI warned MIT about their concerns over espionage linked with Skolkovo. https://m.washingtontimes.com/news/2014/may/20/fbi-warns-us-tech-companies-mit-russians-may-be-se/
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Are there other American ed tech company consortiums that have a similar manifesto?
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Tom Vander Ark got his start with the Gates Foundation and is one of the main advocates for CBE/digital curriculum in the US. He is a GEFF advisor and is a partner in Learn Capital. This is their portfolio: http://learncapital.com/portfolio/
He was also on the board of iNACOL. Through him GEFF has some tie to most ed-tech initiatives in the US. https://www.linkedin.com/in/tomvanderark
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New report from GEF… http://futuref.org/educationfutures#rec55086012
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#Deepshit We live in a system where profit at the cost of the whole is rewarded, where destruction of nature makes sense, and smart new forms of slavery are welcomed by the ‘owners’. We live in a system where children either learn to support the system, for if they’ll fail, they’ll feed the system with forced labour if need be. Countless people seek alternatives, seek change, address issues. But the core is rotten, succesfull change far away. Ideas of how to change it are many, but none yet succesfully going viral across the globe igniting a massive shift. What essential arguments, would make all eyes go open en all teachers join the revolution? Sadly the insights above, many here will share, aren’t doing it.
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If you are in Norway, you should have NORDEFCO on your radar. It is an Scandinavian extension of the Advanced Distributed Learning Initiative that originated in the US Defense Department. They, in partnership with the US Department of Education, have largely coordinating been coordinating the ed-tech transition here since the late 1990s. I believe they are behind the shift in places like Finland to tech-heavy “phenomenon-based learning.” https://nordicadl.com/archive/adl-conference/
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This looks like the International Baccalaureate on tech steroids. The problem is our whole system of evaluation: https://regenerativepedagogydotcom.wordpress.com/2018/03/17/deep-evaluation/
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One of the early pioneers of Facebook and its first President Sean Parker, voiced his regret regarding helping create social media in the form we know it today, saying:
“I don’t know if I really understood the consequences of what I was saying, because of the unintended consequences of a network when it grows to a billion or 2 billion people and it literally changes your relationship with society, with each other… God only knows what it’s doing to our children’s brains.”
Parker says the social networking site exploits human psychological vulnerabilities through a validation feedback loop that gets people to constantly post to get even more likes and comments.
“It’s exactly the kind of thing that a hacker like myself would come up with, because you’re exploiting a vulnerability in human psychology,” he said. “The inventors, creators — it’s me, it’s Mark [Zuckerberg], it’s Kevin Systrom on Instagram, it’s all of these people — understood this consciously. And we did it anyway.” https://www.zerohedge.com/news/2018-05-21/depressing-chart-mark-zuckerberg-does-not-want-you-see
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Here is a post from an anti-Common Core group:
Cathy Ruse reports for Family Research Council, May 15, 2018, that public school students in Fairfax County, Virginia, are subjected to 80 hours of “Family Life Education” sex ed — on the kids’ evolving “sexual identity,” the proper handling of contraceptive drugs and devices, and how to give consent for sex.
But Fairfax County’s longtime Democrat-controlled school board is set to take things from bad to worse…
http://www.frcblog.com/2018/05/fairfax-county-school-board-teach-kids-biological-sex-meaningless/
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Students in South Carolina being indoctrinated against the police in high school English: https://www.westernjournal.com/parents-outraged-after-students-are-assigned-anti-police-summer-reading/?utm_source=Facebook&utm_medium=PostSideSharingButtons&utm_content=2018-06-16&utm_campaign=websitesharingbuttons
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Here is a post from an Ohio anti-Common Core group:
Her mother says that she was told by the principal that her daughter did not meet all of her graduation requirements for the 2018 school year – specifically for not taking one of two required Ohio State tests.
http://fox8.com/2018/06/11/student-denied-graduation-over-state-test/
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Here is a post from the Utah anti-Common Core group:
Moms and Dads in Millard County. Guess what? Your district has now become the pilot rural district for “personalized,” global-citizen-based, curriculum. If you wonder why your kids are getting Google Chromebooks, it’s because your district has sold out to UNESCO—the UN’s education ministry.
Millard District has received a grant to partner with the Consortium for School Networking. The Consortium for School Networking (CoSN) is a partner with UNESCO—the UN’s education ministry. President Trump and Israel’s Prime Minister Benjamin Netanyahu have called UNESCO anti-Israel for a reason. If you need that translated, it means anti-Christian.
This technology partnership is designed to, eventually, gut local curriculum control through online learning. UNESCO is heck-bent on sexualizing curriculum worldwide. This is well documented. Just do a quick search for UNESCO, Planned Parenthood and Comprehensive Sexuality Education (CSE). CSE is designed to integrate throughout online, globalized curriculum—including through subjects like Digital Citizenship and Digital Literacy.
Dads. On this Father’s Day, this is your battle cry. Don’t march in Millard’s 4th of July parade, or bother watching it, unless you truly defend America’s children—your children. Rise up and protect your children from these soul-destroying, globalist tyrants. You’re selling your souls for a mess of pottage.
I grew up in rural Utah. Dads in rural Utah “get” freedom and what it takes to defend and maintain it. It’s time, Dads.
See:
https://cosn.org/…/innovating-rural-school-districts%E2%80%…
https://cosnconference.org/program/global/
https://cosn.org/…/cosn-unesco-release-working-papers-mobil…
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And here are some replies to said post:
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wow.
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“there is need for ongoing technical guidance, mentorship and supervision of teachers; moreover training for school inspectors is required to ensure there are mechanisms in place to ensure effective monitoring at the district level.”
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Yep. They’re tracking districts through the data systems.
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I’m in Millard County and often wondered about the Chromebooks… what do I do about it? Can I keep my kids off of them?
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Yes! You are the parents!!
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But, just know that the school will likely challenge you because the entire district is starting to grade children on their global competencies: values, attitudes and behaviors.
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The reason they need each child on their own Chromebook is that children are supposed to be moved from 3x per year assessments into curriculum-embedded assessment so that their behaviors can be tracked (and shaped) continuously. When your children can’t be tracked, their “growth” can’t be measured and so the school gets caught between federal laws for student growth measurements and parental rights to control curriculum.
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The district has received a grant so they cannot back away from this plan now. They have chosen money over parental rights.
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Please, do what you can to protect your own kids and keep us posted on this thread on how the district and school react. They will tell you that local/state teachers are developing the curriculum, and there’s nothing to worry about. But. The young teachers are being trained to choose pre-curated curricukum. Often, they don’t actually vett the curriculum. And, logistically, they can’t vett it if every child is learning something different on a computer-adaptive platform. When the online curriculum adapts, in real time, it can’t be vetted—by design.
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I would encourage you to watch the video I posted above where I explain the goal for Google, Microsoft and UNESCO. Share it with any parents who will listen. I would be happy to come to Millard and give the presentation in person too, where I could answer questions.
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Prayers for you and yours!
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I spoke with the principal at the high school about their increased usage of electronic learning last year and how it was affecting my kids and unfortunately it fell on deaf ears.
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In our school district’s enrollment process, there is a question that asks parents if we would allow internet access. Does your enrollment process ask that? If so, just say no. And even if it doesn’t, just tell the teacher you want paper printouts for everything. No online assignments.
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Our district does digital citizenship and I opted my kid out. I later found out that one of the software questions asks kids if they considered a truck a gift option for a boy birthday and a doll a gift option for a girl birthday. When answered yes, the student was told that is a sexist thing to think and then it explained why. This was through the (not-so) Common Sense Media online program. This group has backed legislation here in CA that is anti parental rights under the guise of “helping” kids. Thankfully it was defeated, for now. The group frequently backs children’s privacy legislation but their own privacy statement does not. Complete hypocrisy! Wolves in sheep’s clothing all over the place!
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The power of Common Sense Education is in their content curation systems which are starting to precurate online content for teachers. Have you seen Common Sense’s Digital Citizenship curriculum for 6th-8th graders? I can email it to you if you want to message me your email.
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I have had a preview of it through an hour long district presentation. But more info. would be great! I will message you my e-mail. I know they also give surveys at the end without parental notification or permission. CSM is a huge political thorn in my side! The Steyer brothers are political activists and Chelsea Clinton is on their advisory board. Bad news all around.
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Yep. Bad news! And with teacher training favoring their friend Darling-Hammond’s SEL (InTASC) Standards, it’s going to get much harder for parents to fight Common Sense curriculum integration into the schools.
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Public schools all around our nation aren’t teaching our innocent children what they deserve toward their futures. Instead reformation and rewriting American History as well as other mandatory learning textbooks aren’t even mentioned anymore. This in itself is the downgrading producing more illiteracy than good. Homeschooling and Charter is much more effective as a proven accomplishment students deserve.
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UDPATE: The first link about Millard and CoSn didn’t work. Here is the corrected link. I’ve tried to update it on those pages that shared it, but not everyone’s page is public. Please revise it if you’ve shared this story so that people can access it:
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Here is a post from Shannon Joy:
THIS IS BAD. Really, really, really bad ———->
Every child to labor for the corporate elites, wholly owned by the GOVERNMENT. Groomed and tracked in government schools. 21st Century Slavery.
This will be SPUN as ‘Trump abolishes the Dept. Of Education’ or ‘shrinks government’ … don’t be fooled.
(BTW – we’ve been telling y’all this was coming for the past 3.5 years!)
https://www.nytimes.com/reuters/2018/06/20/us/politics/20reuters-usa-trump-education-labor.html
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Here is a post from a friend of mine:
WE KNEW IT!! Unions will hold hostage schools in the Fall? Rumbling across states of Fall mass strikes
“Ms. Harrison urges a change in public schools from “an education model” to a “medical/behavioral/tactical model” where teachers will become well versed in medicine, fire arms handling and psychology so as to be better able to do the government’s work of treating, protecting and molding the minds of the state’s children.
Of course, it’s all tied together with more training, more administration and more money for the public school leviathan. So it goes. Big government grows bigger by creating legions of government employees represented by big government supportive unions who have a vested interest in supporting even bigger government. The rest of us are left to watch and experience government’s continual incremental takeover of just about everything…”
http://thelibertychronicle.com/teachers-union-politics-in-west-virginia/
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Here is a post from a Washington anti-Common Core group:
**The History of Goals 2000**
In 1989, a coalition of state governors concerned about the ailing state of America’s public schools proposed a solution: “Goals 2000.” This program would set educational goals for the nation’s public schools to be achieved by the year 2000, create a framework for implementing the goals, and provide incentives for the states to cooperate in meeting the goals.
By 1994, the eight national goals were in place and Goals 2000 was an official federal program.
The Eight National Goals
1. By the year 2000, all children will start school ready to learn.
2. By the year 2000, the high school graduation rate will increase to at least 90 percent.
3. By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation’s modern economy.
4. By the year 2000, the Nation’s teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
5. By the year 2000, United States students will be the first in the world in mathematics and science achievement.
6. By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.
7. By the year 2000, every school in the United States will be free of drugs, violence and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning.
8. By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
Students are calling for the removal of a brave school board member in Elgin, IL because she suggested that the new rules of student code of conduct may consider it bullying to address a “transgender” person by the “wrong” gender pronoun: http://www.chicagotribune.com/suburbs/elgin-courier-news/news/ct-ecn-u46-school-board-meeting-st-0517-20160517-story.html
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Here is a post from the Common Core Diva:
Warriors, take note: the merger of Ed and Labor will not rest solely on PreK to College education, but on every single American citizen in need of going to work or getting ‘education’ to earn credentials TO work.
The merger will NOT close the U.S. Dept. of Education, but enlarge it. The merger will disrespect your school choice.
Both Ed and Labor Cabinet Agencies are ILLEGAL. Why do we need to comply?
We should revolt.
Quote me, if you like.
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Here is a post from Women on the Wall:
“Jane Robbins, senior fellow at American Principles Project (APP), told Breitbart News in a statement the administration’s proposal is “riddled with problems.”
“Rather than returning government to the people as the president promised, it centralizes government,” she said. “It codifies the Common Core-type workforce development model of job training, rather than genuine education, and gives Big Business outsized influence on what happens in schools. It promotes data sharing and citizen tracking for the benefit of a government-managed economy. It’s a mess. We can only hope Congress rejects it outright.”
In an interview with Breitbart News, Eunie Smith, president of the Eagle Forum, said the administration’s proposal is mind-boggling in its apparent acceptance that it is the role of the federal government to plan the workforce.
Smith said the proposal is a “Jeb Bush-type plan” that suggests “the only purpose of education is to prepare a citizen for a slot in the workforce.”
“Rather than equip an individual to pursue whatever goal he sets for himself as part of his God-given freedom, this is, instead, the German model being pushed by misguided business interests and some state interests,” she explained. “As a result, the type of education an individual would receive would be influenced by crony corporations dictating to schools the skills needed for future workers.”
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Here is another post from the Common Core Diva:
This graphic appeared in a 4 part video series from Freedom Project Media in 2017. I was one of the 3 expert panelists. With the HEA (Higher Education Act) being re-vamped by the same Sellout Congressional traitors as ESSA, we saw the writing on the Wall.
With the Ed/Labor merger, this is all we will know in America. Look how closely we are to the end game goal: global workforce training.
#ourtimeisrunningout
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Here is a post from the anti-CBE group:
YOU are witnessing Marc Tucker’s “necessary revolution in school policy” brought to the country by Lamar Alexander & the Education Cartel…….Common Standards, High-Stakes Testing, Career Ladders, Pay-for-Performance, Charter Schools, No Child Left Behind, Every Student Succeeds Act, Pay-for-Success and now…….federal Career Tecnical and Higher Education Acts…..all to complete the data collection system necessary to use predictive analytics to place your child on the pathway in the New American Schools human capital (education/labor) development system……….It has taken 30 years to get to this point……Will America choose to continue to sit on the sidelines?
And here is a post that was quoted by the post above:
On the Hill next week: Career and Technical Education Act (CTE)(also called Carl D. Perkins Act) is BEING MARKED UP…watch for the Fast Track! Over $1 BILLION on the line.
National Governors Association (NGA) is telling the Senate education committee “Perkins must be connected to state economic development and workforce systems.” Politico
Senate HELP Chairman Lamar Alexander doesn’t need to be told. He was in on the ground floor of this deal since 1986 (at least).
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Here is a post from the Common Core Diva Lynne Taylor:
Is this really education’s goal? It wasn’t supposed to be. How to think, act, and live; not what the think do, or where you will work.
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And here is a reply to this post:
I still remember the day my principal stood before me in a staff meeting (way back in about 2000?) and asked, “what should be the purpose of education? Shouldn’t it be workforce ready?” I was like No. Hell no.
That was back in NCLB years (and anyone who complained, about how we were actually REDUCING education, and NARROWING it, was accused of just suffering from the soft bigotry of low expectations ) and I’ve had to watch the nonsense train ever since, especially since it’s through constant measuring and torturing of data in accountability that forces compliance.
So, Big business and monopoly power, has already changed the purpose of education to fit big business, –mostly, but not completely–this is just a final continuation of that and digital makes it all the easier.
Two words: Powell Memo. Oh, and one more: Greed.
Here is a post from a New York anti-Common Core group that helps explain why more attacks are happening at schools:
“…Under Mayor de Blasio, the Department of Education required teachers provide full documentation of a range of non-punitive interventions to at least three midlevel offenses before asking their principal to issue a suspension. Principals, in turn, had to apply in writing to a central office that often rejected their requests.”
And another post from said group:
The letter lays out the master plan of the Clinton Administration to take over the entire U.S. educational system so that it can serve national economic planning of the workforce.
The letter makes it clear that Hillary participated in the development of that plan some time before the election, though it was scarcely reported at the time. The plan is sweeping in scope, and largely signed into law in 1994 by Clinton’s Democratically controlled Congress (in the Goals 2000 Act, the School-to-Work Act, and the reauthorized Elementary and Secondary Education Act).
That legislation continues to move our system today, and is being implemented in all fifty states, driven by money and mandates from the federal level.
https://axiomamuse.wordpress.com/2010/09/25/transforming-education-marc-tuckers-dear-hillary-letter/
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Here is a post from an anti-Common Core page:
🚩🚩🚩A bipartisan agreement has been reached to update the Carl D. Perkins Career and Technical Education (CTE) Act. It DICTATES at least $1 billion of our federal tax dollars on career and technical education programs. Fine? But…
THE PLAN: “Broad authority” to the States to develop their own improvement plans. BUT if states don’t hit their goals, then the Secretary of Education could “hold them accountable.”
That PLUS the Trump administration proposal to merge the Education and Labor departments and Education Department funding !!!!! #StopFedEd
🚩🚩🚩🚩THIS IS THE MARC TUCKER PLAN….🚩🚩🚩🚩
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Here is a post from the anti-CBE group:
[name withheld] and I went down to Washington to confront the impact investors about their “secret bipartisan political plan” to privatize pretty much everything.
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And here are some replies to said post:
[name withheld], you regularly do yeoman’s work to expose the economic and workforce development agenda (and for anyone chancing to read this comment who hasn’t figured it out yet, workforce development is simply the education arm of economic development). This article is yet another example. Thank you. You and [name withheld] are two of my preferred sources when I’m looking for details to back up what I’ve been saying to the conservative and libertarian crowds for a long, long time now–that the economic/workforce development agenda is not free, open, or voluntary in any way. It is, rather, the exploitation of the many by the few.
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I chuckled when you said that people seemed confused by your presence. I’m sure they were. The whole goal of the economic/workforce development crowd is to do their deals in a way that excludes the rest of us. And to a large extent they’ve succeeded in keeping it this way because most people are (sadly) not going to go to the lengths you do to investigate, analyze, and understand what is being done to them and their children in the name of “public good.”
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We are up against giants. Now that I‘ve seen the machine, I have to contest it. I‘ll go down swinging anyway.
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Just an addendum…You know, we’ve been trained so thoroughly, most of us. Folks on the so-called “Left” have been conditioned to side with the unions as at least the more trustworthy of government “partners.” Folks on the so-called “Right” have been conditioned to believe that the unions are the devil, while Big Business is the great savior. It occurs to very few that corruption pervades all of these institutions/groups, that they’re all mixing it up together to a greater or lesser degree, depending on what’s to be gained…and that none of them can be trusted to do the right thing. It’s up to us, and us alone, to engage and expose the truth. I thank you for all you do to disabuse people of the notion that the people who pose as saviors are anything of the kind, to let the corrupt know we’re watching, and to put the truth out there for all to see. I am more than grateful for you.
I was particularly peeved when both teachers unions threw us under the bus. While I dread the thought of no unions at all, what use are they if they’re bought out by Bill Gates? At the first NPE convention, Diane Ravitch extracted a promise from both unions not to accept more Gates’ money. Three days later, they accepted a grant from him.
In Chicago? I was there. I heard that promise from both union leaders. And sad to say, I was not surprised when they both broke those promises. What is more surprising to me is that Ravitch and the rest of the NPE crowd, some of whom are extremely intelligent, principled people (Cody, Burris, others) have failed to take a stance that holds union leadership to any substantive account.
I wasn’t there, but I followed the convention online. I will never forget it either. Or forgive.
Have you seen this? Ohio just voted down a bill to combine the state’s school, university and workforce development systems into a single new Department of Learning and Achievement — and now here it is at the Federal level. Plus MORE!
https://www.whitehouse.gov/wp-content/uploads/2018/06/Government-Reform-and-Reorg-Plan.pdf
And frankly it’s a miracle that Ohio voted the measure down. Now that the Feds are openly heading that direction, Ohio is likely to follow suit…unless the people of Ohio throw themselves on the train tracks.
With the Feds pushing it, no need for states to do it too. Or maybe it was our legislators growing a backbone. Or Kasich wanting to appear to thwart Trump without actually doing so. Like the old Chinese curse, we DO live in interesting times.
The Feds will do what the Feds always do. They’ll pass enabling legislation that incentivizes the states to go out and do likewise. In a word: comply.
From today’s Philadelphia Inquirer. Small quote from me, also Paul Thomas. I said so much more to Bender, including our decision to opt out of Google classroom, but that didn’t make it in. Full text below, because it is behind a paywall. http://www.philly.com/…/code-org-google-facebook-microsoft-…
Kindergarten coders: When is too early to put kids in front of screens?
Updated: JUNE 27, 2018 — 5:00 AM EDT
YONG KIM / STAFF PHOTOGRAPHER
Jennifer Lentz with her children (right to left) Bryan, 7, Daisy, 4, and Thomas, 9, reading in their Swarthmore home. Lentz has concerns about her children’s screen time exposure.
by William Bender & Kristen A. Graham – Staff Writers
Last year, Jeremy Seedorf’s 9-year-old daughter and her classmates received tablet computers from their Lancaster County school. He wouldn’t let her bring one home: “The iPads were coming, and there was nothing we could do about it.”
In the Neshaminy School District, Jessica Reeder was taken aback when she discovered that her daughter had to use the Internet to do her 1st-grade homework: “That was a little bit concerning to us.”
Jennifer Lentz limits screen time at home for her sons, but she can’t stop the increasing amount they are getting in class at their Delaware County elementary school: “There are a lot of parents who feel like me. But I think they feel defeated.”
Hadi Partovi might consider that a victory.
Partovi, a tech entrepreneur and co-founder of the nonprofit Code.org, is leading a national effort to convince schools that more and younger is better when it comes to coding and computer science. Tech giants Microsoft, Facebook and Google are among Code.org’s financial backers. The goal is to fill the next generation of computer-related jobs.
Code.org has expanded its reach even as parents such as Seedorf, Reeder and Lentz try to slow the tech tide for their own children.
Twenty-five percent of all U.S. students now have Code.org accounts and 800,000 teachers use the site for class lessons, according to the nonprofit. Partovi said two-thirds of all 5th graders in the country have an account.
“It’s mind blowing, considering it’s something I started five years ago,” Partovi, an early investor in Facebook and Airbnb, said in a recent interview with the Inquirer and Daily News.
Code.org, headquartered in Seattle, has been pressing states to pass laws and adopt policies that support computer science, and, by extension, put technology in the hands of students at a younger age.
“Many would say we’re leading the movement,” Partovi said.
Gov. Wolf has embraced the tech approach, hoping to fill an estimated 17,000 to 21,000 computer-related jobs in Pennsylvania. Advocates say early access to technology in schools can help break the cycle of poverty for disadvantaged students.
“There is definitely a supply and demand gap,” Judd Pittman, a STEM consultant to state education secretary Pedro Rivera, said of unfilled jobs that require computer skills.
Wolf’s latest budget proposal includes a $50 million job training initiative to improve STEM (science, technology, engineering and math) and computer-science education. At a summit being held in Harrisburg this week, elementary school teachers can take Code.org’s one-day computer science fundamentals course. Over the past year, more than 1,300 teachers have been trained through a collaboration between the state’s intermediate units and Code.org.
In New Jersey, where Code.org says demand for computer jobs is even higher, all high schools are now required to offer computer science classes. Code.org and its partners have provided K-5 computer science training to 3,350 teachers.
Code.org has had remarkable success in advancing its agenda by offering free programs for schools and through a social-media-savvy marketing campaign and lobbying. It has raised $70 million since 2013. So far, 43 states have adopted education policies supporting computer science, Partovi said.
In Pennsylvania, Code.org has hired Bala Cynwyd lobbyist Sean Reilly, who served as political director for former U.S. Sen. Rick Santorum. Reilly said Code.org is seeking state funding for computer-science training for teachers. The state has endorsed computer-science standards and now allows those courses to count toward graduation, he said.
Code.org’s critics, however, question whether Silicon Valley should have so much influence over public education.
“Why is Bill Gates concerned about schools? He sees it as another market. He sees students as workers,” said Paul Thomas, an education professor at Furman University and a former high school English teacher. Thomas doubts the value of teaching so narrow a skill as coding.
“It’s better to teach them literacy, numeracy, how to think, how to be critical,” Thomas said, “so then they can kind of adapt to whatever the future requires.”
Lentz and other like-minded parents worry not just about excessive screen time, Internet addiction and data privacy. They ask whether the new courses are being taught too early in the name of workforce development – and at the expense of more fundamental skills, like critical thinking, empathy and collaboration.
“They should be doing what kids do and not thinking about their careers, when they’re eight years old, in a field they may not even go into,” said Lentz, a former Philadelphia assistant district attorney whose sons are in the 1st and 3rd grades.
Alison McDowell, a Philadelphia education activist and mother of a high school junior, questions Code.org’s motives.
“They’re pushing it down into really young grades,” she said. “Do we send kids to school so Oracle can pay people less because they have twice as many people for the jobs?”
Partovi, a father of three, describes computer science as a “basic foundation” for current and future jobs, not just in the tech industry, but in government, finance, manufacturing, entertainment and other industries looking to hire technology talent.
“The screen time, I think, is harmful when kids are just watching movies or playing video games,” Partovi said. “But if a student is creating a video game, that’s very different. Taking that away from a student would be like taking a paint brush away from a student that’s learning to paint.”
At Ridge Park Elementary school in Conshohocken, five- and six-year-olds are introduced to coding through Kodable, an education program with the tagline, “Learn to code before you know how to read.” Teacher Brian Adams said such lessons emphasize perseverance, problem solving and efficiency.
“I tell them to think logically,” said Adams, who has been using Kodable for four years at the K-3 school. “You’re trying to get from point A to point B. What’s the best way to get there?”
Mimi Ito, a cultural anthropologist at the University of California, Irvine who has researched educational software, noted that the American Academy of Pediatrics has loosened its screen time guidelines for children, emphasizing instead high-quality programming and parental involvement.
“If your kid is doing something valuable and creative at school and happens to use devices, I personally don’t think there’s anything wrong with it,” Ito said.
In the Philadelphia school district, 129 schools have a digital literacy and technology teacher for grades K-8. Students can learn to program a spherical robot called Sphero through a Bluetooth-connected iPad, then use it, for example, to power a model boat or test a model bridge. They have programmed an Ozobot robot to follow a paper map of the Underground railroad, with colored markers, not a screen.
“We want students to understand coding, but in context with everything that’s going on, because that’s how our world is,” said Luke Bilger, senior project manager in the district’s office of education technology. “Everything you do, there’s some sort of programming involved.
Parent Bob Stewart is taking it a step further, supplementing his 8-year-old daughter’s education at Anne Frank Elementary School with a week-long robotics camp this month.
“I want her to understand that she can do these types of things,” Stewart said. “I think it’s important, almost like another language. I don’t know where the jobs are going to be in the next 10 or 15 years.”
But demand is also up for no-tech education at the Waldorf School of Philadelphia, a small private school in Germantown that teaches children from 24 months until eighth grade – without iPads, Chromebooks, or any screens whatsoever. There is a waiting list for first grade and other programs, according to Alexandra Borders, the school’s director of advancement and enrollment.
“I used to have to explain why we’re a tech-free school,” Borders said. “Now, I find parents are actually searching us out. They get it.”
Several Silicon Valley executives and other tech industry employees from companies like Apple, Yahoo and eBay have sent their children to Waldorf schools.
So does Zack Seward, the Philadelphia-based editor-in-chief of technology news network Technical.ly. His 7-year-old daughter will be entering the 1st grade at the Kimberton Waldorf School this year and his 4-year-old son will start kindergarten.
“Skills like being present and thinking creatively and imaginative play are so much more important than any technical skills that can be offered at a young age,” Seward said. “It bums me out when I see a kid absorbed in a phone.”
Seedorf, the Lancaster County parent and guidance counselor, has since relented and allows his now 10-year-old daughter to bring her school-issued iPad home to manage her school assignments. But he thinks the “train is moving too fast” when it comes to technology initiatives that are getting schoolchildren online at earlier ages.
“It’s like everyone is caving and accepting this is the new norm,” he said, “and not taking into account what some of the consequences might be.”
Published: June 27, 2018 — 5:00 AM EDT
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And here are some replies to said post:
This year in Virginia our Standards of Learning include standards to be met in computer science in grades k-12. Code.Va is offering teachers free professional development to incorporate the standards as they’re incorporated into so many subjects. I’ve asked if the teachers will be paid for their PD time but no response. I don’t think they are being paid to do this training and right there we have people working for free for corporations.
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The thing I don’t get is what exactly do they mean by “coding”? There are many different computer languages and they change over time. One thing that does need to be taught – and not in kindergarten, more like middle/high school – is computer literacy. Not tablets, computers. How to save a file, how to hook up a printer, stuff like that.
One needs to have a good foundation of math skills, writing, and logic to code. It’s not just learning to code.
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My sense is coding will be the next sweat shop, low wage work required to manage cyber warfare threats posed by the vast expansion of IoT. They don’t want thinkers, questioners or designers.
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You got it. It’s all about expanding the labor pool to decrease worker pay and compensation and increase insecurity knowing you can easily be replaced. Meantime actual top-tier coders and CS people are saying that future coding will be AI-assisted and won’t require writing base-level code as much as an being able to design, create, and critically curate systems.
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I once led a CS PD with New York High school teachers focusing on defending against digital surveillance and critiquing Facebook and the social impacts of automated systems and algorithmic bias. My sense was that such critical “digital literacy” skill-development was not what the higher ups behind the CS push were interested in. They wanted kids coding, not exploring ethics, thinking critically about the unseen embedded values and biases in digital networks, or how these systems work as mechanisms of social control, exploitation, and oppression.
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They just want obedient, trained worker bees.
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And another post from this group:
I wish IL parents would wake up.
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And here is a post that was quoted by the post above:
Illinois’ current competency-based learning pilot districts are in Springfield today for “Incubators of Innovation: Expanding the CBE Toolkit.” They engaged in the “Infusing Cognitive Rigor Into Your CBE Model” session this morning with Dr. Karin Hess from Educational Research in Action.#CompetencyEd
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And yet another post from said group:
#Read this study commissioned by Google for Education.
Who knew Google played a role in the ed-workforce talent (data) pipeline? But of course Google is involved in this–it’s good for business, right? No need for knowledge when you can Google it. More users dependent on Google means more data, more ads, more marketing…more Google business. As Google points out in the study, “Technology has a central role to play in skills development.” Chromebooks, G-Suite, Google Classroom, Google app bundles are ready to help!… and Google today is teaming up with Common Sense Media to create Digital Citizenship Curriculum. How …fitting.)
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Google for Education commissioned a 2015 study entitled, Driving the skills agenda: Preparing students for the future. The report apparently tries to predict how to best prepare for an unknown future and jobs that don’t yet exist, as evidenced by the following quotes,
“This research programme, sponsored by Google, [is] to examine to what extent the skills taught in education systems around the world are changing. For example, are so-called 21st-century skills, such as leadership, digital literacy, problem solving and communication, complementing traditional skills such as reading, writing and arithmetic? And do they meet the needs of employers and society more widely?”
“How can education best prepare young people to navigate their way through an increasingly interconnected and complex world in which factual recall will perhaps matter less than their ability to understand differing perspectives?”
“As proponents of 21st-century skills point out, we have no way of knowing what challenges tomorrow’s graduates will face, and still less what jobs will exist for them to apply for. The best education can hope to do is to equip students with sufficiently transferable skills to be able to respond to whatever the future holds.”
“The business executives surveyed agree that broadening access to technology in schools and universities is one of the top three ways in which the education system in their countries could benefit business.”
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Tech in schools to benefit business. That’s rich. What about education benefitting …children?
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If the Trump Administration is looking to do a little pruning with their recent proposal; maybe they can **instead**, hone their focus and make some cuts to the unconstitutional, incredibly expensive, non-consensual student data pipeline.
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I would be curious to know how many states (like Idaho) are STILL using DMV records to link SSNs with data from SLDS. ( … the NCES.gov white papers that Inlink to at the end of this blog are from 2013 and 2014– when state Dept of Ed was still telling parents they didn’t get student Pii and didn’t share it. ) Wonderng if WDQI is still handing out grants for this data questionable matching.
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