Anti-Confederates and other History Destroyers

This is not a list of those who oppose secession or slavery, but rather, those that wish to destroy American history based on radical Leftist ideology.

Mayor Sly James of Kansas City

Source:  http://www.kshb.com/news/local-news/kcmo-parks-rec-considers-letter-requesting-removal-of-confederate-monument 

NAACP

Source:  http://www.dailyadvance.com/News/2017/08/15/Monument-again-under-fire-NAACP-to-seek-statue-s-removal.html 

Governor Roy Cooper

Source:  https://www.thestar.com/news/world/2017/08/15/investigators-to-charge-protesters-who-toppled-north-carolina-confederate-statue.html 

New Orleans City Council

Source:  http://savannahnow.com/news/2017-05-08/judge-won-t-block-confederate-statue-s-removal 

Tampa Bay Buccaneers

Tampa Bay Rays

Source:  http://www.tampabay.com/blogs/baybuzz/buccaneers-join-rays-in-supporting-removal-of-confederate-monument/2330289

H-1B: It is NOT a Matter of Degree

I agree with this. Another exposé of the phony skills shortage.

Upon Closer inspection

As any reader should know, I consider the biggest obstacle — indeed a danger — to genuine reform of the H-1B work visa program (other than lack of political will) is what I call the Intels Good, Infosyses Bad (IGIB) myth. The presumption there is that the Indian firms such as Infosys who hire H-1Bs and “rent” them to U.S. employers are the main abusers of the visa program, while those who hire H-1Bs directly, say Intel, use the program responsibly. Actually, any legislation based on IGIB will be based on a false premise, and will likely make things worse, not better.

The latest attempt to justify IGIB is an article in today’s Quartz, which shows that the (a) Intels tend to pay more than do the Infosyses and (b) the Intel H-1Bs tend to have master’s degrees while the Infosys ones have only a bachelor’s. Both (a)…

View original post 1,150 more words

Public Schools or Public Screwels? Part 6

Le Penn warns us

I’ve decided to make a part 6.

Here is a post from a Texas anti-Common Core group:

The truth is- the new commodity is DATA.

Whether it is TASA, TASB and the Straus crowd using Texas students and teachers to get it or Abbott, Patrick and Morath using Texas students and teachers. It is all about access to the data. Not actually educating the next generation of Texans to give them an equal opportunity at success in life.

https://www.forbes.com/sites/schoolboard/2017/07/28/why-schools-should-be-wary-of-free-tech-products-and-startups-shouldnt-make-them/amp/ 

And here is a reply to said post:

Data IS psychological profiling for future workforce placements from a very early age. But is there more to data collection than workforce placement? If so, what?

Here is a post from a Washington anti-Common Core group:

I am being told by a local teacher.
“…CCSS seems to be a passionate subject for you…which is great. I would assume you have looked at the standards, including the Claims and Targets and the Depth of Knowledge (DOK) of each question…..I have spent hours in training around CCSS. I do not like the high stage nature of SBA, but find the standards themselves to be pretty reasonable. Perhaps some adjustments are needed as is the case with anything. Just would like to get away from the constant posting of what “expects” say. Teachers and principals know the standards very well and they know how to instruct, so that all students can get the support they need….”

And here are some replies to said post:

I actually have no words for that. Wow!

That is exactly what the teachers around here say as well. I think they are actually talking points they are given in the CCSS training sessions.

There are people who are not categorically against CC. The reality of today. It’s accepted and even embraced. Then along comes [name withheld, though they were referring to themselves] and gets told , well it’s not all evil. So then I’m forced to parse which standards don’t I like and to stop relying on expert opinion. [name withheld, though they were referring to themselves] has been talking about CC for years and not much to show for in results except some supporters. Easy to ignore [name withheld] – until one day he decides to run for school board. Then all of the sudden the CC embracers in the schools get nervous!

They shouldn’t be nervous because you can’t get rid of it yourself. All you can do is tell the truth which, in my experience, is not always welcome in school districts.

My eyes were opened wide when I started attending school board meetings and meeting with district administrators (oh, and looking at documents from public record requests).

Teacher says: “Here’s a 4th grade ELA standard. I’ve been in education for 28 years and standards have always been a part of our work. In looking at the standards, I cannot see where they are a departure from what we have always wanted our kids to be able to do…think critically, analyze, compare/contrast, problem solve, etc. In a healthy society, I hope our children can master these skills.” Person wants to know which standard do I object to and why.

anti-cc image

here’s the WA Educators Review of CC ELA Standards when they were adopted:

http://www.k12.wa.us/CoreStandards/pubdocs/WAAlignmentDocumentmathematics.pdf

http://www.k12.wa.us/CurriculumInstruct/CCSS/default.aspx

I’m in my 11th year of teaching (mostly middle school LA/SS) and I find the ELA CCSS a mixed bag. There are some things that a reasonable and would be found in any standards (using supporting evidence, themes in literature, etc.). Others are not so great. I particularly don’t like the emphasis on informational texts and away from literature. In practice that is largely ignored.
And one little pet peeve. The word “thesis” has been used for centuries having roots in ancient Greek. Replacing it with the word “claim” is a little annoying.

This is why it remains. This is why those of us exposing it are reduced to sideline fringe. Sad.

A tweak here and there ignores the underlying roots.

Different students learn differently. The standards expect people to reach particular levels at particular age targets. Not all students are there. Many of the conceptual tasks they expect students to accomplish are beyond the ability of many students in that age group.

Even Alternet, hardly a Right-wing site, agrees that the push for “College and Career Readiness” in preschool is wrong:   http://www.alternet.org/education/cruel-and-pointless-push-get-preschoolers-college-and-career-ready#15015473408052&action=expand_widget&id=0&data=

A caller who is a teacher on the Levin Show from Nevada said that they force them to teach identity politics and that even the kids hate it and that they are forced to teach Common Core and almost got fired for speaking out against it.

Here is a post from a Utah anti-Common Core group:

Parents: In the Standards and Assessments committee on Thursday, we will be discussing different adverse scenarios of parents opting out, on students, parents

If you have had such experiences, would you please share them with me?

And here are some replies to said post:

I have one from UCAS.

I have one from UCAS too. It will take me some time to write it all down though.

Mine too! It involved a pizza party for those who took it and sending out my son who didn’t!

More than once, as I’ve turned in my son’s opt-out form, the receiving secretary(ies) have said, trying to persuade me to change my mind, “You know, he’s the only one in the school who won’t be taking the test.”. 1. That wasn’t true. 2. I don’t care if he’s the only child on the planet not taking the test, I’m not putting him in harm’s way just because everyone else is doing it!

Here is a post from a Florida anti-Common Core group:

“Republicans are pitching to conservatives the idea of school choice vouchers and charters as a solution when that is not the case. In every piece of legislation and every state, including Texas which voted it down just recently because of this, every voucher program, every choice program requires that the user of that voucher or that choice education institution must be aligned with the federal standards. Those standards are Common Core,” Joy said.”

http://www.glennbeck.com/2017/06/09/buyer-beware-school-choice-and-voucher-programs-require-alignment-with-common-core/?utm_source=glennbeck&utm_medium=contentcopy_link 

And here is a reply to said post:

I used to be in favor of charters. I understand them better now. Trojan horse, despite the best intents.

Southwest Methodist University takes down a 9/11 Memorial with US flags for fear of offending Muslims:  http://pamelageller.com/2017/08/911-memorial-removed-submitting-islam.html/?utm_source=dlvr.it&utm_medium=twitter 

Here is a post from a North Dakota anti-Common Core group:

WHAT JUST HAPPENED?????
“Only one state, North Dakota, misses the mark entirely, earning three weak ratings.”

According to Fordham Institute:

“Analyzing the First 17 ESSA Accountability Plans………
For each of the three objectives, states can earn grades of strong, medium, or weak. Three states—Arizona, Colorado, and Illinois—earn strong ratings across the board. Four others—Connecticut, the District of Columbia, Tennessee, and Vermont—receive two strong marks and one medium. Only one state, North Dakota, misses the mark entirely, earning three weak ratings.”

My Thoughts (Ida Frueh):

How did this happen especially after all the:
1. UN leaning speakers and desire to turn students into global citizens references (Profile of a Graduate) heard at the June 8th ND Governor’s Innovative Education summit (See Part 1,2,3,-9 on NDPIE on this);
2. new form of behavior modification training that will be provided to our ND teachers through School Retool to “hack” problems and “shadow” students so that in 5 to 10 years all ND schools will be “reimagined”;
3. now requiring ND students to be “Choice Ready (by 2020)” (must pick a career, academic, military, or life ready path);
4. still clinging onto the Common Core State Standards (just changed some verbs);
5. pushing ND schools to use PBL (Project Based Learning) that has “no empirical proof it works and may take 10 to 15 years to see if it even works”;
6. pushing for personalized learning (all computerized),
7. ND using the Next Generation Science Standards (evolution and environmentalism will dominate science instruction);
8. ND definitely following the blueprint from the Obama White House Next Generation High Schools (transformation of education): https://obamawhitehouse.archives.gov/…/progress_report_on_n…
9. and more…………………….
How come ND is the only state rated as “failing” by Fordham???? Is the ND ESSA Consolidated State Plan still not liberal enough???

https://edexcellence.net/publications/rating-the-ratings?utm_source=Fordham+Updates&utm_campaign=018a143935-EMAIL_CAMPAIGN_2017_04_18&utm_medium=email&utm_term=0_d9e8246adf-018a143935-71483209&mc_cid=018a143935&mc_eid=8ed8055c4f 

A Michigan school was banning American flag T-shirts:  http://pamelageller.com/2017/08/michigan-flag-ban.html/?utm_source=dlvr.it&utm_medium=facebook 

Here is a post from a Utah anti-Common Core group:

Anyone have any information on Provo school district sending out a note to parents indicating teachers will now be visiting students at home?

And here are some replies to said post:

Wow, that really happened? I’d never be ok with that.

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I am trying to find out if it did really happen.
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The principle and assistant principle of the jr. high came to our house to see my son who has an iep and is going into 7th grade this year. Unannounced. In the morning.
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What did you do?
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I talked to them on the porch, and had my son come out onto the porch to talk to them. I hadn’t put a bra on, lol. And they could tell we were cooking breakfast. If they’re going to show up unannounced, that’s what they get. And i told them I was going to send him to a charter school probably, lol.
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What was their purpose for visiting you at home?
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To say hi to my son and tell him school is gonna be great and show me how to register online. He has an IEP, and I’m sure they want to get a feel for us. Who knows what the notes about us say.
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Is this legal? This is so so wrong!
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If it happens, don’t answer the door.
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They have been doing that for pre-school programs. Also it is slowly being encouraged to “get to know parents” because parents supposedly are not coming to parent/teacher conferences. What is not being shared is that observations are being made, data is being gathered. I have been told that that claim is not being done, but at the LEA level I know it is.
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ESSA requires every state education plan to have a “family engagement” plan. Home visits are not explicitly required but are mentioned as an option. There were a lot of grants offered through the bill for “social and emotional learning” and I’m wondering if there is a grant motivation for this. I’d call the district and ask.
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I will add, that those “family engagement” grants are a required 1% of Title 1grants, otherwise the states will not receive title 1 funding.
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Be sure to thank Senator Hatch for this “local control” eh?
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So tired of Hatch. He needs to retire and get a hobby that doesn’t harm others.
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I’ve had experience with this not via Provo E but others. I know there are some with good intentions and some who have questionable intentions. We did not let a charter school visit us – we simply told them that while we are happy to be interactive/social at school we like to keep home separate. I may have also mentioned that we like to decide who we let into our home and if we are interested then they’ll get invited by us.
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And I bet all of that went into their databank somewhere. 😡
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When I came to Provo over ten years ago, I did home visits to visit parents and kids and to have them meet me and ask questions before school started. I didn’t get paid for this, I did it on my own. I still keep in contact with many of those parents. Ten years later, this one thing those parents remember as being so positive.
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I wish I could rely on teachers nowadays to be so trustworthy. They do work for the government, and the good teachers seem to be quitting in droves.
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thank the legislature! I think if the profession was respected like it was when we were in school, than many wouldn’t be quitting in droves.
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I thank Common core. My parents were teachers, and got by. Teachers are required to teach methods and agendas they don’t believe in, and in onur specific case, work for administrators who push agendas rather than help kids.
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There are pros and cons. Not all teachers think this. Do I think there are things to improve, yes. I also believe it’s taking time to build relationships with educators at the local school.

I thank your parents for being educators. My great great grandfather was an educator and superintendent. I read articles written about him in his local newspaper – back in the early 1900s – and he was greatly respected.

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Administrators nowadays don’t have the same values they did back then.
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I agree, just like in all professions there are good and bad. Everything starts at the state house. Even the state school board don’t have a clue how to enact ridiculous laws and regulations.
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Well, that’s true. Except what is happening in education is the good teachers are tired of having their hands tied and still working for a pittance. People who want better pay for teachers are right, but they are also missing the point. Teachers are required to teach crap now. 16 teachers left my kid’s elementary school year before last year. Got a new administrator with a more pleasant personality and the same agenda. The state house gave the state school board pretty much the run, so we have an education board that does what it wants with pretty much no oversight except the parents, and they shut out the parents easily enough. Until the state legislature gets serious, the board will continue with common core because they want the funding, and teachers will continue to quit. Bad teachers will take their place, and new teachers who have been taught at the college level that common core is the bomb.
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Well, I don’t agree with a lot that was written. Money and curriculum are two things that tie directly to the legislature. If we paid more attention to who is running instead of voting for the incumbent with a certain letter after their name we would all be better off! This, of course, goes with the state school board as well.

This all affects education.

The turn over is a reality and the shortage is a reality. Instead of promoting the profession positively, then bashing it, maybe we would get people to enter it. This is all self-inflicted.

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It’s one thing to have good teachers who voluntarily go out of their way to get to know and interact with students and parents. It’s a whole other thing to have the government coerce schools through funding schemes to spy on families and report on themto the government. This is not their job nor their right. A friendly, dedicated teacher is one thing. But, once private family information is reported to the school or past that, that teacher is no longer friendly and dedicated, but a mere extension of unlawful and unwelcome government interference.
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I wonder what information they are collecting to submit to the government? Honest question.
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Conditions of the home environment. It’s the same agenda behind test questions like, “Do you have a refrigerator in your home” or “Do your parents take you to the doctor when you are sick?” Irrelevant to education. There is a battle raging worldwide between whether parents or government has authority over the children. This was the whole issue behind the Charlie Gard case in England. If government wins this battle, we have a Socialist state. If parents win this battle, we can maintain our freedom for another day.
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Started in Granite School District last year.
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The camels head is under the tent. Conditioning parents to be comfortable with this.
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EXACTLY!
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 Here is a post from a Texas anti-Common Core group:

Sorting and Ranking under Common Core/College and Career Readiness Standards is the precursor to Digital Badging.

Teachers in Texas are first for the digital badging program. Students are soon to follow.

What could possibly go wrong?

(And this post below was shared as part of the post:

An honest and difficult post to read. To me, this author exposes the problem with ranking and sorting children. I read this and thought of #Databadges, determining children’s potential based on SEL scores, setting workforce goals at a young age… it is all so subjective. And biased. And wrong. And most parents don’t know or are too busy just trying to manage a busy life to see it happening.

https://medium.com/march-for-public-education/is-a-pleasure-to-have-in-class-c3c14d0812dc

 

And here is another post from said group:

For those who still aren’t sure if we use common core as an interventionist I have access into the database for Texas State assessments that clearly show that we do.

 

Here is a post from a Colorado anti-Common Core group:

Colorado just hosted a Pro-Common Core conference, called #CoreAdvocates and some of their tweets?… wow. Parents and teachers don’t like CC bc they are afraid and illogical. CC math fails bc teachers don’t understand math. https://mobile.twitter.com/manateespir…/…/860998934906494977

Click to see tweet thread, parents, Stotsky reply, or add your own comments.
https://mobile.twitter.com/cherki…/status/861073880596623362 

 

Here is a post from a Florida anti-Common Core group:

The overwhelming goal in many Florida Districts such at St. Johns County is to maintain high test scores. Many families move to this District based on test scores. Unfortunately, too much is sacrificed in order to maintain the facade of superior educational opportunities.

If a student fails the standardized testing in 3rd grade, even if that same student excels in all class work and class tests, failure on standardized testing dictates that student is a “mandatory hold back.” I.e., the student will not be allowed to advance to 4th grade & will repeat the 3rd grade.

Teachers’ salaries are tied to students’ performance on standardized testing. Too many resources are diverted into maintaining high standardized test scores but to what end? On 5/18/12 The Washington Post wrote “Florida’s standardized testing program is being misused & has severely impacted student learning.”

So many resources are diverted into maintaining high standardized test scores, that there are woefully insufficient resources allocated to ensure School Administrators & Directors are trained in student safety programs such as SESIR & the District’s own Code of Conduct.

Clay & Duval Counties report SESIR incidents at a much higher rate than St. Johns County schools. I do not believe this is because there are fewer incidents in St. Johns County. I believe this is because such incidents are under reported based on my own recent experience with a JCE Administrator and Director, one of whom admitted she had no training in & therefore no awareness of the existence of SESIR; the other was aware she was a Mandatory Reporter but had no idea of the existence of SESIR.

The safety of children should be of paramount concern and priority. Even if the test scores were not an invalid indicator of later success, what would it matter if schools are unaware & untrained in executing their duty to keep children safe?

 

Here is a post from a California anti-Common Core group:

If you are a parent or grandparent, and don’t believe that the state is collecting data on your students hand over fist take a quick look at the creation of “CALPADS” within the “Ed Code”.

This was created as a by product of “Race To The Top” grant funding in 2009.

The fundamental problem besides the fact that they are collecting and storing student data is that “FERPA” the federal provisions to protect student data does not take into account technology.

The other huge issue here is that this “Ed Code” was written long before California created the “Student Online Personal Information Protection Act (SOPIPA) of 2015.

The state department of education is collecting data without a single reference to the rules and guidelines of SOPIPA and the SBAC testing consortium is doing the same and forwarding all data back to the Feds based on the acceptance of grant money which gets them around FERPA.

Opt out of annual statewide standardized testing to protect student data and understand there is nothing of value in the test results that can or are being used to place students.

Thank you [name withheld]! [name withheld] is a school board member in Modesto, CA.

https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=4.&title=2.&part=33.&chapter=10.&article 

 

Here is a post from a Massachusetts anti-Common Core group:

Another ridiculous piece of CC.

http://nyceducator.com/2017/08/close-reading-is-child-abuse.html?m=1

And here are some replies to said post:

What is close reading?

 

Close reading, in a nutshell, is reading and rereading passages to infer specific meaning. On its own, you might think, well, what’s wrong with that? After all, it’s important to understand what you are reading. The main issue is that, when this becomes the focus, it essentially kills a student’s love of reading. The goal is to focus on less books but read the ones you do more closely and to pick apart the text. Research overwhelmingly shows that the more students read, the greater their comprehension. As a parent, I want my kids to love reading and to read whatever interests them, not to pick apart books line by line.

 

Let’s be honest here. “Close” reading, like the idiotic Common Core math that dispenses with classic algorithms in favor of 20 superfluous steps, is intended to hold the best and brightest back while the “disadvantaged” catch up. The child who comprehends the meaning the first time must now go through exercises in futility for the benefit of those who need three passes to get it. Like Common Core math, they can pretend that it is for deeper understanding, but it is intended to produce equal outcomes despite unequal inputs, just like everything else liberals push.

 

Agreed! Equality is the catch phrase of liberalism. Equal misery, that’s what the socialism/communism gets you.

 

Exactly disgusting !

 

Completely agreed…it’s to artificially close the education gap between students with “privilege” and those deemed without. Engineered “equality”.

 

Here is a post from a Washington anti-Common Core group:

I have a prediction to make and it’s one that I hope to be proven wrong about. I believe the day will come when state assessment scores will be tied to some % of the teacher’s evaluation. There are lots of classroom teachers that love the Smarter Balanced Assessment and dismiss school board candidates like myself that have issues with the SBA. They say that it’s not perfect but not all evil either- which is a rather “safe” answer of them to weasel out in this debate. OSPI will be releasing scores in a week or two and we need to follow the trends. BTW- here is the basis of my prediction.

Reykdal is referenced about his thoughts on testing, per the article:
“There’s been a lot of rhetoric around Smarter Balanced in Washington, but they’re ultimately good because they’re aligned with the Common Core. There are, though, too many tests. The state should stick with Smarter Balanced and “get rid of pretty much everything else.”
All states are going to have to challenge the “last great hypocrisy” in the Every Student Succeeds Act that grants an affirmative right to opt out of tests but requires states and districts to maintain a 95 percent participation rate. Thinks states could perhaps count Advanced Placement, International Baccalaureate, SAT or ACT exams to hit the 95 percent target.
Thinks the examples from other states makes clear that test scores shouldn’t be tied to teacher evaluations. “I think the research is clear we’re not there yet. Maybe someday we’ll find the algorithm that works better,” he says.”

https://www.the74million.org/article/funding-crisis-charter-war-teacher-shortage-who-would-want-to-be-wa-state-schools-chief-these-five 

Looks like a school in Virginia is using skin color as a determination for honors classes.   Someone ought to tell them about Brown vs. Board of Education:  http://www.toddstarnes.com/column/school-honors-classes-will-be-decided-by-skin-color-not-intelligence 

 

Here is a post from a Texas anti-Common Core group:

We warned people this was coming it’s part of a master United Nations Unesco plan.

http://www.itemonline.com/news/local_news/hisd-trustees-approve-agreement-with-proximity-learning/article_e0afa899-e1f8-5987-b66f-a81993e5673f.html 

Here is a post from a Utah anti-Common Core group:

The ACT invests $10.8 million with Ed Tech venture capital group, New Markets Venture Partners. The article states that the ACT is venturing into open online curriculum (an Obama administration global initiative tying online curriculum to Common Education Data Standards), professional credentialing (aligning teacher credentialing to Common Core objectives) and non-cognitive assessment (behavioral profiling).
https://marketbrief.edweek.org/…/act-invests-venture-capit…/

Essentially, what this means is that the SAT, ACT and others are profiting off of our children’s non-cognitive information and then using that information to control what is taught and assessed. We are no longer using education tests. We are using education ASSESSMENTS. There’s a big difference between the two.

NWEA researchers (Utah is part of NWEA) recently won an award for developing new kinds of assessments to assess social-emotional skills:

https://marketbrief.edweek.org/marketplace-k-12/act-invests-venture-capital-firm-cites-alignment-ed-tech-equity/

A Minnesota school won’t let parents opt out of the transgender indoctrination for their kids:  http://www.dailywire.com/news/19490/k-12-schools-new-gender-inclusion-policy-includes-paul-bois?utm_source=facebook&utm_medium=social&utm_content=062316-news&utm_campaign=benshapiro 

Here is a post from a Utah anti-Common Core group:

I have a new kindergartner this year. I just received an email stating that all new kindergartners are required to take a State mandated test upon entering and leaving kindergarten. The assessment is called KEEP. I have never heard of this. Anyone have information? Should this scare me? Am I required to have my child take this assessment? Is there a way to opt out?

From the email…

“Kindergarten is a very important year for your student. This year there is a new state mandated assessment for kindergarteners called “KEEP”. It lets us track academic progress with developmentally appropriate games. It is required that every student begin this entrance profile assessment at the beginning of the school year and repeat an exit profile exam at the end of the year. This assessment is expected to take 20-30 minutes per child and is done one on one.”

 

And here are some replies to said post:

Mandated for the schools, not the students. All state funded tests qualify for opt out.

 

Is there a form somewhere for me to take to the school to opt out of this?

 

The State Board is supposed to put one out every year. Ill have to look up this years.  It doesn’t seem to be listed on the form, however the law says all state mandated tests so you might want to add it to the form.   Sorry that was last years form. But I did find this:https://le.utah.gov/…/Title53A/Chapter15/53A-15-S2003.html     (5) A parent or legal guardian may decline participation of the parent or legal guardian’s kindergarten student in an eligible school’s kindergarten supplemental enrichment program.

Since this program administers the test –see (3). (3)(a), and (3)(a)(v) — then it makes sense that opting out of the program also includes opting out of the test.

 

It’s up to you but this test goes over their knowledge of ABC, colors, reading, math, etc. Some teachers have the parents stay and watch it. It gives them a base line to see what they have learned throughout the year. I can’t find my copy of the test but I was given one so I knew what to help my kindergartener with.

 

personally i would not have my child participate in this assessment because it assesses social/emotional skills (pg.53) & that data is entered into the Data Gateway (pg.56), so it is leaving the classroom & going to the state. the assessment itself doesn’t seem so bad, but i want that information to stay between the teacher & me, as the parent.

https://www.schools.utah.gov/…/86da295d-5b5b-43bc-83bf… (i saved this document to my computer for future reference)

like [Name withheld] said, you can decline to participate. if it’s not added to the Opt Out Form, i think just writing a letter stating that you want to decline would be enough.

more info on the Data Gateway: https://www.schools.utah.gov/data/data

 

Apparently the name “Lynch” is so politically incorrect that two schools in Oregon have removed it from their name:  http://www.kgw.com/news/education/lynch-removed-from-name-of-two-centennial-schools/463293264 

 

Stanford University has a course on “eliminating whiteness”:  http://bit.ly/2hW5v4U

 

More info on psychological profiling being done on students at schools:  https://emilytalmage.com/2017/07/14/the-real-reason-your-child-is-being-psychologically-profiled-at-school/ 

 

Here is a post from a New York anti-Common Core group:

I pulled my child out of public school 3 years ago and sent him to a non common core Christian school. He takes the Terra Nova tests at the end of the year. I have always received the results in early July. The school has informed us that NYS has taken the test results and the school doesn’t have the results.
The school takes no federal or state money. They no longer give regents exams. The students will graduate with a local not NYS diploma.
What right does the State have to my childs test results and withholding them from the school? Is there anything I can do?

 

And here are some replies to said post:

Wow. Talk about overreach

 

I am going to ask my principal. Maybe because last year the test changed? I thought they made it common core based? You are lucky to take them at end of the year! My kids do in October and I think it is so unfair because there is material they haven’t learned yet.

 

Actually when you take terranovas in October it is usually the prior years level.

 

I’m not sure. This year my daughter was in 3 grade and there was division on it. She didn’t learn that until mid year.

 

I guess it depends on yourschool and state. Here in NYC catholic schools they give the cc version of terranova in oct but it is the prior years work to see how well you retained what you learned. At one time they offered a non cc version of terranova. I just went to terranova website, funny, they took the words CC off of everything

 

local diploma doesn’t exist anymore

 

Yes there is

 

You can only get a local diploma if you are a student with IEP

 

and even then it’s not an actual diploma – thus the fight for that as well

 

A local diploma absolutely exists in NYS & it is 100% an actual diploma. It is open to both spec ed students as well as gen ed students. You should be careful not to disseminate information that is not accurate

 

My school has local diploma we are private-independent non common-core. Regents are optional.

 

It’s still an option all over the state! I posted it above and I also posted the 33 page document on how to get a diploma

 

Isn’t that crazy…a 33 page document! Let that sink in.

12 years, pass each grade assessed along the way…can’t trust that learning actually occurred must muddy the rules with 33 PAGES of hoops.

 

There is a Pathways group to navigate how convoluted the process has become…

 

Terra Nova 3 is the ‘transition’ test to full CC-aligned tests, and TN does have those now as well. My daughter took TN3 in her Catholic school in CT….we did get the results, and it clearly has ‘Common Core’ listed on the top of the page (even though the principal repeatedly told me, ‘We don’t do CC!!” You should get test results back. Go on the TN website and call your region’s rep and ask them about this…..

 

Here is a post from a Colorado anti-Common Core group:

USDOE doesn’t like Colorado’s law that protects opt outs. USDOE objected to several elements in Colorado’s ESSA state plan, including opt out. Tell us again how ESSA supports local control. /Sarc
ESSA is supposed to leave accountability up to the states, right?

https://www.chalkbeat.org/posts/co/2017/08/14/feds-to-colorado-you-must-count-students-who-opt-out-of-standardized-tests/ 

 

And another post from said group:

I have a weird question and I’m wondering if anyone can help me out or point me in the right direction.

New school year=New bullshit to deal with.
My family refuses all standardized testing, but last year my kids got tested or “assessed” on Galileo. I was told it was to see if the kids were actually retaining anything they learned. To me it just seems like more bullshit unnecessary testing.

I just need a list of ALL Colorado testing. From the most stupid of test to the big bad daddies. So when I rewrite my refusal this year, they can’t try and weasel around it.

And if none of you know about this, can you direct me to someone who does?

 

The bottom line is that your school will add as many of their own assessments as they choose beyond the state required ones. You should contact your school and ask for a detailed list of any and all assessments they will give per grade (as they may differ). And I’m your refusal specify that your child is not allowed to take ANY online assessment, test, or benchmark without prior parental consent. Additionally i would speak personally with the teacher and explain your expectation as per this, as well as I would explain to your child that he/she can and must tell the school to call you if they feel they are being tested. Sadly you Have to come at it in many directions. The Teacher can be your best assets if handheld kindly, and clear expectations.

 

Thank you so much! I didn’t think to add a contact addendum to my refusal letter about all testing questions!

 

The teacher is the first person to ask what assessments (including online hidden/embedded “personalized” assessments) are used. The teacher can be the first line of defense, if the teacher is aware of your concerns and respects your wishes. Interesting partners with Galileo. http://ati-online.com/

 

can you ask for a copy of the school’s contract with Galileo? (if they have a contract with the school, by law they have to provide you a copy and also tell you data points collected and how shared.) I don’t see a privacy policy posted for Galileo–which is odd. Unless I am missing it, this is all I see. http://ati-online.com/ati/privacypolicy.php

 

You have found more than I have! It’s very complicated to navigate around all that. All these websites seem to be hiding information, being very secretive! The thing is, all it does for our school is to dumb down/slow down all the proper teachings that should be happening because not all kids are up at the same place/pace as the rest of the class. Honestly they (schools) cater and coddle these kids too much. Back in the day if you didn’t know what you should have, you went to summer school. And if you still couldn’t figure it out you repeated that grade.

 

I am against state testing, but I like MAPS testing. It shows the growth of the student. Important!

 

If technology is accurate and transparent, it can be helpful and can be one option in the tool box. However, many have said these online apps are still not great at measuring or predicting. Do you know, if a parent asks, does MAPS show data elements collected and who shared with? I would love for a parent to ask to see their child’s data collected and analyzed via MAPS.

 

sorry. I don’t mean final score. I mean the key-stroke data collected, pages visited, the actual data points (algorithms used to analyze and predict) and which sub contractors have access to this data. The first place to start is the contract with the school/district.

 

Kudos to these families in West Virginia for standing up to the gender benders:   http://familypolicyalliance.com/issues/2017/08/15/families-stop-gender-identity-ordinance-west-virginia/

A useful article that I found on more Common Core/CTE stuff

This is a guest post article from a concerned parent. It is a follow-up to a previous article: CCS and honor societies _________________________ Common Core Standards Usurp Leadership Clubs in our Schools You may have fond memories of your days in school where you attended, especially if you were a member of clubs such as FFA (Future Farmers of America) or the FHA (Future Homemakers of America, which by the way has been re-named

via Guest Post: Common Core Standards Usurp Leadership Clubs in our Schools — Lady Liberty 1885

The RINO List

This is, of course, not a list of all the RINOs, but only those that have committed particularly anti-Republican acts.

Refuse to Repeal Obamacare

1) Lisa Murkowski (Alaska)
2) Lamar Alexander (Tennessee)
3) Rob Portman (Ohio)
4) John McCain (Arizona)
5) Susan Collins (Maine)
6) Shelley Moore Capito (West Virginia)
7) Dean Heller (Nevada) 

 

Wouldn’t End Transgenderism in Military

Justin Amash (MI)

Jack Bergman (MI)

Mike Coffman (CO)

Barbara Comstock (VA)

Paul Cook (CA)

Ryan Costello (PA)

Carlos Curbelo (FL)

Jeff Denham (CA)

Charlie Dent (PA)

John Faso (NY)

Brian Fitzpatrick (PA)

Darrell Issa (CA)
John Katko (NY)

Steve Knight (CA)

Leonard Lance (NJ)

Frank LoBiondo (NJ)

Tom MacArthur (NJ)

Tom Reed (NY)

Dave Reichert (WA)

Ileana Ros-Lehtinen (FL)

Bill Shuster (PA)

Elise Stefanik (NY)

Claudia Tenney (NY)

Supported the Iran “Deal”

Bob Corker (TN)

Immigration Losers

Thom Tillis (NC)

Marco Rubio (FL)

Lindsey Graham (SC)

Ron Johnson (WI)

Orrin Hatch (UT)

Leadership Losers

Mitch McConnell (KY)

Paul Ryan (WI)

Cheaters

Thad Cochran (MS)

 

Other Knuckleheads

Roger Wicker (MS)

 

Every Child Achieves Act Supporters

America Forward
Big Picture Learning
Blue Engine
Bottom Line
CASEL
CAST
Center for Secondary School Redesign
Clayton Christensen Institute for Disruptive Innovation
College Forward
CoSN
CUE
Foundation for Excellence in Education
Generation Citizen
Genesys Works
iNACOL
Jobs for the Future
KnowledgeWorks
New Classrooms Innovation Partners
Matchbook Learning
The Learning Accelerator
Transforming Education
Virtual Learning Academy Charter School (VLACS), New Hampshire
Waterford Institute

Source:  http://www.competencyworks.org/policy/23-groups-call-for-innovative-assessment-flexibility-in-esea-reauthorization/ 

AFT

NEA

AASA

NASSP

CCSSO

Association of School Business Officials International

National Association of Elementary School Principals

National Schools Boards Association

National PTA

NASBE

Source:  https://www.nsba.org/newsroom/press-releases/national-education-groups-continue-push-congress-get-esea-done-begin

First Focus Campaign for Children

Source:  https://campaignforchildren.org/wp-content/uploads/sites/2/2015/07/Support-for-the-Every-Child-Achieves-Act.pdf

Business Roundtable

Source:  http://businessroundtable.org/resources/brt-letter-the-every-child-achieves-act-2015 

US Chamber of Commerce

Source:  https://www.uschamber.com/letter/letter-members-committee-health-education-labor-and-pensions-regarding-every-child-achieves

SEL Guys

These are the guys pushing Communist Brainwashing “Social Emotional Learning” in “Education”

The National Commission on Social, Emotional, and Academic Development Buddies

The Aspen Institute

The Learning Policy Institute’s Linda Darling-Hammond

Business Roundtable President John Engler

Special Olympics Chairman Tim Shriver

Jim Shelton, president of education for the Chan Zuckerberg Initiative 

Virginia Gov. Terry McAuliffe

 Bill & Melinda Gates Foundation, the Joyce Foundation, the Einhorn Family Charitable Trust

CASEL

Source:  http://missourieducationwatchdog.com/sel-commission-standards-rating-sorting-children-based-on-emotion/ 

Mr. Jorge Benitez
Former CEO, Accenture North America

Mr. Laszlo Bock
Senior Advisor, Google, Inc.

Mr. Hugh Price
Former President and CEO
National Urban League

Ms. Karen Pittman
President, CEO, and Co-Founder
The Forum for Youth Investment

Governor Brian Sandoval
Governor of Nevada; Vice Chair, National
Governors Association

Mr. James Shelton
President of Education
Chan Zuckerberg Initiative

Mr. Gene Wilhoit
Executive Director
National Center for Innovation in Education

Mr. Antwan Wilson
Superintendent
Oakland Public Schools

Dr. Nancy Zimpher
Chancellor
State University of New York

Dr. Pamela Cantor
Chief Executive Officer
Turnaround For Children

Dr. David Osher
Vice President and Institute Fellow
American Institutes for Research

Ms. Ellen Galinsky
Chief Science Officer and Executive Director,
Mind in the Making, Bezos Family Foundation

Alliance for Excellent Education

National Association of State Boards of
Education

American Association of School Administrators

National Conference of State Legislatures

American Federation of Teachers

National Council of La Raza (NCLR)

Association for Supervision and Curriculum
Development

National Education Association

National Governors Association

Council of Chief State School Officers

National PTA

Council of Great City Schools

National School Boards Association

Edutopia/George Lucas Educational Foundation

National Urban League, Inc.

National Association for the Advancement of
Colored People (NAACP)

Source:  https://assets.aspeninstitute.org/content/uploads/2016/11/NCSEAD-MEMBERSHIP-LIST-11-18.pdf 

Partners

  • Alliance for Excellent Education
  • American Association of School Administrators
  • American Federation of Teachers
  • American Youth Policy Forum (AYPF)
  • America’s Promise Alliance
  • ASCD
  • Citizen Schools
  • Collaborative for Academic, Social, and Emotional Learning (CASEL)
  • Communities in Schools
  • Council of Chief State School Officers
  • Council of Great City Schools
  • The David P. Weikart Center for Youth Program Quality
  • Edutopia, produced by the George Lucas Educational Foundation
  • The Forum for Youth Investment
  • Learning Heroes
  • MENTOR
  • Moms Rising
  • NAACP
  • National Association of State Boards of Education
  • National Conference of State Legislatures
  • National Council of La Raza
  • National Education Association
  • National Governors Association
  • National League of Cities
  • National PTA
  • National School Boards Association
  • National Urban League
  • National 4-H Council
  • Playworks
  • YMCA

Source:  https://www.aspeninstitute.org/programs/national-commission-on-social-emotional-and-academic-development/partners/

CASEL Buddies

1440 Foundation

1440 Foundation’s mission is to support programs and best practices that cultivate authentic relationship skills in education, wellness and the workplace.

Einhorn Family Charitable Trust

The Einhorn Family Charitable Trust’s mission is to help people get along better. By investing in evidence-based programs and in partnership with national organizations, it seeks to inspire a movement of empathetic citizens who, with mutual respect and understanding, ultimately build an increasingly civil society.

Institute of Education Sciences

The mission of IES, the research arm of the U.S.Department of Education, is to provide rigorous and relevant evidence on which to ground education practice and policy and share this information broadly.

McCormick Foundation

The McCormick Foundation seeks to foster communities of educated, informed, and engaged citizens.

NoVo Foundation

NoVo Foundation is dedicated to catalyzing a transformation in global society, moving from a culture of domination to one of equality and partnership. The foundation supports the development of capacities in people—individually and collectively — to help create a caring and balanced world.

Robert Wood Johnson Foundation

The Robert Wood Johnson Foundation is the nation’s largest philanthropy devoted solely to the public’s health. Its efforts focus on improving both the health of everyone in America and their health care — how it’s delivered, how it’s paid for, and how well it does for patients and their families.

Rockefeller Philanthropy Advisors

Rockefeller Philanthropy Advisors (RPA) is a nonprofit organization that currently advises on and manages more than $200 million in annual giving by individuals, families, corporations, and major foundations. Continuing the Rockefeller family’s legacy of thoughtful, effective philanthropy, RPA remains at the forefront of philanthropic growth and innovation, with a diverse team led by experienced grantmakers with significant depth of knowledge across the spectrum of issue areas. Founded in 2002, RPA has grown into one of the world’s largest philanthropic service organizations and has facilitated more than $3 billion in grantmaking to nearly 70 countries.

Source:  http://www.casel.org/funders/ 

Yale Center for Emotional Intelligence Buddies

All Our Kin

Born This Way Foundation

Brewster Academy

Collaborative for Academic, Social and Emotional Learning (CASEL)

Dalio Foundation

Einhorn Family Charitable Trust

The Faas Foundation

Facebook

Fundación Botín

GreatSchools

Greater Good Science Center (GGSC)

Institute of Education Sciences (IES)

NoVo

Partners of ’63

Seedlings Foundation

Social-Emotional Learning Alliance (SAM)

Social and Emotional Learning Special Interest Group, American Education Research Association (AERA)

The Stepping Stones Project

Tauck Family Foundation

TED

William Caspar Graustein Memorial Fund

William T. Grant Foundation

Source:   http://ei.yale.edu/who-we-are/partners/

SEL4MA Buddies

Collaborative for Academic, Social and Emotional Learning (www.casel.org)

Consortium for Research on Emotional Intelligence in Organizations (www.eiconsortium.org)

25 SEL providers and advocates are members of the Social-Emotional Learning Alliance for Massachusetts:

Beginnings School
Since 1985, Beginnings School has been committed to helping young children develop the social and emotional competencies that are critical for learning and lifelong success. With its unique curriculum based on the emotional foundations of learning and cognition, Beginnings School provides opportunities for children as young as infants through kindergarten to learn the fundamentals of social and emotional intelligence.

Clueberry World
Clueberry World is a social-emotional learning board game for kids.

Coexist Learning Project
Coexist is a documentary film about government-mandated reconciliation following the Rwanda genocide, told from the point of view of victims, perpetrators, bystanders, social commentators, and public officials. The film, four-lesson Teacher’s Guide, and teacher workshops serve as an entry-point to important conversations with educators and students on how to use the teaching of genocide to cultivate forgiveness, compassion, and upstanding in our own lives.

Education for Democracy Institute
Peace and Democracy Discussions and Peace and Democracy eBooks and Digital Games Pilot Project  Peace & Democracy eBooks and Digital Games provide digital versions of multicultural literature, along with digital games, activities, and curriculum, that can help children and adults discuss how to prevent violence and improve our democratic society. Published by The Education for Democracy Institute. Builds on theVoices Reading, Voices Literature and Writing, and Voices Leveled Library programs. We are looking for pilot sites to test the new digital prototype.

Engaging Schools
Engaging Schools’ collaborates with educators to create school communities where each and every student develops the skills and mindsets needed to succeed and make positive contributions in school, work, and life. Our practical strategies are grounded in the values of equity, community, and democracy. We offer professional development and resources in the areas of schoolwide discipline and student support, instructional improvement, classroom management and engagement, and student advisory. With a small staff in Cambridge and a network of nationwide consultants, we have published more than 40 educational resources, collaborated with several thousand schools, reached hundreds of thousands of teachers, and touched the lives of millions of students.

exSEL
Excellence through Social-Emotional Learning is a statewide campaign launched by a coalition of the associations representing Massachusetts superintendents, School Committees, elementary and secondary principals, and educational collaboratives. The campaign is designed to promote social-emotional learning in every school and classroom across the Commonwealth, in order to graduate students who have the social and emotional skills needed to succeed in school, career, and life.

GetPsychedSports.org
Working with the Social-Emotional Learning Alliance for Massachusetts to provide a student-centric youth and school sport model through humanistic coaching that trains decision-makers and problem-solvers.

Leaders and Learners
Education consultants providing professional development, program development, and coaching for the whole child, whole adolescent, whole teacher, whole administrator, and whole school. Leaders & Learners helps schools with SEL, advisory, inclusion; leadership coaching, faculty communication and teams, instructional practices, and school culture.

Lesson One
Lesson One provides professional development that helps public, private and charter schools establish and design themselves for successful School Cultural Development.

Louis D.Brown Institute
“The Louis D. Brown Peace Institute serves as a center of healing, teaching and learning for families and communities dealing with murder, trauma, grief and loss.”

Massachusetts Character Education Partnership
Massachusetts CEP, In partnership with Boston University’s Center for Character Education and Social Responsibility, the Character Education Partnership accepts applications from public and private schools and districts throughout the state of Massachusetts for the State Schools of Character (SSOC) program.

National School Climate Center
NSCC’s goal is to promote positive and sustained school climate: a safe, supportive environment that nurtures social and emotional, ethical, and academic skills.

Open Circle
Open Circle is an evidence-based social and emotional learning program for Kindergarten through Grade 5 that helps schools develop safe, caring and highly-engaging learning communities that proactively develop children’s skills for recognizing and managing emotions, empathy, positive relationships and problem solving.

Panorama Education
Over 1,000 schools use Panorama for Social-Emotional Learning to grow and measure their students’ social and emotional skills and supports. Panorama makes its 22 research-based measures of social-emotional learning available as a free, open-source resource for educators. Download the SEL measures at https://www.panoramaed.com/social-emotional-learning.

Parents Forum
Parents Forum is a non-profit, community-based organization that provides workshops focusing on emotional awareness.

PEAR Institute: Partnerships in Education and Resilience 
PEAR’s mission is to create and foster school and afterschool settings in which all young people can be successful. Dedicated to “the whole child; the whole day; the whole year,” PEAR continuously integrates research, theory, and practice for lasting connections between youth development, school reform, and mental health.

Playworks
Playworks offer an essential opportunity for children to explore their imaginations, to connect with other kids and to stretch and grow physically, emotionally and socially.

Project Adventure
Since 1971 Project Adventure has been supporting development of growth oriented and sustainable communities through active learning. These programs are advanced by custom training, consulting on implementation, challenge course design/installation, and wildly innovative products and publications. The approach is grounded in experiential and adventure learning theory and practice. It is effective and widely embraced due to a radically inclusive, fun and empowering approach to group facilitation with use of engaging activities. SEL-supporting programs and services for schools include training and consulting on K-12 models for Physical Education, classrooms, school culture, behavioral settings, and athletics.

Responsive Classroom
Responsive Classroom is an evidence-based approach to elementary education that leads to greater teacher effectiveness, higher student achievement, and improved school climate.

Ruler
Developed at Yale’s Center for Emotional Intelligence, the Ruler Approach is an evidence-based, social and emotional learning program dedicated to enriching the lives of educators, students, and families.

Sanford Harmony provides teachers with extensive resources to help PreK–6 students build stronger, healthier relationships — at no cost. Developed by researchers at Arizona State University and underwritten by philanthropist T. Denny Sanford, the program includes fully-planned lessons and activities that encourage communication, collaboration and mutual respect. Preliminary research suggests a correlation between Harmony and improved empathy, school enjoyment, and achievement in math and reading as well as decreased stereotyping and bullying/aggression.

Second Step
Committee for Children’s program is working globally to prevent bullying, violence, and child abuse.

Six Seconds
At Six Seconds, we believe emotions are valuable signals that help us survive and thrive. When we learn how to use them, emotions help us make more effective decisions, connect with others, find and follow purpose — and lead a more whole-hearted life.

Teachers 21
Teachers 21 mission is to develop leadership and learning cultures where all educators embrace constant learning and the adaptations required for continuous improvement.

The Wellbeing Alphabet™
The Wellbeing Alphabet™ is a new parent and child-developed program created in Britain. The aim is to develop emotional literacy through ‘wellbeing words’ and creative activities from   A to Z- incorporating film, art, storytelling, drama and music. Appropriate for children aged 4-7, or up to secondary education for learners with complex needs. Our organization, La Linguistica, are members of The Council of British International Schools. Following a recent visit, we would like to pilot the program in Massachusetts. Enquiries to: info@thewellbeingalphabet.com.

Trauma Sensitive Schools
The Trauma and Learning Policy Initiative’s (TLPI) mission is to ensure that children traumatized by exposure to family violence and other adverse childhood experiences succeed in school. To accomplish this mission, TLPI engages in a host of advocacy strategies.

Voices Literature & Writing
Voices Literature & Writing is a supplemental, social-emotional-learning, and character-education resource delivered through a unique, integrated language arts approach.

William James College
William James College strives to be a preeminent school of psychology that integrates rigorous academic instruction with extensive field education and close attention to professional development. We assume an ongoing social responsibility to create programs to educate specialists of many disciplines to meet the evolving mental health needs of society.

Yoga 4 Classrooms
Yoga 4 Classrooms is a low-cost, simple, effective, and sustainable school program, grounded in mind-body practices and addressing the whole child by fostering students’ physical and psychological well-being.  Yoga 4 Classrooms is anchored in well-validated classroom pedagogies, developmental science, cross-sectional research in cognitive affective neuroscience, tenets of positive psychology and secular contemplative practices.

In addition, other programs from around the country are available:

The Morningside Center for Teaching Social Responsibility
Founded in 1982 in New York City, partnering with the NYC school system.

PATHS Curriculum
A Penn State Program of the Prevention Research Center for the Promotion of Human Development.

Success for Kids
Success for Kids, Inc. (SFK), an international non-profit organization, is dedicated to empowering at-risk children and adolescents to become resilient, productive citizens by delivering innovative research-based programs that enhance four personal strengths (interpersonal skills, emotional intelligence, problem solving skills and self-sufficiency) and give students a greater sense of purpose in their lives.

Source:  http://www.sel4ma.org/links/ 

Consortium for Research on Emotional Intelligence in Organizations Buddies

Cigna

Constellation

Think 2 Perform

Hay Group

Source:  http://www.eiconsortium.org/members/consortium_membership.html 

 Measuring SEL Buddies

Collaborators

STEERING COMMITTEE MEMBERS

Noah Bookman 
CORE Districts

Dale Blyth
University of Minnesota

Katie Buckley
Transforming Education

Laura Hamilton
RAND Corporation

Stephanie Jones
Harvard University

Sara Bartolino Krachman
Transforming Education

Clark McKown
xSEL Labs

Brian Stecher
RAND Corporation

Jeremy Taylor
CASEL – Project Director

Roger Weissberg 
CASEL – Principal Investigator

WORK GROUP MEMBERS

Dave Calhoun
Fresno Unified School District

Susanne Denham
George Mason University

Camille Farrington
University of Chicago

Ben Hayes
Washoe County School District

Rob Jagers
University of Michigan

Pat Kyllonen
Educational Testing Service

Eric Moore
Minneapolis Public Schools

Ray Pecheone
Stanford Center for Assessment, Learning, and Equity

Michelle Steagall
CORE Districts

Marty West
Harvard University

Jean Wing
Oakland Unified School District

EXPERT ADVISORS

Marc Brackett
Yale Center for Emotional Intelligence

Linda Darling-Hammond
Learning Policy Institute

Angela Duckworth
University of Pennsylvania

John Easton
Spencer Foundation

Mark Greenberg
Pennsylvania State University

Kenji Hakuta
Stanford University

David Osher
American Institutes for Research

Jim Pellegrino
University of Illinois at Chicago

Funders

S.D. Bechtel Jr. Foundation

Einhorn Family Charitable Trust

Spencer Foundation

Wallace Foundation

Ewing Marion Kauffman Foundation

Overdeck Family Foundation

Raikes Foundation

Source:  http://measuringsel.casel.org/our-initiative/#work-group

Public Schools or Public Screwels? Part 5

 

common core rebel

The part 4 was getting kind of long so I decided to make a Part 5.

Here is a post from a Missouri anti-Common Core group:

Questions for this morning/Quick response needed:
Is there a process by which I can exempt my third graders from MAP testing? If so, can you please describe the process and/or link to an official website? One of my 3 third graders has her 2nd day of testing today (this morning, I believe).

Apparently, without notification, this testing began yesterday. I am new to the state and until this year did not allow any of my four elementary school children to participate in standardized testing.

Upon moving here, I decided to “let it go” but the way this has been handled (no notification of parents and now a teacher who sent an email stating “Unfortunately as far as I am aware it is not an option to not take the test.”, etc.)

I tried to find information on this topic on the MO education website without success. I did find this info:

“Tip #9: Prepare for testing day.
o Be aware of the testing schedule.
o Be certain that your child has had adequate rest (this may mean getting them used to an earlier bed time before the week of testing).
o Be on time for school.
o Avoid scheduling appointments that can be done at a later date.
o Dress your child in layered clothing. This way, the child may add clothing to get warmer or remove some clothing to be cooler.
o If your school allows it, make sure your child has a book to read when the testing session is complete.
o Have a positive attitude.”

Note, it’s difficult to follow these (logical) recommendations if the school does not disclose the testing dates.

Also, if she doesn’t complete the second day of testing but has completed the full math section, what happens to her scores?

Thanks

And here are some replies to said post:

[Name withheld], students are currently taking the Common Core Standards-aligned test called the Missouri Assessment Program. Many parents have battled to get rid of CC and all that goes with it to no avail. I have heard from some parents that have had success in refusing the tests for their child, but most stories say the opposite – that they were told their child had to take the tests.

I would try if I were you and see where you end up. IF you are denied, there is something you can do to join in the fight to take back our educational system from federal control. Currently, there is an opt out bill on the table awaiting a hearing by the Senate Education Committee. It’s iffy, as to whether this bill will go very far, but to date we are hoping to have a hearing next week (Tuesday?). If you could come to Jeff City and testify in support of the bill, telling your story of not wanting your child to take these tests and being prevented from making decisions that are in the best interest of your child, that would be helpful. There are others on stand by to testify and many parents and teachers who have submitted written testimony. (Personal testimony holds more weight). Like I said, the bill may not progress but we’re trying…..

In my district, Raymor-Peculiar, I just inform the principal that my children will not take the test and they accommodate us. I know in others, it’s not as easy. I would try calling the principal or going to your child’s school this morning. I don’t ask how to opt them out. I inform the school my children will not take the test, in a respectful manner of course, and talk to them about alternatives for your kids during testing.

Unfortunately, in most schools in the U.S. now, we are no longer going to be able to change things by “being respectful”. Where has that strategy produced desired results? How much more do we take? How much?

I have friends in our district that has a twelve year old son , who is an honor student, that they have always opted out of testing. Administration and teachers do not like it, but it is an option in Missouri.

Not for everyone. Some districts give parents the run around and some just forbid it.

Really? I don’t see how they can legally do that. If there were a way to forbid it, I’m sure they would here because they get by with anything else. Oh, they try to make parents think they can’t, and make it difficult for the kids, by offering rewards for taking the test and leaving out the ones who don’t, but know they can’t do anything about it.

Actually isn’t it even ridiculous to even have to “opt out”? How can anyone opt out of something that they never “opted in” to begin with? Parents never gave schools the ok to accept fed $$ for something no one even knew what it was they would get in return ( “new learning standards”) aka Common Core. This is like a malpractice case. If a Doctor prescribed a pill that he said would make you better, and instead it killed you, that would be considered a malpractice offence in a court of law. Education was prescribed a pill, (common core), and it will kill the future minds of the United States. GUILTY! HANDS DOWN! a judge would say.

The following was written by a friend here in our district as part of her position platform while running for school board recently;

“I have opted my son out of taking the MAP test. I do not want the government collecting data on my son, and that is my right as a parent. He is about the only one who doesn’t take the test. If more parents would opt out of the test, we could have an impact.”

Her son is an honor student, and the school has allowed her request for several years. He is in 7th grade. I know of other parents that have done the same. Not taking the test will not cause them to fail or reflect on their grades.

The denial came from the superintendent. I called the president of the school board who said to write a letter/that parents should be able to opt out of testing.

My son has straight As – all year. One daughter has all As except for one B. Second daughter is all As and Bs and third daughter has all As/Bs except in the subject in which she has a diagnosed learning disability.

To say I’m angry is an understatement. I told the superintenent that I may withdraw them from school tomorrow – All four of them. Four kids from the same elementary school. He told me this is a school-specific and teacher-specific issue. I went to the school today and discussed this issue with 2 of the 3 third grade teachers who teach my three third-grade kids. They confirmed as does my text messaging that parents haven’t been notified. They can’t believe it either.

From what I have found, Missouri doesn’t have an official opt-out policy. I think it is up to each school district to make that decision or policy. The schools are required to administer the tests, and for the school to be in good standing with MO DESE, 95% of the students in each grade level have to participate. This will be the third year that I have opted my son out of testing. The first year, I spoke to the superintendent. He just told me that my son would have to sit quietly in the testing room with all of the other students. He could write or draw on the scrap paper that they give the students for the test or read a book. There were no problems. Last year, they gave a practice test before the official test. My son told his teacher that he was not supposed to take the test. The principal called me at work to confirm what my son had said. The principal was very nice, and there were no problems. This year, I contacted my son’s two teachers and the three administrative staff at his school to let them know that he would not be taking the test. A few days later, I received a letter from the superintendent stating that the school could not honor my request, and that all students were required to take the test. I have not replied to his letter, yet. I did not make a request. I made a command. I feel that it is my right as a parent to choose whether my son participates in the test or not. He will not be taking the test.

So, that’s the kicker…..95% to stay on good standing with DESE! How dare parents exercise their rights and create a problem with the state department that has a strangle hold on our kids now! Wow, that’s how important state and federal control are to the operation of our local schools! We desperately need the return of local control, get the government out of our classrooms and allow parents, teachers and local taxpayers (which by the way contributes about 90% of funding) to demand how and what our children are taught in our schools.

So now we have another college (Bunker Hill Community College) banning giving out copies of the Constitution:  http://www.wnd.com/2017/05/bunker-hill-battle-college-bars-distributing-constitution/#LuScdX8W7pm3q2yi.99

Ug, an adult drag queen performance at a grade school talent show!   Speechless.  http://www.toddstarnes.com/column/parents-shocked-by-adult-drag-queen-performance-at-grade-school-talent-show

And here is a comment from the Choose to Refuse Common Core group on said article (Note, I don’t think they go to that school and that this is a separate incident from the article):

My daughters kindergarten teacher (a male) dressed up on drag last year. No sex act but totally weird. We moved.   He also had the kids sing a song with the chorus: “it’s not time to twerk, it’s time to work”. This was at the Christmastime school concert in front of all the parents. Everyone laughed as I froze in horror.  Public school, Santa Monica, CA.

Here is a post that was shared in the Choose to Refuse Common Core group:

“Today I got a phone call from my third-grade son who was in the kind nurse’s office and crying. He proceeded to tell me about his jaw and how it was really hurting. I asked if he wanted to come home and he replied that he didn’t think he could because of EOGs. Of course you can, I said, it’s just a test.

‘If I don’t pass, I won’t go to fourth grade.’

I told him that wasn’t true. I got a letter telling me that you’re going to fourth grade, I said. I lied. How did it come to this? He’s a good student, only nine, and I’m reminded of his brother last year before the EOGs. I don’t know what else to do. I’ve talked to the principal and the teacher and we’ve all reassured him. I’ve met with the superintendent and talked to Governor Roy Cooper. I’ve written our senators and representatives and Mark Johnson, our state superintendent. Just today, I spoke quite a while to First Lady Cooper’s chief of staff who interestingly enough refuses to allow her children to participate in NC EOGs.

I can’t find one person that praises them or offers valuable benefits. I hear about showing growth, but who gives a sh*t? Schools at the top don’t grow, there’s no where to go. Tell me how EOGs and the pressure they bring benefit my family. What message are we sending to our children? How will they remember the days of elementary school? Will they remember the awesome teachers that nurtured them or will they only remember those tests? Tests that had little to do with amazing schools.

I am making a plea to the general public. Please share your thoughts and your experiences with anyone who is willing to listen and especially with those who don’t want to listen. Use your voice to speak for our children and our teachers. Think of Amos and the kids with special needs who are required to read passages even if they cannot read. Fifty years ago, a group of people lobbied for children of color to be integrated into the school system. Ten years later, a group of people fought for children with disabilities to have a right to public school access. Today, I ask you stand up and come forward and say no to EOGs. North Carolina, we can do so much better.”

#LoveWhatMatters

Here is a post that was shared in an anti-Common Core group:

Dear NC Parents,

Please, speak up for your children. Go to your child’s teacher, your principal, your superintendent and then move on to the Department of Public Instruction. If something feels not right, it may be against the law or may just be a bad idea. No one knows how you feel, if you don’t speak up. You must speak up.

Yesterday, I reached out to the Department of Public Instruction for the zillionth time and shared the story of a NC school rewarding high test scores with a trip to Kings Dominion. DPI’s response? We are not a policing agency, I was told. Well, I don’t know whether that’s true or not, but it smells fishy to me. If so, it would mean that districts are under no compelling reason to follow the law from a state level. If this is true, then why do our public schools cite the state as pressuring them? You can’t have it both ways.

This morning, I called and emailed the director of FERPA (Family Education Right to Privacy Act.) The worst that happens is that he tells me that I am wrong. At the end of the day, I am trying. Our children matter to me, not just my own and I have had it. The federal government has handed common core and testing on a silver platter and our states have run away with the utensils. Instead of proper eating, there is scavenging. Financial rewards are being bequeathed to third grade teachers who hit high scores and our schools get graded based on the results. As much as folks want to pretend poverty is insignificant, we know that it is an untruth. Our children, families, teachers, and principals should not be punished for teaching our children, really teaching, not testing.

The Governor told me to talk to his wife’s assistant. The state superintendent refuses to call me personally. The folks at DPI tell me that they don’t have a bone in this fight. Well, I’ll go down trying. I hope you’ll join me. If we all call one person today, maybe someone will listen.

Mark Johnson- NC Superintendent (919) 807-3430
Roy Cooper- Governor (919) 814-2000
FERMA (800) 872-5327
Don’t forget your House representatives!

Sincerely,
Adrian H. Wood, PhD
Mother of four children (11,9, 7 & a 3 year old with extra special needs)
Writer/ Advocate/ Speaker

https://www.google.com/…/mom-fed-end-…/story%3Fid%3D47866293

Maybe  Baltimore schools would do better if they focused more on education and less on racial social justice:  http://eagnews.org/shock-zero-students-at-six-baltimore-schools-test-proficient-in-english-or-math/

Here is a post from the Choose to Refuse Common Core group:

When I first started teaching elementary school aged students in the Los Angeles Unified School District, we were informed that it was a violation of the California Civil Code and the “rules” of LAUSD, for any teacher to “teach to the test!” Since then, there has been no notification of the repeal of THAT part of the California Civil Code, so when the philosophy changed, I still refused to teach to the test! I taught the First, Second and Third grade students through the years:

(1) how to learn on their own,
(2) analytical thinking skills
(3) critical thinking skills
(4) constructive thinking skills
(5) that just because one has a title doesn’t means that he/she is necessarily qualified to say or do whatever is being said or done.
(6) if anyone says something that causes questions, it is the students’ right and duty to call for evidence that clearly backs it up.
(7) each student is to be able to think for one’s self.

Six years ago, I was forced into an early retirement by a principal who had told me to make her “look good, by doing everything needed to get high test scores from each of my students, or (she) would write me up for insubordination for anything that (she) could!”

One must remember that the word, “school,” stems from a Greek word that meant, “…to Control, to Hinder, or to Retard!”

Here is a post from a Texas anti-Common Core group:

Imagine a world where your child learns at his or her own pace.

A world where all the data of all the children is collected, compiled, researched, refined.

A world where all the data is used to determine how the children think in every ethnicity, gender and age group.

A world where the data is used to determine what will be taught and how the algorithms will be written to teach the children in the next phase of their learning.

A world where there is no teacher or parent interference between the child and the matter produced by the algorithm.

A world where the algorithm can be refined to produce a desired end result for the way children think, feel and respond socially, emotionally and academically to certain stimuli.

THAT is personalized learning and THAT is the model Texas is moving to.

Is that the world you want for your children? How will they achieve individualism? How will they become what they were created to be when they are driven by a manipulative system designed to engineer their thinking, socially, emotionally and for whatever is deemed “academically?”

Get to know personalized learning and soon. Your child will.

More attacks on prayer and the First Amendment by public school administrators:  http://www.toddstarnes.com/column/school-students-may-not-pray-or-mention-jesus

Here is a post from a pro-Trump FB group:

Today my daughter got the gold award in Math at her school. Only one child gets a gold award in each subject: health, PE, Science, English. No one gets two gold awards.
My child also got the presidents academic achievement award. 50 people got the President’s achievement award. It is signed by Donald Trump. My daughter says a large number of recipients tore their award up because it is signed by Donald Trump.

So much for local control, eh President Trump:  http://www.breitbart.com/big-government/2017/06/14/alabama-test-case-trump-administrations-commitment-local-control-education/  

I applaud this girl’s civil disobedience against the God-hating school administration at Beaver High School in Beaver County, Pennsylvania:  http://conservativetribune.com/high-school-grad-jesus/?utm_source=facebook&utm_medium=huckabee&utm_content=2017-06-15&utm_campaign=can 

Here is a post from a New York anti-Common Core group:

Today’s Common Core Geometry Regents Exam. Once again hearing what an absolute disgrace it was. It appears that Educational Malpractice is being performed on our children. Where will it end?! When?! Our children are being burned in the flames of this fire. I’ve had enough!

And here are some replies to said post:

My daughter and her friends took it and they said it was the hardest test they have ever taken.

My niece a high school honors student and she missed my sons 8th Grade graduation today because my sister said she was so burned out from taking her regents.. guess now I understand why.. I thought the common core bs didn’t infiltrate high schools 😣and the worst part is there’s no opting out of regents like state testing!! it’s like fighting a losing battle..so terrible if this is what hs is gonna be like for my son

My son took the geometry regents also he said parts 3 and 4 were super hard and at least 2 questions he never learned at all. This is ridiculous. My son is a honor roll student and this has knocked his confidence down all year this course and now he regents really did him in.

t would be great if all the students with a tale to tell re. the Math Regents would write their experience briefly and mail them to their Regent. Give a little agita as the summer begins, and let them know how awful these useless tests are. Only 3 states to my knowledge use these sorts of tests – uncalled for

And the parents too. The kids who sat through this monster are drained and need adults to call SED and the Board of Regents. Power in numbers.

The Global Studies exam was extremely difficult, because they used anchor papers that seem to have been written by college level students. This means that it will be very difficult for students to do well on the writing.

And here is another post from said group:

This is a call to all NY educators and parents.

There is a group called “Multiple pathways to a diploma for all” and they are planning a trip to Albany July 17 th (BOR meeting)

This group is working tirelessly to try to change the RIDICULOUS regents requirements for a diploma.

Not sure if many of you are aware that a student can get 90s in their classes, yet if they fail the regents, they can be at risk for NOT getting a diploma.

For students with learning disabilities this is discrimination at the most basic level. These tests are such high stakes for these kids.

SOMETHING has to be done to change this mentality in NYS.

I am putting this out there for you to become members of this group and to join our fight.

Not for me, but for all the kids with learning disabilities. There has to be a better way.

Together we can create the change.

Another story of Islamic indoctrination in schools:  https://afajournal.org/past-issues/2017/june/seventh-graders-taught-how-to-convert-to-islam/ 

More instances of free speech being silenced on college campuses:  http://www.foxnews.com/politics/2017/06/20/college-students-testify-free-speech-under-assault-on-campuses.html 

University of Alaska joins in on the Trump hate:  http://www.theblaze.com/news/2017/04/20/university-of-alaska-is-displaying-a-painting-of-a-decapitated-trump-in-its-gallery/  

The US Department of Education’s phony civil rights department has issued an internal memo stating that schools could be investigated for not using transgender pronouns.   I thought we got rid of this crap when Otraitor left!  Apparently not:  http://www.christianpost.com/news/trump-admin-says-schools-can-be-investigated-for-wrong-pronoun-use-for-transgender-students-188388/  

So now some schools are making white students apologize to black students for “white privilege”:  http://eagnews.org/parents-teachers-slam-nc-school-districts-mandatory-white-privilege-training/ 

Looks like even Texas isn’t safe from the Gay Agenda:  http://www.educationviews.org/houston-isd-superintendent-proposes-including-lgbtq-history-curriculum/ 

Looks like at least 100 colleges have social justice programs, minors, or majors:   http://freedomproject.com/the-newman-report/244-more-than-100-colleges-now-offer-social-justice-programs

Another intolerant school, I thought Alabama knew better, banning books:  http://www.hannity.com/articles/hanpr-election-493995/tolerant-left-alabama-school-bans-books-15937183/ 

Here are some posts on a Breitbart anti-Common Core article:

I have two school teachers in my family and I have seen the common core curriculum. It is totally devoid of anything that would create a sound set of basic mathematical skills, K through 6. It is a nebulous model based system that has absolutely nothing founded on common sense. So, I do feel sorry for these kids. Also, if there was an inclination to teach “old school” math, many of the newest generation of teachers have very little grasp of the subject having been weened on socialist garbage concerning spinners and feel good classroom teaching methods.

I’ve noted the same. When my daughter told me she was not allowed to obtain a math answer by using the most direct route and my husband and I were dumbfounded that the methods being used to arrive at the answer to a problem took 3 times as long I knew that it would not be successful. It does, however, encourage children to really detest math.

When my youngest daughter was attending her method of math instruction class, her professors actually threatened to give her failing marks when she included “direct” methods based on math facts in her course work. Being an engineer, I was able to ensure she was able to check the common core instruction blocks in school and have a solid grounding in traditional methods of mathematics.

That’s exactly what my daughter experienced in high school. Of course with this same program they don’t care if children learn to spell (I didn’t believe my daughter until I verified with the teachers it was true) and writing is no longer taught either. You might even suspect they were hoping to dumb our children down! Good for you, my husband taught my daughter some of the direct methods for math as well, she just couldn’t use them for school without negative results and possible disciplinary action (ridiculous)!

Here is a post from a Massachusetts anti-Common Core group:

Today, Secretary of Education Betsy DeVos announced her pick to become the new Chief Operating Officer of Federal Student Aid, touting A. Wayne Johnson’s “30 years of experience.” She forgot, however, to mention one important piece of that experience: His current job.

Johnson is the CEO of for-profit lender, Reunion Student Loan Services, BuzzFeed’s Molly Hensley-Clancy revealed soon after the press release announced the pick. Hensley-Clancy confirmed Johnson’s current status with the company after noticing his position on the company website and his personal CV. The Department of Education has yet to comment on the glaring omission.

Ummm…conflict of interest?!!!

Now North Carolina State University is blocking students from sharing their faith:  http://constitution.com/american-college-bans-christians-speaking-faith/ 

Here is another post from the Massachusetts anti-Common Core group:

Wanted to share something that happened today. My 9 year old son and I went to a paint night kind of thing for parents with their kids, we just had a long week learning about our future struggles we will be facing with my 5 year old so I was looking forward to some quality time with my older one. Anyways, we started painting and I wasn’t sure he was enjoying it so I said how are you doing? And my son replied, are we being timed?
My heart sank!!!!!

Here is a post from an anti-Common Core group:

Look at Minnesota and opt out squashing!!

MInnesota will shortly be in the news in every state across America!!! Minnesota Dept of Ed has released their template for the ESSA State Plan. Minnesota students will now earn full ***points*** for exceeding or meeting standards, lesser ***points*** for partially meets standards. NO ***Points*** awarded for any student who opts out of the Minnesota Comprehensive Assessment (MCAs-federal accountability test) who will be deemed as NOT PROFICIENT. This not proficient label has nothing to do with academic prowess, but only the student’s and families’ compliancy with federal/international testing and curriculum. The hearing is July 19th (Wednesday) 1:00 – 3:00pm in the State Office Building Rm 5.
“Indicator 1 – Academic Achievement: all schools An achievement index using math and reading tests will give half points for students in the “partially meets standards” achievement level and full points for students in the “meets standards” or “exceeds standards” levels. Any student that does not participate in an assessment, with the exception of medically-exempt students, will count as “not proficient” in the academic achievement indicator calculation.”

And here is a reply to said post:

I am a parent & have been with MACC for nearly 5 years. My eldest will graduate next year and have opted out of standardized testing since discovering that as a parent, I HAVE that right. We were fortunate because the district my child attends, never had a thing to say on opt-outs…until this Spring of 2017, when the MN Dept of Ed started issuing ‘scripts’ for principals on DIS-couraging opt-outs. My child was a Junior in HS this year – do you think these tests have ANYTHING to do with my child’s outcome in college? In life? I now have a child heading into Kindergarten this fall, namely a private school. They are doing on-line standardized testing twice per year. With this legislation, it appears ALL schools (public, private & charter) will be affected by ESSA. They are TRAMPLING on parent rights AND only punishing the child.

NOTE: From the office of State Legislative Auditor:
The State spends over $19.2 on the MCA (which the state now wants to increase participation in to gather more data by giving students who are opted-out a “not proficient” rating, rather than just “did not participate”).
This does not include $$ spent by districts to provide the MCA.
That money goes to Pearson for collecting the data and they distribute it to the state, the federal government, and other outside commercial interests.

Here is a post from a Washington anti-Common Core group:

(Shared from another site. Edited to add that Washington IS part of this)
Please #Share. This is something we can DO. Alert parents that this is happening. Two states (GA and TN) have already dropped out.

Washington is partnered with CASEL, the Collaborative for Academic, Social, and Emotional Learning. CASEL’s mission is to gather personal information about students’ emotional behavior, and **turn emotion into a standard** to rank and measure children. Interesting to note that CASEL played a role in providing guidance on ESSA, and CASEL is partially funded by the federal government. And now CAEL is partnering directly with districts and states to collect SEL data and help build these national emotional standards.

http://missourieducationwatchdog.com/is-your-state-or-district-participating-in-casels-emotional-standards-two-states-have-already-dropped-out/

Looks like the University of Wisconsin-Madison is hiring a “Social Justice Specialist” to “promote a safe campus climate for minority students, LGBTQ students, women, and other historically marginalized groups”:    https://www.onenewsnow.com/education/2017/07/06/social-justice-specialist-should-concern-christians

And yet more “Social Justice” programs in colleges, this time in Philadelphia:  https://www.onenewsnow.com/education/2017/07/03/philly-colleges-promote-progressive-ideology 

Here is a post that is in response to an article about Common Core:

Choice-Vouchers-Education Savings Accounts-Common Core-testing-data collection-curriclum is all one complete package. You truly cannot be against one and not all because they are all attached and all needed to move the progressive agenda of changing attitudes, values and the belief system of all future generations of American children to a successful conclusion. Charters, Vouchers and Education Savings Accounts is how they will destroy traditional public schools, private, religious and home school. The real intent or agenda is not to provide choice but to do quite the opposite. What parents will end up with is choice of location for their child’s education but no choice in what they will be taught. The system for it to succeed MUST have ALL children in the system. There can be no outliers. Charters-Vouchers-ESAs is how they will accomplish that. So you can take that voucher and go to a private schools, or a home school family can take that ESA, or you can send you child to a Charter school but all of these so called choices will be teaching the same thing. The federal government and state government never give any money for anything without strings attached.

Here is a post, written by a friend of mine, that was share in a Rhode Island anti-Common Core group:

Schools have been moving away from teaching academics toward skills training – for workforce labor. Workforce development has nothing to do with self-selecting career choices and building a resume to that end.

Workforce labor development is a pre-selected path based on external information, not driven by a student’s dreams, desires or determination.

This teaching model is a departure from Classical Approach for Education to BF Skinner’s Behavior Modification model of education.

If an expectation is not met, a child must repeat the drill again and again until they meet the predetermined outcome.

No need to prepare and no need to strive to do better; just do enough to get by and move on to the next standard. Subject matter will be broken down and compartmentalized.

A set of pre-determined expectations are the gate keeper to moving to the next compartmentalized subject matter.

No need to prepare; they just need to know how to properly respond by hitting the correct button. This will enforce compliance.

Does this sound like the development of creative, innovative and independent thinkers? Or does this sound more like training pigeons?

Does this sound like we are creating competitive opportunities for them?
Please consider this:

Independent, creative students will become the job creators.

Students who can manage the pressure of competition will succeed and thrive with the future challenges they will face.

The highest achievers and lowest achievers are either disheartened or disenfranchised, respectively.

The incessant, constant testing of each tiny, segregated standard has disemboweled every subject matter.

Learning is not linear!
The whole picture is lost to them.

Truth and knowledge are irrelevant.

Students will be sorted and ranked using psychometric (behavioral) data collected.

A child’s behavior, attitude, belief system and attributes will determine a child’s ‘value’

Children are referred to as human capital for the global labor market.

A premium is set for a student to know how to respond to a series of questions not what is of value and substance. The former is a subjective (opinion based) assessment; the latter is the only quantifiable (factual) assessment.

Like a rat navigating a maze in a lab, children are expected to navigate the useless information with a mouse to complete their test on time.

Behavior modification SEL(social emotional learning is all the rage now via laptops aka personalized learning) has nothing to do with true education, that of acquiring knowledge, using logic, or assessing truth. But this is the focus in education now, especially with CBE competency based education.

And here are some replies to said post:

The most troubling thing to me is the parents. They are so conditioned to accept and trust authority they are intentionally blind to this. If a child questions the teacher when they don’t understand something, they are told they are. Ring disruptive.. and sent to hallway to sit or to principles office to sit.

Teachers should be encouraging questions. That gives them a window into the student’s thought process, as well as letting the student know that questions lead to clarification and/or new insights. Part of what really disturbs me in the mania for online digital modules is that the student is led along by the nose and has no chance to ask questions!

We were taught NOT to sit in front of tv .. get outside… watched parents bombarded with messages their kids should not be on computers nor tv so much.. yet everywhere I go.. that damn smart phone is magnetized to adults heads.. and kids follow suit.. and parents ignore their kids as they are too busy on their phones.. it’s criminal. I have to tell people who visit to put phones down while here.. it’s rude to those expecting social interaction.

Evergreen State College is asking professors to boost the grades of students who are protesting:  http://www.faithfamilyamerica.com/public_college_asks_profs_to_artificially_boost_grades_of_students_who_protest  

Georgia State University has joined the Social Justice brigade:   https://www.campusreform.org/?ID=9426 

Whitman College has canceled classes for a “Power and Privilege Symposium”:  https://www.campusreform.org/?ID=9415 

Grand Valley State University is offering scholarships for students to attend a “White Privilege Conference”:  https://www.campusreform.org/?ID=9343 

Here is a post from a Washington anti-Common Core group:

Under OSPI’s plan for ESSA, they think locking us into Common Core and Smarter Balanced will produce this under:
1.1.A Academic Achievement
(see chart)
“Some of the important aspects or properties of this goal setting strategy and measure include the following:
• The measure is closely aligned with Washington’s vision of all students meeting career and college ready standards.
• The measure values proficiency and growth to proficiency.
• Annual improvement steps are ambitious and attainable.
• Learning gaps are cut by one-half after ten years and are designed to be eliminated after 20 years
*The endpoint goal of 100 percent meeting standard or on-track to meeting standard is designed for all student groups at all schools.
“Washington fully implemented the Smarter Balanced assessments in the 2014–15 and 2015–16 school years, so there are two years of assessment results from which to compute adequate growth percentiles, using the Smarter Balanced student growth percentile data. Washington is generating adequate growth percentiles, and will conduct analyses to be sure the inclusion of adequate growth for purposes of goal-setting in the achievement measure (students who are proficient plus those that are on track to being proficient) is reliable and meaningful. Washington proposes to use the 2016–17 state assessment results (including adequate growth) as the baseline.”

sad Washington state

And here are some replies to said post:

According to the WEA feedback in the nearly 500 page document for ESSA comments:
“1.1.A. Academic Achievement
“Washington proposes setting long-term goals that are ambitious and achievable, but also innovative.” This portion of the plan outlines long-term goals and interim measures at a level of detail not discussed or agreed to in the ESSA workgroups or by the Consolidated Plan Team. There was no consensus reached to stick with the failed hundred percent goals of NCLB moving forward under ESSA. It is difficult to understand how these ambitious goals can be considered “innovative” as they are not only similar to the
failed unrealistic goals under NCLB, but the goals are set without regard to actual student growth or any guarantee of resources to help address these gaps. There is nothing innovative about setting goals with no supports or resources to achieve them. Areas of concern include:
• The draft plan includes a goal of 100% of students to standard, or on-track to standard in elementary and middle school, in 20 years and in 10 years, to cut the “learning gap” in half. In HS, students would need to reach proficiency. There was no consensus reached by the either the Accountability Workgroup or Consolidated Plan Team to reach 100% student proficiency within
twenty years, and 90% proficiency in ten-years for all student sub-groups. While we would agree that this is an ambitious goal, the state in their plan provides no evidence that this is an achievable goal and does not offer a different system of support to close these gaps.”

They must be smoking weed when they thought of this possibility.

We don’t even know what the state of Education will look like in 10-15 years. Actually we sort of do and it’s a very sad direction.

And here are some other posts from said group, concerning an article on changing grading policy in Maine:

I’ve been out of teaching for four years, but I did the 1-4 standards based grading system in Federal Way for several years before I left. It’s been here a while, at least at the elementary level. I’m sure they’ll continue to pay outside advisors though. 😕

Federal Way has been the start of all these reforms with Tom Vander Ark. It’s so sad how we are reducing kids into data. Thank you for all your hard work for the kids!

When Lake Washington went from junior highs to middle schools there was a lot of discussion about standards based grading for middle schools. I left about then so I am not sure about all the details but it was not implemented. The author hits one point very well, it tends to make things more opaque for parents. Letter grades are easily understood by all. A good teacher will talk with parents and students about what problems there are that might lead to that 72 and an online grade book can certainly show deficits.
Just another fad. Every few years, the educrats come up with the next silver bullet that will fix our schools. A bunch of time and money is spent and 5-10 years into it everyone realizes that the silver bullet doesn’t work and we move on to the next one.

I sure hope we figure it out soon that the current fad just isn’t working. We’re at about the five year mark here in WA. I’ve only seen things decline, not improve. If I’m wrong, I’d love to see the proof (but not by a Gates backed study). 😉

Yes, grades only decline under competency based grading. It’s called grade compression.

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I was raised and educated with a grading system of A,B,C,D,F. Some of these grading letters had plus or minus signs and they worked perfect for hundreds of years. At least you knew if you were doing good in school or not. Simple, A and B’s you were excelling, C’s represented boarder line and you need improvement. F- meant you failed the course. How much simpler do you want?
This new grading system that comes with Common Core really sucks and is confusing.When a parent has to approach a teacher to ask what the grade means, then you need to change it. My Dad always told me , :If it is NOT broken, Don’t fix it”. Common Core, however, is a broken idea and it should be tossed out the window and go back to basic math, basic grading and basic common sense. If you want to change the education system, change how you teach, what you teach and change the class room settings. Make classes more interesting, have more one on ones, and keep government and politics out of it. Students need to be challenged and they should be more competitive. You don’t hand out trophies or awards or passing grades to all students because you do not want to hurt their feelings. What is wrong with all you people?

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My kids got all 3’s and 4’s this year, and that means different things for different teachers. 🙄

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It’s not supposed to. They are supposed to follow w the rubrics. But of course they know best and not some stupid rubric.
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3’s and 4’s don’t tell much. An A is an A. A D is a D. 91 is much better than a 73. 3’s and 4’s stink. Again, if it ain’t broke don’t try something just because a few, with vested interests, say, “it will be good (better) for you”
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Exactly.
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Competency based grading is all about ELIMINATING ACHIEVEMENT GAPS. If you get rid of the 100 point precision in grading for a 4 point system, there are fewer GAPS to close. It’s all about helping the slower students (and de facto slowing down the faster students).
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 confused about why you would want to slow down faster students? That seems contrary to education by definition? 
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I was asking about the Common Core tests and found out the following information from people in an anti-Common Core group:
These tests are time consuming, long and not appropriate grade level or questions they ask about your personal life and or family life. They sit there and read these questions and what goes through their mind is “Why are they asking me this?!” ” I didn’t learn this yet, IDK! Then their anxiety rises and the begin to fidget. And feel their eyeballs are going to pop out by starring at the screen. We have countless testing We have career cruising NEWA, SAT, ACT, M-Step, surveys, including end of lesson exams. When I was in high school, I didn’t have to take them. Now it is a requirement for you to take college entrance exams or you won’t be able to walk across the stage to get your diploma. And Now , the states. Like Chicago, they will not let kids leave high school until they are out in college, a trade school or you are employed full time with benefits. Compulsory Ed ends at 18.
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Also they are “graded” by AIR which is a behavioral institute— they are recording/storing way more then just the scores. The questions have implications used to “pick their brains”. Conveniently obama gutted FERPA which effectively bypasses parental rights and HIPPA to store mental & behavioral info on our kids WITHOUT parental permission or knowledge.
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Here is a reply to an article on an anti-Common Core friend’s page that mentioned the AP classes:
The AP system is a way for the government to circumvent true teaching and learning and instead create a forced educational grid that all students have to fit through….ultimately dictating what they believe. That being said, I am teaching an AP history class this year…..but my goal is to really teach history and show my students how to think and help them fight through the system. I kid you not, almost every essay question on last year’s test had to do with women’s rights….I mean, really??? From 1450-2016 and you can only come up with questions on women??? I can honestly say that none of my history classes in college were taught in the AP style…..it is very watered down. And I think that they believe if they are pushing tons of content then somehow they are at college level, when in reality that isn’t it at all.
Here is a post shared on an anti-Common Core person’s page:

“…To take away play and replace it with “rigor,” is simply a way to start controlling children’s minds at a younger age.

I teach middle school. Even at this age kids could certainly use recess. But, no. That would be a waste of time when there are so many requirements to slog through.

I’m beginning to think that the entire goal of “education” is to make kids hate learning so much that they are relieved to land a job out of college where all they have to do is perform like a trained seal. Isn’t that what socialists want?

I think it was Ebenezer Scrooge who used the term “thrifty working class” to describe those of the populace whom he loathed. I would add the word “ignorant” to Mr. Scrooge’s description. The elite hate the working class and want them to remain ignorant and devoid of the curiosity that sets Americans apart in medicine, science, politics, and education. The elite also want to control long held views on all things having to do with morality.

Where better to foment change than in public schools with the very youngest and most vulnerable? Certainly, perversion of sexuality will be part of the programming of those preschoolers. In short, the control of minds, bodies, and morality is a curse being forced upon our children when they are away from parents who have entrusted them (often blindly), to university-programmed teachers.

To rise up means that we are racist, backwards, homophobes, who are intolerant and too religious. Welcome to Europe, where many countries have done the slippery slide from which there is no return.

The health care system in England has decided that for Charlie Gard, it, for all intents and purposes, is his parent. That is exactly where this country is headed.

Our education system is corrupting minds at younger and younger ages, with adults allowing it to happen.”

And here are some replies to said post:
Ah! Praising God that this teacher woke up. Praying more teachers will wake up and realize that the public school system was designed, from its inception, to control the masses.
We need to pray that they will be able to speak out about what is happening without fear of losing their jobs and pensions! If teachers could tell us what’s really going on, it would be stopped.
The system cannot allow that. It cannot be reformed. The foundation was flawed from the beginninng. The system must be abandoned. But God is able to meet the needs of teachers. That is why I have been praying that Christian educators will create God-honoring, parent empowering alternatives to the taxpayer funded system.
I used to think it could be reformed. I don’t think so anymore. It needs a reset. I advocate homeschooling.

I’m the teacher who wrote the above piece. I didn’t start teaching until I was already about 20 years older than most new teachers. My biggest question has always been, why fix what was never broken? But true education is no longer the goal of this institution.

We who are older, and perhaps a bit wiser, know that nothing was broken that required a radical overhaul. Instead, we watched as little by little, indoctrination and control of the masses became the new standard to rise to. It was like herding cattle through a chute. Thus, the push for earlier control, the need to keep parents out of the decision-making process, the expulsion of wise teachers, and the convoluted mess of socialism filled the school rooms of public education.

Those who seek to control use words that sound benign to describe the garbage that is spewed onto our children, and parents applaud the move toward a glorious future without knowing the truth, and in many cases not caring to know. In defense of parents, the system is a pea soup of well-financed big words and bigger programs that only the most astute and energized parents could begin to tackle.

There are way too many people at the top who have been bought out. The question is, where does anyone begin? Washington? The state legislatures? Local districts? As a teacher, if I speak out, I am a disgruntled employee. Suddenly, my reviews are terrible and I am forced to disappear. This has happened to others. Again…where do we begin?

 

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Here’s another instance of anti-Trump indoctrination in schools, this one in Plainfield, Illinois:  http://www.theblaze.com/news/2017/03/29/anti-trump-questions-on-school-quiz-spur-outrage-indoctrination-of-our-youth-by-liberal-academia/ 

anti-trump indoctrination

Here is a comment someone made in reply to the article above:

We had a similar incident in our Junior High a few years back. My daughter was in a Social Studies class and brought homework home that suggested that Mitt Romney was less than qualified to run against Obama.
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As a member of our Board of Education, I took the homework to the district Superintendent and allowed him to handle it. The teacher was disciplined and to this day, that teacher knows to keep their politics out of the classroom. The teacher was reprimanded and the disciplinary action was added to his professional file. In accordance with the negotiated agreement between the district and the Union, this was all that we could do.
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My point is, don’t be to quick to judge the district on this. Believe it or not, this is NOT an offense that is worthy of termination of a teacher according to most Union contracts. The district does have avenues to enforce discipline, but unless this teacher has already gone through disciplinary actions in the past, chances are, all the district will be able to do, is slap her on the wrist.

 

And here is another comment:

The most disturbing issue for me is the school administration and their attitude: “We are conducting an inquiry and review of the matter and if warranted, will take appropriate disciplinary action.”
If warranted!?! A conservative teacher would have been gone before any inquiry could have been started!

 

And yet another comment:

Over 30 yrs. ago, I lived in the Fla. Keys and my husband and I had a charter boat business. My 2nd grade son was having trouble with some homework on ’social skills’ or something. The question was ”You are fishing and haven’t caught anything in an hour. Some kids come and start swimming. Do you A) stop fishing and join them, or B) Give up and go home. He said he wouldn’t do either. I asked what he would do. He said ”I would ask them to move down a ways because I was fishing and they were scaring the fish.” It made perfect sense to me and I told him to write that in . My husband and I got a request for a ’Parent/Teacher meeting! LOLOLOL! She said it was very ’anti-social.’ My husband spit back ”Yes,..Those other children were very thoughtless to disturb the person fishing. Totally rude and unacceptable.” My kid was raised to respect others when fishing and from on shore or out in one of our boats, you keep your distance from fellow fisherman/ women. If on the water, you don’t want lines tangled, and what idiot would go swimming when they see a person with a sharp hook in the water? The teacher AND the school got worse on him. Fortunately we moved a few months later, but trying to control our children goes back decades. I found many of the questions given to the kids to be ”You MUST make this choice. You MUST join the others. You are WRONG to think differently.” (What political party comes to mind?)

 

And still yet another comment:

The ”fake news” meme started immediately after Trump’s election with Media Matters demanding entities like Facebook and Google comply with its demands (which they did).

The question about ”non-biased news” is tailored to allude to that ”fake news” meme.

I doubt any eighth grader is aware of European countries sanitizing their reporting on Islamist activities and news that is not flattering to muslims over there so asking them for a one line opinion is naive at best. Unless of course you’re trying to get the children to believe that Trump falsely accused them…another meme of the left.

Context little guy….I told you already…context.

Yes…that does look like pretty liberal stuff right there despite your best efforts to whitewash it.

 

Here are some posts I’ve found on The Conservative Hammer Facebook page:

I am 49 years old , a freshman in college, taking a sociology class for my degree in history… one other conservative in my class and he too is a Marine… 24 years old and can’t understand how screwed up the rest of our class is…. I speak up I speak out, I argue with facts… the snowflakes start to agree with logic until they realize what they are doing… that is what is scary…. yes buy guns and lots of ammo!!!   The liberal bullshit the first day made me almost need one of my nitrostat pills…. it is insane! And it is a small local community college…. wife said wait until you have to take psychology… oh boy and then my 4 year school… no wonder our kids are screwed!!!

 

My 18 year old son gets it. His first year of college here in Ft Worth was a total waste of time. He couldn’t believe the crap they were spewing.

 

In San Diego, parents are pushing back against inappropriate sex ed curriculum:   http://www.sandiegouniontribune.com/news/education/sd-me-sex-education-20170517-story.html

 

Here is a post from a Utah anti-Common Core group:

My daughter was told by Weber School District Superintendent, Jeff Stephens, that SAGE testing protects individual student data. He said no personally identifiable info leaves Weber District. Does anyone know if this is true?

 

And here is a reply to said post:

The SAGE is taken on servers belonging to the test vendor AIR. They aren’t even located in utah. All the PII data is uploaded by the State to AIR. There is no way that’s true. The data doesn’t even stay in Weber County.

 

And here is another post from said group:

So I sat down to a game of cards the other night with family and the scoring of the game involved counting the cards you played, which were worth 1 point, and subtracting the cards you didn’t play, which were worth 2 points. My 20 yr old niece could count her cards, but she could not figure out the total of the 2 point cards, nor subtract that total from the 1 point cards. She had to have someone else figure out her total points every hand because she could not do the math in her head. #commoncorefail  

 

Here is a post from a Georgia anti-Common Core group:

To all my fellow Common Core haters, there is another issue that we need to fight for, and that is Summer Vacation! With the first school system in the state set to start classes a week from this Friday, we as parents need to work together to return to schools having summer vacation, instead of the current Spring Vacation. The only way to do that seems counterintuitive to what we want, but we need the State Legislature to set a statewide school start date, like many other states. The most commonly used date is the Wednesday following Labor Day (which is the unofficial end of summer).

If you look at the start dates across the state, it is very possible that someone moves from one of the counties that starts after Labor Day to Rockdale County, which is the first system to start in the state, and will in effect have missed more than a whole month of school. That is ridiculous! If the start date is set statewide, to after Labor Day, it will eliminate that potential month gap in education, it will keep our kids out of the ovens called school busses, and trust me, I used to drive one, they can be extremely hot in August, and it starts cooling down in September, as fall arrives. Our children are in school more during the hot summer than they do in the cooler spring.

We need to push our State Senators and Representatives, to reign in the school calendars, and set a single day to start school’s statewide, and make it after Labor Day. I saw a story on one of the Atlanta Channels about this, and they say that it is just as hot in September as it is in August. Well duh, do you want children to suffer in 110 degree school busses for two months or only one? How about wanting your young children having to go outside for recess in 100 degree August weather? Look for a petition to be started soon to push the Legislature to pass legislation to ensure the safety of our young generation.

 

And here is a reply to said post:

From everything I’ve read this schedule of starting the last week of July or first week of August is again all due to to TESTING! It gives the teachers more time before testing to force it down the kids throats and then just a couple weeks after they are done. If they started in September they would miss a whole month or or more of test cramming. That’s their logic, I think it’s ridiculous!

 

Here is a post from an anti-Common Core group:

NYS Regents should be disbanded, they do not represent parents as the go between with StateEd as they were intended, they are an expansion of NY Education Department. Appointed by a body of Assembly democrat-led
legislators, that work hand in hand with the governors appointed Commissioner of Ed Elia that was a disaster in Florida, they have ignored and/or watered down any decent legislation to protect children from continued doubling down of rebranded education malpractice.

 

Here is a post someone made in an anti-Common Core group in response to a question of mine about the Opt Out movement:

Opt out was first created by the PTA on NYC as a reaction to the use of common core testing. These tests have not passed reliability or validity testing. They were being used to rank and rate students. 2/3 of all students were ranked as below proficient on these tests and they had real life consequences for students and families. (Some testing questions that actually came to light had questions that were inappropriate and out raged parents. In addition some questions had no correct answers or multiple answers. Many questions were two or more years above common core grade level expectations). The passing rate was arbitrarily set to guarantee the failure rate as a way to undermine public schools. In addition the FERPA rules where changed that decreased the right of student privacy. All of these changes were created without parent or teacher input. Some tried to say it was the union that started the opt out movement. Not true, teachers were threatened with loss of credentials if they fought against the testing.

50% of teachers accountability was tied to these tests. Many teachers were graded as incompetent based on scores of students they had never taught in both New York and Florida. California posted teacher scores in the local Newspaper. Many teachers particularly in poorer districts lost their jobs based on these tests. Some of them were outstanding award winning educators. Many educators fled the state. Many schools were functioning with long term subs or TFA teachers. These teachers were given full teaching credentials after only five weeks of training and placed in schools with a two year contact. This left a lot of schools in turmoil.

When parents contacted their school boards to address their concerns, the school board refused to listen. At one time, when it became apparent that parents, teachers and parents had concerns, the school board walked out of the meetings and cancelled others. Parents then began to picket in front of their school boards homes and places of business. They got no response. This is when the opt out movement started. If the system is deprived of data the whole system fails.

 

Here is a post from an anti-Common Core group:

Warning! Sit down. This is why students in NYS are losing quality education. This just in from NYSUT President Andy Pollatta HOLY LYING SPIN!

“How to measure progress? That’s great question. In the fight to reduce standardized testing and return decision-making to classroom teachers, some critics say New York is moving too slowly.
(It’s NOT HAPPENING)

They say: There’s too much testing! Let teachers teach!

In response to that fierce criticism, the Board of Regents took an important step recently to address the widespread belief by parents and educators that New York State tests students far too much.

(DUH! And what happened? Local testing eliminated in favor of common core standardized testing, SLOs and surveys!)

The Regents reduced standardized testing in English Language Arts and Math from six days to four days … a 33 percent decrease that will re-capture two additional days next year for teaching and learning. I applauded that move as a positive step.

(BIG DEAL! It’s still common core standardized flawed testing for FOUR DAYS! Stop participating in the problem, stop administering the TESTS! It’s not rocket science! This IS NOT WINNING!)

However, the State Education Department also placed a gag order on teachers that prohibited them from discussing Regents’ exams.

NYSUT – the union I lead – jumped in on behalf of teachers. Teachers are professionals who must be free to speak out if they believe test questions are unfair … or contain errors that would hurt their students. We insisted on transparency in testing and the Department quickly responded to our concerns. The gag order was rescinded and now teachers can communicate about the exams after they are fully administered.

(AFTER ABUSE HAS BEEN ADMINISTERED! Really? Andy! Spineless useless tool)

I see both of these as signs of slow, steady progress.

(No! No it’s not! Here’s a clue: why is NYS requiring FIVE exams of ALL students to graduate? You’re supposed to be the smartest in the room?! Gag!)

Teachers and parents, working together, are in the process of banishing the test-and-punish agenda to the ash heap of history.

(Test and punish still exists, who are you kidding?!)

Under pressure from parents, teachers and teachers’ unions, New York has shortened both the number of questions on state tests and – now – the number of days devoted to standardized testing.

(Still failing to get it huh?)

Under pressure from teachers and parents, the Common Core is gone. Good riddance!

(THIS IS RICH! Your Union in conjunction with the Nations largest teachers unions eviscerated Secretary of Ed DeVos for making a similar statement!
ARE YOU SERIOUSLY SAYING COMMON CORE IS GONE?! Holy dumb! It’s a friggin REBRAND that’s WORSE on younger students!)!!!

Instead, New York is in the process of adopting Next Generation standards.

(HELLO!!!REBRAND!)

Together, we’ve won a moratorium on the use of invalid and inaccurate Common Core tests. These flawed tests can’t be used to hurt students or educators – a decision that came because of the powerful opt-out movement led by parents and teachers.

(No accountability for doing what you do every day, all year, and collect a paycheck for being willingly COMPLICIT! BUT continues to CRUSH STUDENTS! Not feeling the love or witnessing the protection of students and yes they do HURT)

Whether this progress is too slow … about right … or downright quick, I’ll leave to others. But I will say the progress we made this year is real and is having a positive impact on the classroom. Teaching and learning is winning out over testing. Little by little, a little is becoming a lot.

(ICYMI NYS is full speed ahead with testing, reforms, data mining, SEL that is embedded in CBE THAT WILL RENDER TEACHERS AS FACILITATORS! See yesterday’s 6-Hour Board of Regents meeting dumbass!)

In the fall, the state will turn its attention to how teachers should be evaluated. That’s the next battle, and it is going to be a difficult one. Teachers want their evaluations to be fair and meaningful.

(Used kids as tools with Opt Out for your 3 year moratorium and FAILED to protect kids! Best of luck! Tick-Tock!!
This parent is no longer advocating a failed action that left kids being used, abused, data mined, targeted by your members for politics and teacher protections!)

They want evaluations to be decided locally… by their own communities. To borrow a cliché … one size does not fit all. And, they don’t want to be judged by how their students perform on a standardized test of dubious value.

(Project Pipeline that stacked Boards of Ed with union friendly pro reform members and challenged parents from gaining seats! Local control the big LIE!)

I know that teachers and parents are going to press just as strongly. And, I’m confident that we will not only make progress, but we will prevail.

(You may be in for a BIG SURPRISE you duplicitous hack! You failed to put children FIRST and your jobs only exist because of our children!)

Andy Pallotta is president of the 600,000-plus member New York State United Teachers.

 

Here is another post from an anti-Common Core group:

The HITS JUST KEEP COMING! P-20 is here, not coming, it’s cemented.

Students may not be the only ones who have to measure up to new standards later this year. School administrators may have to do so as well.

The state Board of Regents, which will likely approve revised state learning standards (REBRAND COMMON CORE FORTHCOMING)at its September meeting, is also expected to decide on new guidelines for educational leaders, according to a Tuesday presentation.

LINDA DARLING HAMMOND SOLD TO THE STATE AND THEU NODDED LIKE PAVLOVS DOGS. The standards were developed by the National Policy Board for Educational Administration. They will focus on issues such as “ethics, equity and cultural responsiveness.” WHO CARES ABOUT ACTUAL ACADEMICS WHEN BEHAVIORS AND MINDSETS CAN BE MANIPULATED AND DATA TRACKED TO CONFORM FOR THE AGENDA.

The state Education Department created an advisory team to review the standards, and the team recommended on Tuesday that the state adopt them. The team also recommended making initial principal certification competency-based, exploring opportunities to create full-time school-based internships for aspiring principals, providing increased coaching and mentoring, and providing incentives for P-20 partnerships.” — POLITICO New York’s Keshia Clukey.

 

Here is a post that was shared in an Ohio anti-Common Core group.  Looks like someone is dealing with a Senator who has chosen to be part of the problem rather than part of the solution:

Here is a return letter I received from Senator Sherrod Brown. Interested in your thoughts after reading it. I, personally do not agree with him.

Dear Mrs. [Name Withheld]

Thank you for getting in touch with me about Common Core State Standards and standardized testing requirements.

American students must be able to compete in an international economy. The Common Core State Standards is a voluntary initiative that seeks to make sure that all students graduating from high school possess the knowledge and skills necessary to be successful in college or career. These standards, which are research and evidence-based and were developed in consultation with teachers, established learning goals and standards for math and language arts that are benchmarked to international learning standards. Since 2010, states have had the option to join the initiative and to implement the standards that were established by local educators. Over 40 states and the District of Columbia have elected to adopt these standards.

Accurate, reliable, and timely testing can be a valuable tool for both educators and policymakers. However, some parents, students, and teachers have expressed concerns over the burden standardized testing can place on our nation’s schools. Many states and local school districts implement additional mandatory annual assessments and some of these local assessments can be duplicative or outdated. That is why I was an original co-sponsor of the Support Making Assessments Reliable and Timely (SMART) Act, which helps states ensure local and statewide assessments are aligned to college and career ready standards as well as reliable and timely. The SMART Act would also help them eliminate duplicative and outdated tests and provide states funds to quicken the delivery of assessment data to teachers and parents to better inform instruction. I am glad key provisions of the SMART Act were included in the December 2015 Every Student Succeeds Act, which reauthorized the Every Student Succeeds Act.

I will continue to work to ensure all students – regardless of income or geography – have access to the academic resources they need from early childhood through college completion. All students should be prepared for jobs in a twenty-first century workforce. It is also essential that student progress, school improvements, and teacher quality and effectiveness are measured with fairness and flexibility, so that resources are directed where they are needed most.

Thank you for sharing your thoughts with me.

Sincerely,

Sherrod Brown

United States Senator

 

And here are some replies to said post:

Its a typical draft letter. Politicians NEVER answer a question with a direct answer. They have to be politically correct don’t ya know ( I’m being sarcastic there). This is why the establishment government doesn’t want Trump as President, because he’s NOT PC’d!!!. Drain the swamp, fire them all and start over.

 

OFTEN look at senator brown’s facebook. Myself, i just cannot, because it makes me angry angry angry. But if many of you could and many could throw in comments therein—–you would be doing a great great act of PATRIOTISM. Very pleased to see this POST> You could also get to know his wife, on her facebook. Her name: connie schultz ( i hope i remembered this correctly) Really looking forward to feedback from many of you, who go on his facebook and/or read his facebook often. He lives in Cleveland Ohio.     He mentions ESSA in this letter. But he does NOT mention having read the 1000 pages that explains ESSA. I remember hearing only a few know of these 1000 pages, in Congress, but they voted in favor of ESSA without reading its 1000 page definition. One excuse, that they had to rush home for the holidays, dec 2015. ST NICK PATRON SAINT OF CHILDREN, these congressmen deserve COAL IN THEIR STOCKINGS!

 

The Minnesota Department of “Education” is giving out “Transgender Toolkits”:  http://kstp.com/news/transgender-toolkit-minnesota-department-of-education-/4547340/?cat=1 

Marquette University in Wisconsin is paying for faculty to attend an “overcoming Islamophobia” workshop:  https://www.jihadwatch.org/2017/07/wisconsin-marquette-university-pays-for-faculty-to-attend-overcoming-islamophobia-workshop 

The Leftist New Jersey legislature has sent a bill to the governor that would push the Gay/Trans Agenda in New Jersey schools:   http://www.lc.org/newsroom/details/072117-nj-bill-enforces-lgbt-agenda-in-public-schools 

Here is a post from a  Utah anti-Common Core group:

Drove over an hour to this super convenient, well-populated location *sarc* during a really convenient time for families (dinnertime) to miss most of the closest public meeting (the presentation was over in 15 minutes apparently and there was No Q&A) about the Our Schools Now ballot initiative to raise taxes. There were about 6 parents, one superintendent, one PTO president, and a reporter there. At the end the presenter who identified herself as a history teacher said, “Thanks for your effort to be here. This is your government.” What? This was not my supposedly limited, representative government, but a ballot initiative by a small group of wealthy central planners in a meeting that seemed designed to discourage public participation but met the technical guidelines of the initiative process.

And here are some replies to said post:

I am more and more convinced that education should be a free market endeavor. Civics should be taught in some guaranteed way by government, because everyone needs to know how the Republic should work, but the rest is a mess! It’s one of the most heavily subsidized services provided by government, but if it was private prices would go down, and availability and quality would go up. Many elected officials do such a bad job administering education, and many teachers do such a bad job teaching that if they were doing their current jobs in a privately run business it would go out of business, we simply would stop paying them and look for someone else better. We badly need competition and basic market forces in education. Badly!

 

Almost agree, except that education needs to be accountable to parents whose children they are. Neither federal public schools nor privatized schools are accountable to parents. If we could find a way for privatized schools to answer to parents, I would agree with you. Either way, as it is, that’s gone, anyway.

 

But if parents are paying then those schools are accountable parents. That’s the beauty of the market. We can vote with our feet anytime we want!

 

True. That’s the theory. But, where would those funds actually come from? If they go to the schools directly from the parents, the free market would dictate the curriculum as we would ‘vote’ with our dollars. However, if those funds are paid to the schools in the form or taxes, then the schools, regardless of who runs them, would be beholden to the government and we’d be in the same mess we’re in, now. Only, if run by businesses, parents would lose their voices entirely as the parent-voted school board would cease to exist. The third-party payer (government taxes) would need to be completely eliminated in order for a true market system to exist.

 

The funds would come from parents, and businesses with smarts would listen to their customers in all of the ways currently available, negating the need for a board. The voice of the customer is loud enough, and the methods for hearing it are developed enough to give private schools all they would need.

 

The problem is that government does not like competition. If you do not play by their standards, credentials, accreditations, you as a teacher cannot teach beyond a private school or homeschool, homeschooled courses aren’t acceptable as graduation credit, expirence doesn’t count for much.

 

I love [Name Withheld]’s solution, except I’d want the civics NOT taught by the same corrupt government that has monopolized education in the first place. That’s why they balk at reforms that lessen their control – to coin a scriptural phrase, it “destroy[s] their craft”.

 

Absolutely agree, accreditation’s,industry associations, unions etc are all protection rackets, the greatest innovators had not standards to work to, so we need to move past them. If people don’t have the confidence to provide goods and services based on their own perfomance, if they need someone else (other than a previous customer) to tell you that they are good at what they do, there’s a problem. Hence, increasing accreditation’s across various industries has not lead to more satisfied customers, it’s just lead to higher prices and more red tape for providers, leading to corporatism, undermining small business and real innovation in the market place. We need to totally deregulate education, and every industry, they should all stand or fall on merit. Laureen, I agree with you, I’m like Jefferson, he vacillated between government provided civics type education, and having no provision. The rub is, how do we make sure every generation understands the Republic, and freedom, and how government should operate? The best solution would be for families to teach it themselves, and for individuals with means to help those without means to get that education to. Usurpers will always exist, and there-in lies the challenge. But everything else in education should be totally off the table as far as the government is concerned. Government funding in education, like government funding into anything, has driven up prices, and decreased quality and outcomes. It needs to be stopped, totally.

 

Here is another post from the Utah anti-Common Core group:

My next question: Is opting out of SAGE still useful? If a student does all their schoolwork on an iPad or computer, isn’t the student’s personal info out there in the hands of tech/ed/government already? Wouldn’t one just be protecting the SAGE scores alone, because “they” have everything about the student?

 

And here are some replies to said post:

SAGE uses personality profiling. Regular schoolwork, not-so-much. You really don’t want the Feds to know your kids’ emotional strengths and weaknesses, as well as their ethics and beliefs.

 

Very true

 

It’s the last line of defense. Yes the iPad has probably as much or more data and we need to push back against that as well. I’m in favor of showing my objections whenever and wherever i can.

 

It all collects data but supposedly a parent could access the student’s curriculum on the iPad (not easy but possible) and see what the student is doing. Aside from the data, I oppose SAGE because parents and teachers can’t see the student’s work in context.

 

For me, both SAGE and tech learning are about curriculum control as much as data control. We need to demand control over both as it is our natural right.

 

Here is a post from an anti-Common Core Facebook page:

Myerstown, Pennsylvania Parent; 6/22/2017

“Chew on this.
The World History teacher in our high school, the only World History teacher we employ who is certified to teach AP WORLD history and only teaches the higher level World History and Sociology classes, was so distraught over the 2016 election results, she didn’t teach from November thru February.

She showed up to school every day. She gave her students reading assignments to do in class and gave open book and open note quizzes and tests.
She didn’t update her grade book until the day grades were due for report cards.

She rarely answered questions or engaged with the students except to tell them that if any of them complained to “mommy and daddy” or to the administration she would see to it that they fail the marking period.
She is the Advisor for National Honor Society. She threatened those students as well.
“You want your pin, your ropes and academic achievement awards…? Don’t go running to mommy and daddy or send them in to rat on me.”

Various students had video and audio of the warning speeches the World History TYRANT put on for the students in her classes.

They did share them with their parents and parents did meet with administration and contacted school board members and the SHE DEVIL caught wind of it.

The parents informed the principal and the superintendent and members of the board they had audio and video of the Tyrants speeches in their possession.

And the Superintendent told the parents that if they shared the audio and video with administration or members of the school board they would be setting their children up to be charged with illegal wire tapping.
They scared the kids into begging their parents to back off and just let it be.

This Tyrant was PERMITTED to mess with the top 10 students of the class of 2017, including the valedictorian and salutatorian.

How’s that for disgusting.
I know the Tyrant. I went toe to toe with her and made it my mission to find out everything I could about her. I no longer have children in school but I want this one. I want her head on a platter. She must go and I want to be the first in the line to wave goodbye as she drives off the parking lot for the last time. I have a salute. You wanna see it? Lol!

She is a Hot MESS! A 90k per year HOT MESS!

Everyone knows about her. They’ve known about her long before I started digging and we can’t get rid of her or at least we’re told they can’t do anything about her because….that’s right…
“Our hands are tied.” They claim the union is to strong in our district and firing her sorry ass would cost us more than it would be to just keep her.

Really.”

 

Here is a post from an Ohio anti-Common Core group:

From [Name withheld]

When money and data follows the child in a so called, “back pack” or “savings account”, so does control. Michigan has a new data “dashboard” that will collect the data that will determine who gets the dollars. Remember according to Snyder, in a P-20 system the state makes the “tough choices.” Don’t buy the hype of “school choice” this isn’t about choice but control.

http://michiganradio.org/post/michigan-dumps-its-school-ranking-system-favor-dashboard  

 

This article shows the links between Common Core, CTE groups, and some school clubs:   https://ladyliberty1885.com/2014/07/03/guest-post-common-core-standards-usurp-leadership-clubs-in-our-schools/  

This article tells more of what’s really going on with the STEM push and that it’s actually global, not national:    http://www.patriotinstitute.org/presidential-double-speak/  

 

Here is a post from a anti-Common Core group:

I’ve been teaching my kids to play cribbage. While it’s a lot of fun, one of the boys commented on how he can do math in his head so much faster than his friends. He said many of them only know the Common Core way and don’t have basic facts memorized. How far will the educational system fall before it’s too late?

 

Here is a post from an Ohio anti-Common Core group:

Went to the Ohio State Fair today. Adult rides still closed. Bought something and handed the lady a $50. She left and was gone for a while. I found out she didn’t know how to make change. I told her I needed $28 back. I looked at my 9 year old and asked him what 50-22 was. He immediately gave me the answer. Shaking my head….

Public Schools or Public Screwels? Part 4

end it now

I decided to make a part 4.

This article here shows more of the problems with the Common Core and fed ed:  http://www.bearslordnetwork.com/city-on-a-hill-blog/who-can-stand-idly-by-while-children-are-led-to-destruction

Here is a post from an Ohio anti-Common Core group:

VOUCHERS AND ESSA
GOOD READ FROM KAREN BRACKEN

Vouchers, Education Savings Accounts. It is your money……right? WRONG. It is your money ONLY when it never leaves your hands in the first place. Once it leaves your hands it is no longer yours. Sorry but that is simple economics. Once you allow your money to leave your paycheck or bank account it is no longer yours. So you send the money off to the state and/or federal government and they send it back with strings. Vouchers and ESAs will come with requirements. They will tell you how you can spend that money and how you cannot spend that money. You will get a list of approved sevices, curriculum etc etc. Is that choice? Is that using YOUR money the way you want? No it is not but that is what you will get back for YOUR money. It may start out sounding great but as the years go by it will get more and more controlling and restrictive and in the end YOU will do as they say with the money and educate YOUR kids the way THEY want or you get no money. And there lies the truth about vouchers and ESAs. They are all about control and forcing you to do what they want for the money. This is how we got Common Core and this is how they will get ALL children into the same system. The choice they want is not the same choice parents think they will get. In the end the only choice you will have is choice of location but no choice in what your child is taught (or trained to do because academics in not the name of the game….it is job training)

Here is a post from a New York anti-Common Core group:

Asked my son how school was today. Did they do anything fun or learn anything new? He said “No. We took a test most of the day. The kids who refused (including our son) were given an ELA test. The other kids took a math test. It had bubble sheets like a standardized test.”

Excuse me? WHAT?! I’m going down there and demanding answers. I also want to see the test he was given and the math test that was given to the other students. Something fishy is going on and I’m not happy about it! 😡

And here  are some replies to said post:

This came home today as “homework”. It won’t be going back.

new york Common Core torture

my child came home with this for “homework” as well…..the book was ELA……I did refuse all tests. My child said it was not a choice everybody had to do this. This is what they were doing during the day. I will be asking when I go in for a meeting. Also, my letter covers benchmarks ALL tests as well, they are give these in Sept and so on.. I will be giving my letter in Sept. 2017-2018 when we start school. .So I guess I should be getting the math one soon.

As a teacher it hurts me when I hear parents ask if their child had fun at school. Unfortunately school is not fun, and as a teacher I have no time to make learning fun. I try, but there is no time in the curriculum to have fun. I try to add in little partner or group activities to make it a more relaxed experience. But there is only so much we can do.

As a parent, it hurts me to hear that learning can’t be fun. Not a single fun moment in a full day. Not even specials. Are you kidding me?! Common Core is destroying childhood. And forgive me if I don’t care that a grown adult feels hurt by a loving parent asking their child if they did something fun at school. Do you need a safe space? My children have been being hurt for 4 years! 😡

As a teacher, there are many demands put on both the teacher and student but by all means you can and should make learning fun everyday. If you have lost the ability to make learning fun then I think it’s time for a new career.

Parents should know that their children didn’t have fun, so they can continue to fight common core. When it goes. school can be fun again. (It SHOULD be fun now at least some of the time.)

I’m sending a note this morning..I kept [Student name withheld] out last week, I send in my opt out paper work . [Student name withheld] came home Monday and said he is stressed out cuz he has to take that test..I told him to write a poem all over it about how he feels at that moment.

I’m going in. Enough is enough. Who do they think they are?! How dare they violate our parental rights and expect to get away with it?!

Our school has make-ups this week for kids who missed the ELA test. Maybe your school is trying to secretly feed them the make up test?

It was a test the teachers made up and could not opt out of I talked to Bailees teacher about it when she was on vacation

My cowprkers son was given an iReady test. She found out after the fact. They had refused the ELA tests for their son and the school gave him an iReady test instead.

Stupid schools. My son didn’t get the gum.but idgaf as long as he did NOT have to sit thru drivel, all meaningless. He took papers/crayons & made momma fabulous masterpieces. 😉

Here is another post from the New York anti-Common Core group:

I received a recorded message from the middle school principal last night. To inform me that my daughter refused the NYS tests. (duh)
But then the message went on to say how standardized tests are a crucial part of the public education system, and this year, the tests aren’t timed, and aren’t being used to evaluate our teachers. Plus, they are great practice for the high school regents exams which cannot be opted out of.

Anyone else receive a call or letter like this?

And here are some replies to said post:

I also got a letter asking me to reconsider

I received a letter about the tests. Yet my youngest is not in 3 rd grade and my oldest doesn’t test because he’s disabled. I couldn’t believe it. I guess they start early.

My tenth grader has refused since sixth and does great on her regents. Sounds like it’s scripted from SED…

Here is an alarming post from an anti-Common Core testing page:

Anonymous AZ.

“Received a distressing phone call from my daughters school this morning. Any student that refuses to take the test will automatically be sent home with an out of school suspension for insubordination. This is for each day that the child refuses. If you keep them home for the day, they will have the test put in front of them on the day of their return. And the cycle will then continue, child refuses, serves OSS, test put in front of them upon return. There is no word if the 5 weeks of OSS handed out to the child will effect them being able to graduate (my child is in 8th grade), but it will go on the attendance record as suspension served for insubordination, which will then be presented to the HS the child will be enrolled in. I had a meeting with the principal (which we have a huge respect for as a person and a professional) and she laid out the entire scenario. We, as parents, instructed our child to sign in to the test and immediately submit without answering any questions. She will then sit there quietly until the end of the test. I’m sure this loophole will be closed but for now it’s the best answer we have…

Before the questions begin, the school is Legacy, but I will not go further into detail as I respect the staff and do not want the backlash to be directed at them. The concerns should be directed at the district administration that have handed this mandate out.

Bill Bressler is the head of academics and Heather Sycker (sp?) is the academic director. 480-270-5438 ext 1227
I have called and left a message but have received no call back.

Voices up, People. This is a ridiculous mandate and we need to stand up to this with a singular voice!!!!”

Here is another alarming post from the same page:

Anonymous NY 4/2/17

“Older son is in 8th grade at IS 75. He is opted out. He came home today and reported that every teacher he has, plus the principal (!) shamed kids for opting out!! He was even harassed about it when he was on his way to the bathroom!! The principal came in to the auditorium where the opting out kids were sitting, and told them that they deserved to just “sit there and read”, since they were hurting the school by opting out!! Smh! Methinks the school is sensing an increase in parental awareness, and they are getting nervous!

And another alarming post:

When do we actually call it what it is? Abuse
Another parent post:My daughter (3rd grade) came home from a week of sitting in an opt out room where she was only allowed to have a pencil and paper and sit silently. Not quietly, absolutely silent. She had the choice of reading, using pencil and paper (NOT colored pencils) or laying her head down on the table. Outraged, I emailed the Principal and asked to see – in writing – the policies surrounding children who opt-out. He failed to produce these written policies (I have asked twice now), and he claims they are agreed upon district-wide. Some children who DID take the tests were allowed to play a game when they were done. Not the opt-out kids. The Principal states that their goal was to make the opt-out room similar to the testing environment. I asked him why this would be necessary but have received no answer as of yet. He did, however, claim that allowing coloring materials in the room (colored pencils or crayons) made the opt-out room “chaotic”. I have contacted the Board of Education about this as well as the Superintendent. I want to know why children who opt-out appear to be punished for it. Any insight would be appreciated.

Here is a post from a California anti-Common Core group:

For those you who opted your children out of testing, what did your kids do while the rest of the class tested? Also, isn’t it required that districts have to tell you of your right opt out?

And here are some replies to said post:

Good luck with all that. I’m no longer in CA, but I taught at my child’s school. We were told we could NOT inform the parents, only reply to their questions. Also, when I first submitted my opt out letter, the principal stormed into my class to tell me that was not allowed. I had to politely tell her to double check her sources. When testing came, my child was shuffled between classes and the office to “help out”. There was absolutely no learning taking place.
I don’t mean to be Debbie Downer, but just really feel this system needs to be overhauled. As for now, there is no solution in place that I’m aware of.

Thanks for the reply. I too have never seen where the parents in our district have been informed of their right to opt out. I taught for 3 years in another CA district and was told the same thing you were told. ☹

So interesting to me is that the teacher emailed me to let me know if I opted my kids out of the test they would be required to take a book test instead of a “more fun one on the computer”…. SMH
And here is another post from said group:
I just called my daughters school and was told they are having a pep rally for taking the state test. Wow a pep rally. Getting kids pumped up to take a test that completely drains them mentally. SMH!
Here is another post:
I need some information about the CAASPP testing for high schoolers. My daughter is being told that she really needs to take this test for college placement and that when she applies for various colleges she’ll have to have the results of this test to get in. I was always told that this is just standardized testing and has nothing to do with college. Info please? Her opt out letter was turned in a while ago and testing begins tomorrow. I need info ASAP! Thanks
And here are some replies to said post:
My sons 6th grade teacher(he’s 8th now) told him that he couldn’t be placed in high school without it
Well…… we just registered him and all was well……
Most colleges will require you to take their own placement tests to see what level you’re at, regardless of your classes, test scores, AP level, etc. Those placement tests are what they go by, not standardized testing. My son is a senior, I panicked last year with the threatening letter the school sent out, so I confronted Asst. Principal to find out they were empty threats.
She’s being lied to, probably by teachers who were also lied to and don’t know it. The state tests are used to evaluate the effectiveness of teachers, schools and districts, by checking the kids’ retention of classroom learning. State testing is not about individual kids. The results are for internal use. It won’t affect her college admissions in any way.
What about the practice test in fifth grade??? I opt out my daughter but teacher is haveing her take practice test ???
The college placement tests basically tell them which classes you can take (level of math, english, etc). AP classes really don’t mean as much these days. A lot of colleges don’t care that you’ve taken them, they want you to take those level courses at their school. Some schools will accept them if you’ve done well on the AP test. Oh, and SAT/ACT scores tell schools you’re college ready, not the dumb CAASPP (or whatever they’re called these days). My son’s school didn’t even want him on campus on days of testing. So when it was time to call him out, I said “as requested by the asst principal, my son will stay home today due to him not participating in the testing”. I wasn’t going to lie that he was ill or had an appt.
I just saw your post… the above comments are all correct. The CSU’S are required to accept the SBAC as one way to bypass English and Math remedial placement. Other ways include GPA and SAT/ACT scores. If your child scores low on all of these but is still accepted into a CSU then all they need to do is take the college’s Math and English remedial test during the summer before classes start. IMO, taking exams created by the college after your senior year is smarter than taking the SBAC which has nothing to do with the college during 11th grade. The high schools are all lying to push the test and scare kids.
Here is a post from an Ohio anti-Common Core group:

An email received today from an education historian who has studied, researched and fought education reform for 40 years. Here first sentence is referencing the School Privatization Explained Tookkit from NPE. Ann lives in AZ. You MUST call your US House Rep and ask them to vote NO for H. R. 610. It is yet another Trojan Horse made to look like a present under the Christmas tree.

This is an outstanding research report on Charter Schools. This is only the tip of the iceberg under expansion of “vouchers” in Arizona and other states in compliance with H. R. 610 CONGRESS.GOV now pending in the Committee Education and the Workforce in US Congress. I find it interesting that this proposal for expansion to all students including home schools is not out of committee, yet similar legislation is now pending in at least 20 states. Arizona passed the monstrosity, and Governor Ducey signed it. I predict this governor and many who supported this legislation will not be reelected. They will need a great amount of more “dark-money” to be reelected the next time around. At least, that is my opinion.

Whatever happened to the conflict of interest laws in Arizona? Were they waived too?

I once again skimmed through the 1059 pages of “Every Student Succeeds Act” and about the only changes made between this travesty and H. R. 610 is block grants will go to the state and the state will dole out the funds to appropriate agencies. The Secretary of USDOE still has to approve the state grant and waivers of laws, rules and regulations. It appears the local district schools boards are to be bypassed, and nothing was said about the counties.

Another purpose for H. R. 610 is to include home schools. ESSA just named virtual students, but H. R. 610 specifically includes home schools. Now, no child “will be left behind”, because every student in the USA is accountable to the federal standards. These standards, will as noted include workforce skills along with Common Core or whatever the name has been changed to fool the public.

Twenty billion more dollars has been suggested by the Trump administration to expand “choice”. I don’t know where this state intends to get the money to implement this travesty, or provide enough funds for low or even average income children to move to another school. Who is going to transport these children? This plan will only continue to benefit the parents who can already afford to send their children to a private or charter schools. Not all citizens are fools or believers of propaganda. Too many have a vested interest in “choice” schools.

I suggest we can expect to see more and more children hooked up to computers with unproven academic, physical and psychological results in the near further. Even worse, more small children will be placed in a career path and trained for low level job placement. The federal law, already in action, call for three educational tracks. Instead of at least trying to create better public schools and properly funding them for all children, this destructive plan is supported by all political persuasions. Could money be the motive, or control? Take you pick, because both have been and is being achieved.

I must by all means congratulate the neo-conservative, splinter groups of the Council for National Policy, in states and nationally. Some of the major ones are working like”moles” with “dark-money” to promote their destructive agenda by destroying the people’s tax owned schools, and other property bought and paid for by citizens. Our Capitol, Senate and House buildings come to mind. When are we going to purchase them back? Twenty years roll by quickly? It appears to take a so called conservative administration to implement a radical far left agenda. This Is not “free-market”. Now, some of these same people want to rewrite our Constitution with a phony excuse!

While supposed so called Christians, ALEC, Focus on the Family and the Heritage Foundations and every other splinters of CNP propose to give American parents and citizens a “choice” for their children there is no choice. All children will be held “accountable” to the Secretary of Education who also has a vested interest in choice. Their devious plan helps to destroy what is left of “representative government”. There is no accountability to parents or citizens with private corporations, tax free foundations or any other private entity controlling the people’s property. Our Congress, Presidents, Governors and Legislators have totally ignored the principles outlined in the USA Constitution. Our nation is now being run by unelected “councils” appointed by a few elected vested interest citizens. Hand picked vested interest are usually picked to serve on pre-planned outcome committees. I know every trick of the trade from experience!

When H. R. 610 passes, and it will, there will be no need for a state Legislature to exist. I saw nothing in the 1059 pages about a State Superintendent of “Public” Instruction, Legislature, county, and local school boards. If the state, one must assume the Governor’s office due to Achieve, gets approval for the grant, or waivers from one person named in it- the no-nothing Superintendent Betsy DeVos. Why do you think she was approved? Do you see her visiting and supporting any public schools? Really! This is a disgrace to our country!

The states appear to have no choice, either take the grants in one block or no funds, and this includes our handicapped and all other state agencies that fall under education or the workforce, but you read and make this determination for yourself. I’ve sent nearly forty years speaking and writing about education, and I’m fed up with lies, propaganda and manipulation of citizens. Every child will have to meet whatever the private/public sector standards require, and they can change.

I assume all our governors, legislators, presidents and congress have read all the education and workforce legislation as they did Obamacare! I heard from one AZ Legislator who told me to keep sending my “stuff” -she would like to read it but doesn’t have time. I guess citizens will have to wait until all is in place to know what the legislation says, then it will be too late because there is no place to complain. The current ESEA (reauthorizing of 1965) does allow for parents in private schools to file a complaint. Isn’t that big of them?

Instead of funding the alleged terrorist, Gulen, to continue to take citizens money with his for profit charter schools, not only in Arizona but across our nation, and above all on our military bases in Arizona and elsewhere, Congress and the states devise devious ways to rob parents and citizens of any control over children or their hard earned tax money. Oh, yes, let us not forget that in all probability due to our current Secretary of State’s error, Proposition 123 that also gives our land trust money to Gulen- passed without one word in the Proposition book, from the media, our politicians- including the pro and cons of this travesty. An oversight? Proposition 123 passed by a slim majority. Proposition books failed to be mailed to an estimated 500 thousand citizens. At no time none mentioned that this money would go for profit charter schools, Gulen or anything else.

It appears with H. R. 610 the infrastructure of our country will be rebuilt on the backs of our children. If you are part of the unread or those in denial, then read America 2000 (Bush plan) that became Goals 2000 (Clinton Plan), School-to-Work, No Child Left Behind (another Bush extension)…and the list and destruction are too numerous to name.

Ann Herzer, M. A. Independent Researcher, Resident since 1962 of Arizona, Graduate of ASU History/Reading/Education
2017 A fed up-citizen! And, a fed-up Republican! I wasn’t going to send anything else out, but some wanted this Charter research, and I recommend it. I recommend you obtain H. R 610 and the re authorization of 1965. That all folks! Any errors are mine because I’m in a hurry to finish this political agenda data.

Here is a post from the Choose to Refuse Common Core group:

Well I posted a syllabus I was supposed to sign a few days back, and now have met with teacher and principal. The posters in the room were not ok….. your children are being taught to be transgender and not know their gender identity. It is a slow process and I saw first hand how it works today. In addition, she is to lose extra credit points as I will not sign syllabus in agreement.

Furthermore, said person said:

One poster was big rainbow type colors and said “love knows no gender”. Now I understand that is somewhat true as far as families (sisters love sisters, etc etc, however that is not what this poster is implying)

The 10th grade students had made it in their sex Ed class, and then the 7th graders see these as they also get introduced to all these concepts.

No celebration of “traditional” that I could see and I encouraged them to celebrate and make posters about that as well then.

I KNOW it’s wrong for the kids to have to be thinking about this stuff and it seems constant, unfortunately it is done in such small ways…. so I go in and raise a fit about the terminology, etc and then I see the posters. It such a horrible feeling as then you are made to feel like the “hater”….. it’s really become a strange world. Everything happening so small, subtle, so you look loony when you stand up against it, yet all these small, subtle things are actually messing with our kids and changing our nation, and some would argue for the better, and people like me should just learn to embrace it. Hard.

Here is a post from a Utah anti-Common Core group:

So one of my students was hushed up his teacher in school today. My student announced that they were opted out of sage testing. The teacher told my child to shush. When my child asked why, the teacher responded that she did not want the other students to know they can opt out of testing. That it affects how they get paid. I raised free thinking children. They know when something is fishy and are vocal about it. I just wanted my fav UACC group to know what happened today at school.

And here are some replies to said post:

I noticed this corruption happening when I had kids in school. It is human nature to protect your job. We have in place now a system that has forsaken its primary objective to tend to secondary objectives. The root cause is that a government monopoly cannot pursue the same objectives as a privately run , market responsive organization. They run by top down command and control and not by consumer demand. They are not free to do so. They are not paid to do so. They are paid to keep the monopoly in place.

My student had a similar reaction from faculty when she was in school. So what did I do? I made up flyers for her to pass out at school the next day 🙂

Rumors going around my son’s high school were that a) if the school’s overall scores didn’t go up from last year, the sports programs would be taken away. And 2) if the school got an F (our school has students from almost 90 countries that speak over 60 languages so the chances of good scores is not too high), the principal would be fired and the state would come in to take over the school. My first question was where are these stories coming from? Because what do the students have to gain by making them up? I went right to the principal who assured me that was not the case and my student must have misunderstood?

Here is a post from an Arizona anti-Common Core group:

Common Core tyranny

Here is a post from a North Dakota anti-Common Core group:

North Dakota Ed Dept claims to have replaced CC with NEW standards–HAH! So far, I’ve quickly compared the K-12 Math standards. Content is similar, some verbatim, but the “Standards for Mathematical Practices” (exactly the same) are the stated FOCUS through which students have contact with MATH (i.e., content). The PRACTICES standards, woven into all math experience & derailing independent, knowledge-filled minds, are the highway for the euphemistic “21st Century Skills,” including being trained “to change our global society.” They are also mentally AGE-INAPPROPRIATE for early grades. Read & Compare both sets of standards on the websites. See descriptive paragraphs of the Practices–exactly the same.

https://www.nd.gov/dpi/uploads/87/MathematicsCS2017.pdf

Here is a document from a Nevada anti-Common Core group stating why kids should not take the SBAC testing:  You should NOT let your child take the New SBAC this Spring

Here is a post from the Choose to Refuse Common Core group:

Beyond pissed… This is homework that my nephew has to do. This is the crap they’re teaching them in school now & he lives in IN. Sec. of Ed.. needs to stop this!!

a

Here is a post from the Choose to Refuse Common Core group:

So I got something in my son’s weekly folder saying he has a state mandated sexual abuse and awareness thing coming up. He doesn’t even know know what sex is. He is 8. Is there any way out of this?

And here are some replies to said post:

‘state mandated’ means that the state has mandated that the school must teach it, it does NOT mandate that your son has to participate. Send in the refusal letter or a note specifically refusing this curriculum and ask that they not only respond to your request but also insist that they tell you what the lesson plan will be for your son while this is being taught. TELL YOUR FRIENDS TO REFUSE IT AS WELL! Email everyone on your address book, txt all your friends. etc.

I would keep him home that day, that’s some bs 😒

Tell them no way, and keep him home that day. No freakin way I’d allow this. Tell them that you will do that part of his education, thanks anyway.

Is this something about being aware of sexual molestation or sexual abuse? I see comments from others who think “sex education.” I believe it is the parents’ responsibility to tell their children about sexual abuse. ONLY when the children are ready for this. It’s sad we have to make our children aware of these things, but they need to know when someone touches them inappropriately.

did not allow mine to take it. I said it is my place to teach this , not some stranger. I said, DO NOT SEND HER TO THAT CLASS. That did not. This is up to parents, not stangers.

Of course there is and you ask them to show you the law that states he is mandated. Refuse and bring a group of parents with you to the next school board meeting.

It’s alabama and I would keep him out that day but it’s the 24th through the 28th 😦

Matters not, you have rights!!!

Here is a post from an anti-Common Core group:

This article is on the college level but, similarly, “SERVICE LEARNING” has been woven into K-12 school subjects & graduation requirements since early 1990s. It REPLACES individually chosen volunteerism & steers students into pre-established social justice, earth justice, climate justice (etc.) themes.

“The New Civics uses service learning—spending time in “community service” to outside groups—as its basic pedagogy. The movement starts with relatively innocuous goals, such as organizing students to pick up litter. This gets students used to being organized, and trains them to organize others. The more advanced New Civics groups use terms such as ‘service learning,’ ‘civic engagement,’ and ‘global civics’ to describe what they do. These terms may sound neutral, but in practice they amount to efforts to recruit students into one-sided political activism.”

https://www.nas.org/articles/the_new_civics_using_service_learning_to_teach_progressive_advocacy

Apparently, “Protesting Trump” is considered a valid excuse for missing finals at Arizona State University:  http://www.mrctv.org/blog/asu-students-skip-final-exam-protest-trump?mkt_tok=eyJpIjoiT1RJME56Sm1PVE00WlRJeiIsInQiOiJqZDhpb0dGVCtyU2JKWlY2c1wvRUVqbzUxN2xpeTBaSXNtMVpxa3BpMitiTFk4d0p3S1Rhc1pUbU9LSlZEQ1lqaFdaUkZpVXpYajZUMm1TdFpyNEJnYmROOFg0ZFNqOVVmTjYzb2lBZWZheklPWWRcL3FaS2FJa3RLVytjbG04UFBZIn0%3D

Here is a post from the Choose to Refuse Common Core group:

Why are they promoting such a difficult life style? My son sent me this photo from his school.
JFKennedy High School.
The Left are truly our enemy.
Along the Arabs.

bad school

Here is a post from a Utah anti-Common Core group:

My son had an assignment show up on his grades as a zero because it was Sage testing, he followed up with his teacher concerning the zero and was told that it was switched from Sage formatting to Canvas formatting. Has anyone heard about this and what does that really mean!

Here is another post from the Choose to Refuse Common Core group:

Nativism?
Global History.

Leftist lies.jpg

The Gaystapo is going after cross necklaces now:  http://www.christianpost.com/news/florida-teacher-bans-cross-necklaces-in-class-promotes-lgbt-day-of-silence-181167/

Here is a post from the Choose to Refuse Common Core group:

Well here in TN we cannot refuse nor opt out of CC here in TN they, made it part of a child’s final grade!!! Pretty slick. When I moved here, I was on the phone literally for 6 weeks all day trying to find out about cc here. It was like this big secret . Not one parent here sadly knows what cc is!!!! I am so shocked ! I am actually furious as well. I thought NY sucked but at least you can refuse it.

A girl has been expelled for a year for bringing a WATER gun to school:  http://politistick.com/girl-expelled-one-year-water-gun-school/

Here is a post from an anti-Common Core group:

In the state of New Jersey, we have a new standardized test called the PARCC. Students who opt out of that test in my school are punished by having to sit in a room across the building in complete and utter silence. Punished for avoiding indoctrination. Punished for exercising their rights. Welcome to the People’s Republic of New Jersey.

Here is a post from a Utah anti-Common Core group:

Opted my child out of SAGE last fall. Testing started this week and no one knew. Thankfully I checked her out during testing the first day but testing is happening again today and I can’t check her out. I’ve taken to school admin several times but all they’ve said is they will talk to teacher testing this week (no specifics) and no confirmation that all teachers will be told or that she is actually opted out. The amount of time I’ve had to babysit this simple matter is ridiculous. What more should I do?

And here are some replies to said post:

At the start of the test Your daughter needs to let the teachers know she is opted out. In my experience most teachers will respect that and let it be, but if they give her a problem tell her to ask to go to the office and she can call you.

My kids know not to take the test no matter what!

I made a copy of the opt out form and they keep it in their backpack to show anyone who tries to force them to take the the test. It continues to be an issue, especially at the high school level. They’re never on the opt out list despite my turning it in earlier in the year. The thing that bothers me most is the harassment my children have to endure in order to do as I have asked. We have opted out of this test from the beginning and still at every opportunity it is trying to be forced by the school. My children are taught to be respectful of their teachers and administrators, it would be nice if they showed us the same.

I agree with you. The struggle is real. But just the same I appreciate the lessons my kids are learning in process of having to stand up in the face of this opposition. One lesson of which is that when it comes to what is right and wrong the schools aren’t the ultimate source of truth and knowledge or authority to dictate reality for my child or anyone. It has become a win for them to gain that strength to question and stand up.

Hooray – heard from teacher doing testing today and my child is opted out. Now I just need confirmation that the other teachers know

My son had to sit there, while the teacher kept asking him to take the practice test, and he politely said, no, over and over, even while he was told it would affect his participation grade. He kept saying no, and they can’t do that to his grade. He called it his personal “sit in”.
– Children nullifying illegal actions of authority.

Way to go for your son! And way to go teaching him to stand up. 🙂

A trapshooting team in Minnesota is banned from their school’s yearbook because they are holding firearms:   https://www.americanexperiment.org/2017/04/trapshooting-team-banned-school-yearbook/

Here is a post from an Arizona anti-Common Core group:

My nephew just sent me his 3rd grade sons homework, this is absolutely maddening having to explain these things to a child!!! We are in the Blue Ridge District, my son is a Junior and thankfully is almost out of this crap!

transgender lies

Here is a post from an anti-Common Core testing page:

Anonymous parent.

How’s this for manipulation?
Guinea pigs anyone?

“My mom is involved in education in VA. She was telling me today that a principal in Fairfax was sending letters encouraging kids to opt-out of testing to all the “lowest performing” students in the school.

He was also sending letters on the importance of the tests and the “evils of opting-out to the best kids” in the school.”

And another post:

Anonymous

“Tonight I was getting ready to drive my oldest grandson to a sports banquet and asked if we needed to pick up one of his friends. He called his buddy then let me know he wasn’t going. For 13-14 year olds, this is a big social event. I asked why and he told me his 8th grade public school friend had MCAS testing the next morning.

We chatted a bit. Sometimes I’m amazed at the wisdom of young teens…and sometimes that realization breaks my heart. What did I learn from my grandson? I learned that kids are told by teachers or administrators that they have to do their very best on these tests so their schools won’t get in trouble with low scores. Further, that kids see through the ridiculous rallies held by school administrators to make them somehow feel patriotic about doing their ‘duty’ and ‘performing’ well. They also learn about all the ‘rules’ surrounding these test and that this is a very serious matter. I also learned that the kids consider these tests very stressful and exhausting because they take so long to finish them.

These revelations from boys who dedicated themselves to practices and games all winter long, to miss out on the single celebratory event that officially ends their season, when awards and accolades are bestowed. To miss out on that one small measure of childhood joy…..because of a test…because it’s their responsibility to make sure their school succeeds.

The test has no value for the child. It isn’t referenced on their report card. It doesn’t elevate their status when applying to other schools later in their lives. It means nothing to the kids, except for the burden they bear.

Should this be the child’s burden? No. Kids this age are in the throes of puberty. They’re subject to moods swings, growth spurts, and everything that comes with sexual maturation. That’s more than enough stress for any kid.

Expecting children to feel rah, rah about how their school is graded based on their performance on an exam that exceeds the length of time of the average class is abusive. This entire teaching to the test and testing is abusive. Informing them that it is their responsibility to ‘perform’ or it will be their fault if their school does poorly is abusive. It’s not a KID PROBLEM. Why should they be stressed over this? Blaming the kids is a failure for those in charge to accept their own responsibility for failing to provide a quality education.

This testing culture has been around for 5 years. Parents who care about their kids are still refusing to let their kids participate in the testing. However, it goes much deeper than just the testing. There is the instructional time lost in ‘teaching to the test.’ There are the days lost in administering the tests. It’s time these kids can never get back.

If teachers, en masse, refused to administer the tests, this culture would wither and die. Failing that, if all parents refused to allow their children to participate, this ‘social experiment’ would wither and die. Our country turned out tens of thousands of brilliant minds without this testing culture. That’s a reality. We need to return to reality and educate our children properly, as we have done for decades.

The mantle of shame for this fiasco falls on those politicians with deaf ears who have refused to stand up and outlaw this insidious culture of ‘kids for profit., when it was brought to their attention. The guilt should be generously heaped on the true culprits who approved and implemented this – our former president, our former governor, our current commissioner of education, and every individual who financed and provided texts and tests, or profits in any manner from these inferior standards.

This grandmother is furious that a 14 year old boy was so worried about his performance on a test that he skipped the biggest social engagement of the year, so he wouldn’t let his school down. It’s not his job to worry. But he’s ready to shoulder the blame. He missed the banquet and there is no do over for that.

It’s shameful…..it needs to end.”

And yet another post:

Georgia Parent

“My daughter in 6th grade takes the milestones next week. She isn’t worried about it or stressed out at all. I want to refuse for her but she asked me not to. However all her teachers are telling the class if they fail the milestone they fail 6th grade no matter how good their grades are in their classes. Some kids with straight As are literally in tears everyday in class. My daughter is worried for her friends. This is NOT true is it?? I would like to be able to tell my daughter this so she can comfort them. This test is so ridiculous that these girls are panicking over their future in 6th grade. Some of them still play with barbies! 😡

And another post:

Georgia Posting for a parent:

Sending a message about something that happened at my kids’ school in Gwinnett County–

My son who is in 3rd grade told me that the teacher wrote the word “FIELD DAY” with each letter in a block. And during the test, they went around monitoring. If students were not annotating their language arts responses, teacher would punch out a letter and that meant the student would have to miss a field day event. The same thing for not showing their work on the math portion. Fortunately enough parents called and emailed to complain about it that the principal called in the 3rd grade teachers at the end of the day yesterday and told them they can’t take away field day events from students because of their work on GMAS.

And yet another post:

Readers comment: hold on to your seat!!!

“I live in TN. Ive been refusing the tests since 2015. That April, Candice McQueen our ED Commish came to visit the day before testing was to start. My daughter, testing morning, a 5th grade IEP child, was taken by the Curriculum Supervisor and the school secretary, by herself and questioned. “Do you want to abide by your mother’s letter and refuse testing or do you want to take it anyway”… I have the conversation that I had with this once respected former principal, recorded. 7mins 45 secs where I flipped my lid as I was told ” once they walk through those doors, you have no rights”.”

And another post:

Anonymous Tennessee:

“A mom I know opted her child out of the end of year high stakes testing. She gave the school the letter. They kept telling her to keep her child home. She smartly refused. The school actually told the child not to listen to her parents and to take the test and her parents would never know. These people truly believe THEY are the authority over YOUR children. So please be careful and talk with your children.”

And another one:

Anonymous Parent (Georgia)

“My son is home today. I didn’t get into any details yesterday because honestly I was afraid of backlash here for sending him like he was, but he had diarrhea before school yesterday morning. He stayed in the bathroom all morning before we left yesterday. A friend’s son rides to school with us every day and I heard him ask my son if his stomach was upset because of the tests and my son told him yes. I almost kept him home yesterday because of it, but in the end he said he wanted to go so I let him. When I picked him up yesterday he said the testing was fine and he wasn’t worried so I thought he was ok. But this morning it started again. I told him that he knows how I feel so if he didn’t want to go he didn’t have to. I took my friend’s son and kept my son with me.

He is worried about getting in trouble. And I’ll go ahead and say that now that I’ve kept him home I am also scared to death. When I called my husband to tell him, he was NOT happy. So I will also have him to deal with when he gets home tonight.
There’s a lot I haven’t said here because it’s just a lot to type, but there’s a lot more to tell that may shed some light. I already said when I first joined here that we live in a very small community.

The thing is, I am surrounded by teachers and administration in my personal life. My husband’s sister lives next door to us, and she is a 3rd grade teacher. She and my husband are very, very close, I often feel like an outsider between them. He takes everything she says as gospel. I haven’t discussed with her at all the possibility of refusing. We have had many heated discussions about the [Tests] and even though she hates it she rides my son and tells him he will fail 5th grade if he fails the test. She has even gone so far as to say “How are you going to feel when all your friends go to 6th grade and you’re sitting back in 5th grade with all the 4th graders that moved up??” My husband is going to stand behind her no matter what. He thinks because she is a teacher she is the expert. When she gets wind that I have kept him home she’s going to flip.

Aside from that, in my church alone there are seven people who work at the school my son attends in some capacity, including the principal. I see these people three times a week. I actually stand beside the principal on the praise team in the choir. My son’s homeroom and ELA teacher is the children’s ministry leader. It’s not like I can walk away from the school and not worry about having to interact with these people. I have personal relationships with these people and I am dreading the strain it is going to put on myself and my family moving forward.

I have no idea what will happen in the next day or two. I have decided for now just to get through this day as a sick day (even as I’ve been typing this a notification has popped up on my phone through the school’s website app of an “unexcused absence” for my son today).

So there you have it. That’s where we stand. If any of you pray, I could sure use some. I am already feeling conflicted, scared and doubting my decision.”

And yet another post:

Anonymous Parent

“My son was told today that he will not be able to go to the bathroom for 4 hours during testing. He’s not testing because he’s in 2nd grade. The school is concerned that flushing toilets will disrupt the other students.”

And another post:

Anonymous NY

“Enough is enough.

I am a teacher. I had to look a child in the eye today and tell this child who was compelled to tell me that he was unable to read an entire passage on the assessment, losing all of the questions associated with it. He has worked so hard this year to bring himself up several grade levels. He was devastated. I looked at him right in the eye and said, “Do not worry. Do your best. I will never know your score. We will never use your score to make any decision about you as a student. Please just relax and try your best.” I wanted to cry. I am so thankful I am not administering any assessments this year because in good conscience, I could not do this to any child on my watch.

Having pleaded my case with NYSED, Commissioner King, the entire Board of Regents and all of my elected officials to no avail, I have one single request: if you want to fire me, please, please, please find a weapon other than my students.

I love my students, and will not be silent about this abuse.”

A Northern Arizona University teacher tells off student for reading Bible before class (and it appears that she also has some other issues):  http://www.campusreform.org/?ID=9114&utm_source=browser&utm_medium=push_notification&utm_campaign=PushCrew_notification_1493340308&pushcrew_powered

Here is a post from a Rhode Island anti-Common Core group:

Is RI really getting rid of PARRC? How and when?

And here is a reply to said post:

Not exactly…apparently RIDE is going to partner with (i.e. regionalize) with MA and use the MCAS. According to Dr Sandra Stotsky, the MCAS is 100% PARCC and was simply rebranded as MCAS 2.0…she says MCAS is using ALL of PARCC questions and zero former MCAS items…LIPSTICK ON A PIG!!!!

And another post from said group:

This letter went into the Sakonnet Times this past Wednesday. Doubt it makes a difference.

Letter to the editor
As an Educator, and former School Committee member of Little Compton, it is of no surprise that I write now about Common Core and PARCC testing. This April your children will be taking the PARCC test. You do not have to allow this test to be administered to your child. The LCSC passed a resolution that prohibits the school department from any punitive actions
Since 2010 for the state and 2012 for Little Compton, Common Core has been introduced and tested through the Partnership for Assessment of Readiness for College and Careers PARCC. Now go to the Rhode Island Department of Education website and look up the test scores for the state and Little Compton. One statement you will see is “…PARRC testing at the (RI) state level, “approximately 38% of students across grades 3 through 10 met or exceeded expectations; in mathematics, statewide achievement improved by 5 percentage points since 2015, with 30% of all students meeting or exceeding the learning. Is this what you want for your child? Please ask yourselves the following questions? Does your child get stressed taking the test? How are the results helpful to teachers when results don’t come back till the following year? Does your child’s next grade teacher review the results for each of their students? What it the helpfulness to your child and yourself? Does your school reach out to each child after the results are in and offer suggestions on weaknesses or strengths? As you well know the PARCC test does a lot of data mining, your child’s name, nickname, religious affiliation, birthdate, ability grouping, GPA, physical characteristics, IEP, attendance, telephone number, bus stop times, allergies, diseases, languages and dialects spoken
number of attempts at a given assignment, delinquent status, referral date, non-school activity involvement, meal type, screen name, maternal last name, voting status, marital status, – and even cause of death. You see this year the State Department of Education was hacked by a well-known hacker called Rasputin, google it! Do we really need to have our schools country wide able to read and receive each schools information on our child? Who else reads it?
Hope your child’s data is not stolen! Refuse the PARCC Test!

And yet another post from said group:

What would you do if your child and one other refused the test…then they were told there will be a pizza party, or ice cream social etc. but ONLY for those children who TOOK the test – i.e. your child and the other would be excluded. I am hearing about this happening more this time around, so would like some suggestions… Thank you!

And here are some replies to said post:

I take it as a badge of honor honestly. My daughter doesn’t need their pizza.

Do they treat children the same in that district if their parents wanted them to sit out of a sensitive topic in Health class? Or if there was something being discussed in another subject that was against their religion? Oh wait…….we only have parties for kids that complete state standardized tests, no celebrations for actual learning being completed!!!!

The children are being slighted for the legitimate choices made by their parents … who fund these schools … for all children.

Just to be clear. I’m not sure if it’s the whole school. It’s my daughters cluster teacher who said it. Not that it makes it any better

The fact that she knows she is excluded from this because you are a good momma bear is disgusting. And they worry about bullying in schools. SMH

I’d Drop off a pizza for my kid and the other kid for lunch that day

Find out the day and bring it in for him/her. Also talk to the school/teacher about their bribery and the preaching of inclusion yet exclusion is their actions. Actions speak louder than words to people, especially kids. Practice what they preach.

Are we all missing the point here the kids will be perfectly fine. I think the bigger issue is-since when in history of education did teachers and educators feel like they had to bribe and reward kids just for taking some awful test. Is this what’s its come to? Isn’t that the bigger problem. They must know how bad it really is.

Exactly….the bribery is out of hand. The bribery is there because they know in their heart of hearts this is not right.

It’s so ridiculous the tactics they use. They tried to bribe my child and I had already refused. Elementary school with chewing gum, they were successful that one day because they thought he wouldn’t tell me. I sent him in the next day with enough gum for the class and told him to say no thank you I have my own.

Remember the testing pep rallies? We never had $$$ for regular ones but testing comes along and money is falling from the sky. Pathetic

How about the fact that there’s free breakfast this week of testing?? We don’t care if you eat the rest of the year but THIS WEEK we somehow find the money to feed the students and care about how it affects the outcome of their day??! Maddening!!

News media eats stuff like this up! I’d also throw my own pizza party for the kids who stood up to the system and didn’t take the test.

So last year they had raffles in the classrooms. When I had an issue with the exclusion of my children. I was told by school staff, if my children didn’t participate then they didnt get a raffle ticket, its their choice not to participate so it’s not discriminating against the children. . . 😠 I was also told my children needed to be picked up and dropped of during testing last year and I lost it when I found out that was A. TOTAL LIE.

One year, my daughter’s algebra teacher told her that I was lying to her and that there was no such thing as refusing to test. I went to the office with 12 copies of my refusal letter in hand and demanded that each and every one of my daughter’s teachers receive one. I VERY LOUDLY made sure that any student, parent or teacher could hear me when I told them that it is my right as her parent to refuse the testing and that none of these kids HAVE to take these ridiculous tests. I also let them know that the algebra teacher will forever be on my SHIT LIST and if my child is ever reprimanded, chastised, or influenced to go against my wishes regarding testing, there will be one heck of a lawsuit!

😂😂😂 Perfect. My son is in 8th grade. Part wasn’t supposed to start until this week. But two weeks ago they rolled out the practice testing in his class. He politely told the teacher that he doesn’t participate in Parrc and she asked if he had a refusal letter to give her. When he said no she told him he would have to participate in a shotty way. So he said in his best teenager with an-attitude way. “Well I will then, that’s fine, but you’re gonna have to deal with my mom after this and she’s like crazy about this stuff so good luck” 😂😂😂😂😂 She immediately backtracked apologized and told him to just read a book.

Wow, so the lesson here is that if you don’t go along with what they say you are excluded from the fun??? WTH is wrong with these alleged professionals? Well I guess it will be a lesson is how life is not fair and could be a teachable moment on why it is important to stand up for what you believe in. Not sure how well this will fly with a 9 y old who’s missing out on pizza. There should be no reward for state testing and who is paying for it??? I would call the news, channel 12 loves this stuff. Maybe you should call channel 10 and see if any of these teachers are their “teacher of the week” lol Bet the teacher would change her tune when she is singled out for this practice.

It probably comes from the district and not the teachers. I don’t beat up the teachers… they’re doing their jobs best they can… I blame those above them who make these decisions.

And another post:

Burrillville middle school is saying that per RIDE and the school dept that opt outs and refusals cannot be accepted for PARCC. I have not had an issue in past years. There is nothing that has changed with being able to opt out/refuse, correct???

And here are some replies to said post:

No nothing. Stand by your decision .

Hasn’t changed, just being pushier. I refused at the same school this year.

I just had to send a second email saying I refused. She said they would be scheduled but could read a book instead.

Careful with that response from them. If the child is refused, they should not be scheduled. That could get tricky if the student is put in a confusing situation at the time of testing. My kids were never “scheduled.” If they insist, be sure your child knows ahead of time to not press a single key on the keyboard or write an ID on a paper, even if the proctor says it’s just to let the system know you are here, or something like that. It won’t get recorded as parental refusal if the child does that.

I already told my kids what to do. Thanks! It could be that they are just scheduled to be with a certain teacher or room.

I’m in Warwick and opted my son out again. Being un a new school, the principal tried to push back, but i stood my ground.

In North Kingstown the school committee passed some “rule” that everyone has to take PARCC. I don’t think it is a town law. Ken Wagner has already said that no one should be forced to take the test. Also reind that Arne Duncan is not in charge anymore.

I AM ON THE BURRILLVILLE SCHOOL COMMITTEE AND MY CHILD IS NOT TAKING THE PARCC TEST.

Our committee adopted a resolution that supports the administration and agrees with standardized testing. That in no way changes your ability to decide what is best for your child.

YOU ARE REFUSING! PERIOD.

RI is getting rid of PARCC anyway. So the usefulness (not there was much anyway) is completely disintegrated with that decision.

It is a waste of our time in my opinion.

This sounds like last year when some classes got refusal forms handed out and I was told my kids needed to removed from the school during testing by the principal. Which I later found out was completely bs. Absolutely crazy how it has been handled.
And yet another post:
Just moved from Rhode Island to New Jersey. PARCC is a graduation requirement here 😣 I have refused each year for my two kids to this point. So disappointing.
Here is a post from an anti-Common Core group:
From a parent in Arizona.

My 6th grade son went on a field trip yesterday to Innovation Station at the Chula Vista Library. Before they left their classroom for the bus they were put on the Acer computers (the ones used for Achieve3000 and SBAC testing) and they answered a questionnaire about themselves to discover what career they fit into. The school did not send home a notice about this survey but I suspected that they would do something like this so I was the only parent who turned in a note to opt out in case of data collection (see in pic #6 that they managed to send home a permission slip for media release). My son saw questions that were asking the kids about their sex, race, likes, and their dislikes. They may have used Thrively for these questions because it’s listed on the back of their booklet. Once they arrived at Innovation Station, they were given a print out that had their career match. Since my son did not do the questionnaire he was able to choose his career. He asked to be a surgeon but it wasn’t one of the choices. In fact, they didn’t even have doctor as a choice except for “sports medicine physician.” So, he was made a “Medical Assistant.” At the Innovation station, they taught the students how to use Adruino which is an open-source electronic prototyping platform. They were suppose to design and program something to show an application for their career. The parts my son and his partner were given were broken and nothing worked. That was the entire field trip. The field trip was offered free to the schools.

Pics 1-6 are from the Innovation Station. Pics 7-13 are screenshots related to how your child will be sorted for the workforce. #7 is about California Career Sectors (the entire country is divided up); #8 is the infamous Grit & Tenacity Report; #9 is a screenshot of the report; #10 is from the Future Agendas report (seriously, read this); #11 more from the Future Agendas; #12 is from the 5th grade California Healthy Kids Survey (remember that Grit & Tenacity report? You can opt your child out of these surveys- they get more invasive through high school and they come from WestEd, project manager for the SBAC); and #13 shows Gates money going to AIR for College and Career (Dr. Escobedo, superintendent of CVESD, as well as Libby Gil, former superintendent of CVESD, worked for AIR which does the psychometrics for the SBAC. Fun fact: AIR is one of the world’s largest behavioral and social science research and evaluation organizations). Did you know that the district logged every student onto Edmodo without their parent’s permission at the beginning of the school year? At the back of the Innovation Station it says, “Go to cvesd.edmodo.com and use your Edmodo account to join our career groups…” Now we know why they did that.

People called parents crazy when we were saying how Common Core will track and stack our children. People just dismissed it without bothering to read any reports or even the California State Legislation that adopted Common Core which mandated student data collection and tied it to the workforce. At what point in their schooling does our child’s autonomy end and they lose their free will and they give in to throwing away their dreams? How many Achieve3000 tests do they take that tell them they are not “College and Career Ready” before they start to believe it? How many messages do they get from field trips that tell them they can’t be a doctor before they internalize it? How many SBAC tests do they take before they become convinced that they’ll never be “meets standards”? Does your child have the Grit and Tenacity to rise above the managed economy that’s planned for their future?

I saw a trailer for The Circle today and I’ve been meaning to read this book ever since Alison Hawver McDowell recommended it to me. If you want to understand more about some of what I’ve posted, read Alison’s blog at wrenchinthegears.com. I hope this makes you think about opting out of the Innovation Station survey for your child as well as Achieve3000, Edmodo, SBAC, CA Healthy Kids Survey, and all other sources of data collection within our schools. Remember, when something is for free, you are the product. That’s enough for now…I need to go check out The Circle from the library, you know, that public place that loans you books and determines the future careers of 11 yr olds. #Technocracy #OptOut #Refuse

Here is a post from a Maryland anti-Common Core group:

Has anyone ran into the problem of not being able to see your high school child’s math test/and where they worked out the problem. My child is a student in HA County public school. And her math teacher told me that the test is on County test paper and that I would have to come into school to see it. That seems absurd to me when it is my child’s test. She is having trouble in this class and I would like to have it so I can maybe pinpoint the problem. This seems to smell like CC to me. I would appreciate any thoughts.

And here are some replies to said post:

Baltimore County is the same way.

I hear your frustration but in some cases the tests are “propitiatory,” you can come into the school to take a look but a teacher/admin/guidance will likely sit with you and the test questions might not be able to be copied or photographed. While your rationale is valid there are some who would come in and copy the test knowing that they have a younger child who will take the same test. Sounds silly, right? But I we had a TEACHER who brought home the running record books (which also stay in the school) to read to her 2nd grader so he could pass the test. He told the reading specialist he’d be practicing the books and questions with his mom…I kid you not! That said, asking for some time with the test can be very helpful to help pinpoint concerns, better yet sitting with the teacher and going over it together could help give the teacher insight into your child too…so maybe it can be a win-win!

And this is why I am frustrated with the system. When I was a teen, I regularly brought home tests because they were not put through some kind of scantron. We have already tried working with her current teacher and thought it would be helpful for her tutor to see why she is regularly failing the test while the class work she seems to do ok with. And her tutor is not available to look at her work at school. I so angry. I am not asking for the test – I just want her scratch work! Which they say was on the county paper!

MoCo schools have this policy as well and had it years before common core. Tests never came home. The only thing retained at the school was the scantron…no “work” papers. Are quizzes given on the material? If she is successful at classwork and quizzes, perhaps she is a poor test taker. (I had one).

AA county is the same way. I can’t see the test itself either.

Now they are telling my high schoolers they have to pass PARCC in order to graduate. I loathe common core and their stupid tests

Yes. My daughter struggles enough with math and throw this Parcc into the mix. She is only a freshman and I am feeling dread and frustration already!

Mine are also both freshman. I’ve always told my kids to never stress standardized tests because they don’t effect you. Well now they do.

My son has an IEP and they won’t let him have his scribe because he doesn’t have a physical special need. I asked what the hell that meant and basically unless my kid had deformed hands he couldn’t have his scribe. They assured me he would be taking it on the computer, he did not.

i know I was stunned to learn that by high school for some reason it affects graduation. I am sorry that you are having problems too.

This is why we need local control with classroom teacher created tests and a portfolio approach to meeting requirements…not one very flawed test.

Yes. It kills me that each teacher cannot create their own unique test. I am not in a position to homeschool or go the private route, so we are stuck with common core. I was hoping with a new election, things might change. And who knows what the next three years might bring.

And another post from said group:

Due to a medical issue, our son is out of school all this week causing him to miss the math PARCC exam. (He is in third grade). I wanted to opt him out, but he wanted to try. But since he will be absent, I advised the school that I didn’t want him to do a make up. They did everything they could to convince me to let him make it up. They told me that these scores determine if he will be eligible for Gifted & Talented program or Magnet program and other things. Grrrrr
He’s still not doing it!!

And yet another post from said group:

Oh my heavens! Now I had to be questioned by the principal as to why I don’t want our son to make up the PARCC exam!!!
She tried, “I’d hate to see him miss out or be held back from anything because thwy don’t have a score for him for this”. My response was that they give this test every year from 3rd grade on and that I am certain my middle school that no one will care that he was missing one test grade from 3rd grade.

And another post:

I need help!! I am in Wicomico Co on the Eastern Shore. This is the 2nd year I have attempted to refuse PARCC testing for my children to no avail. I have been on the R.E F.U.S.E. site but again found nothing but old posts from a couple of years ago.
They keep telling me that my kids are required to take the test per Maryland Education Madi tory Guidelines.
I have a great form letter I’m sending in but it did nothing last year. Help!! I’m desperate!!
My kids are in 3rd grade Fruitland Intermediate, 7th grade Bennett Middle and my 10th grader at Parkside High says she is just going to take it because it is required for graduation. I know there are other testing options for her so my concern is really with the 2 younger ones.
ANYTHING you can offer will help. Ty!

And here is a reply to said post:

They are not required to take it in Maryland! My son missed it because he had emergency surgery. I stated that I did not want him rescheduled to take a makeup. They tried everything, including telling me lies, to get me to consent. When I confronted them with the truth to their lies, each time they backed down and agreed that I was correct. The child will be marked as a non participant for that school. This is not something the school wants, but it is perfectly acceptable. Stick to your guns if that’s what you want.
Originally, I was going to let our son sit for them, but I told him that this specific test had nothing to do with his grade or placement so I didn’t care how he spent his time during the test. I told him he could put absolutely any answer he wanted to and I would be fine with it.

And yet another post from said group:

There’s a fat supply of bravado out there. Bunches off bluff. Lots of bluster.

But a skimpy load of gospel-truth.

We do know the single tactic that waits for us all. And that’s to empty our schools. To remove our children … to disturb this disturbing reform. And not for a day, but for several days.

The opt-out movement has now become just a very okay tool. But it’s not frightening anyone anymore. Soon … every child will face on-going, daily assessments. And this reform madness will be a permanent reality.

And this reform is an issue larger than the tests.

A Patchogue-Medford, NY, mom asks the question that matters most … “Why do we protest one meaningless test and ignore the real harm being done day after day for years now?… Opting out changed nothing for the children.”

And she’s right. Very right.

We’d better learn the power of action … and empty the schools.

But that’s a challenge that invites bogus excuses and phony alibis … each more dramatic than the other. If that’s the extent of parental toughness, then our kids extra-screwed.

If adults found the courage to march off the job for women’s issues, they have to have some left over courage to empty the schools … FOR THEIR OWN KIDS.

Successful tacticians are not reactive. They’re provocative. Disturbing. And they supply unanticipated shocks.

This reform can continue with script-reading teachers, acquiescing principals, and complying superintendents. It can live on because of head-nodding boards of education and easily influenced legislators.

BUT …

It cannot continue without our children.

It cannot continue if school desks are empty.

It cannot continue if parents withhold the single, most important constituent necessary for this nonsense to continue … and that’s their children.

This is no time to kid ourselves. Or our kids.

Stop deluding yourselves. Stop laureling yourselves.

It’s been years. The kids are still suffering.

Here is another post from the anti-Common Core testing page:

Parent Syracuse, NY.

“If you have a child that goes to H.W Smith you need to be aware there is a systemic disfunction. Please contact the principal and superintendent to question them. Starting on monday 4/23..they put our children in the 7th grade on a “lock down” for poor test grades and bad behavior. The measures they are using to punish our children would never be allowed in a suburban school.

Bathroom privilege only at lunch time with an escort. Parading around a barrier in the hallway for 15mins. In a train formation until they learn to conduct themselves in the hallway.

Gym, art and music teachers go to the homeroom classes for these activities so the children don’t leave the room.. They have taken away the “building men” program, dream team activities, and peaceful schools punishing all students during this “lock down” until test scores go up! Children are being punished if they decide to opt out of state test by being given a THICK booklet of homework to complete or sent to I.S.S.

Two children have even been forced to take the test who had opted out of the test. Our children are being treated as if they are in the penal system. Unacceptable in our community!
Jaime Alicea315-435-4161 superintendent. Theresa Haley 315-435-4490 principal. Not my child! THERE IS A SCHOOL BOARD MEETING TOMORROW, WEDNESDAY APRIL 26TH AT 725 HARRISON AT. AT 4:30. In this political climate it is time for us to band together and protect our children. GOD BLESS YOU!”

***UPDATE: The parent “was only able to met with the chief of staff and assistant superintendent. Basically they were unaware that the “reboot” was longer than 2class periods. They informed me children are not suppose to stay in class all day. My son came and told them all the information about.

-withholding bathroom privileges
-taking away the lunch passes to go to his extracurricular activities
-walking around that barrier for 15mins
-having gym and music in homeroom
-and that the principal wanted them to feel bad about low test scores and this would go on until scores went up.

The conclusion of the meeting was they are not sure what they are going to do about this yet but they said the kids will go back to normal routine today. Then they will have a meeting. And a meeting with me and more parents.”

I am glad that she has met and I am sure that all will be rectified now that higher ups have been made aware and have definitely met with the parent. This is always a plus.

I just hate the pressure of this tests that truly have no bearing on the student for the entire year. The scores come out after the end of the school year…the teacher is the beat (sic) evaluator, as they have been with the student all year.”

And another post:

Anonymous Nevada

“Here’s what a WCSD teacher posted under a post below regarding the SBAC test; I just want to make sure everyone sees it:
“My 3rd grade class has spent 10 hrs already and we have another 2 to go today before we are finished. I finally relayed the info to opt out to one of the parents of a student who had a grand-mal-seizure the night after she tried to take the first part of the test. I came home Friday and just cried…”

And another comment:

Parent, in NY comment Opt Out Group:

“Phoenix Middle School withheld snacks from my daughter because I chose as a parent opt my child out! Crappy system and crappy teachers!!”

And yet another one:

Anyone outraged yet?

Anonymous post
“My school did 3rd grade on the computer. Kids tested all day. Stopped for lunch and went back to continue. At 3pm there were still a couple not done yet.”

From the looks of this Choose to Refuse Common Core post, kids are losing participation points for having to go to the bathroom:

Anyone know if it’s illegal to take points of your kid’s grade for having to go to the bathroom in MA? I thought it was.

And here are some replies to said post:

My daughter just got a severe UTI last week and told the Dr they don’t get bathroom breaks bc there is always something going on. I told her from now on, just walk out and go and I will handle it from there!

Our elementary has “2 allotted bathroom breaks per day.” It’s ridiculously cruel.

I asked my son’s dr. to write a note that he should not lose points and made copies for the nurse & all his teachers. I’m sick of this between 2 kids. It’s not right!

My son has a tough enough time keeping his grades up nm losing points for class participation because he has to go the bathroom! It infuriates me & I want to know if it’s legal. My daughter wouldn’t let me get involved because she said her teachers would hate her for causing problems.

I’m in AZ and we obviously encourage lots of water drinking, my 6th grader daughter also gets a -1 point for bathroom breaks!? Wth!?

These teachers have too much power. This is ridiculous.

Another gender-bending high school:  https://heatst.com/culture-wars/high-school-opens-locker-rooms-to-transgender-students/

A student was suspended for 10 days for liking a picture of a gun on Instagram:  http://www.youngcons.com/liking-an-instagram-gun-picture-earns-middle-school-student-a-10-day-suspension/

Here is a post from an Ohio anti-Common Core group:

From Karen Bracken

Remember whatever Charters are today they will not be the same in the future. The real agenda is to train workers for the planned global economy and Charters is how they will accomplish this (vouchers and ESAs is how they will get ALL children into the system). Charters will be the training centers of the future and with no elected school boards parents will have no say in what happens. Believe me the big boys (Bush, Gates, Broad, Walton) are heavily invested in Charters for a reason ($$$$$$) and it has nothing to do with education. And we continue to line up like sheeple trusting the very people that have destroyed education in this country. They DO NOT want thinkers. They DO NOT want educated individuals. The thinkers and the truly educated will be THEIR kids. None of these people sent their kids to Common Core schools….including Obama and our very own TN Commissioner of Education. Their kids will be educated. Their kids will sign the front of the checks. Our kids will be trained to be workers assigned their career and training path as early as 2nd grade. That is the real reason for all the data collection.

https://thenationalpulse.com/commentary/common-core-charter-schools-jeb-bush-latest-scheme/

Here is a post from the Choose to the Refuse Common Core group:

My 13 yr old son is reading “13 Reasons Why” in health class. Not allowed to bring home the book and I was never informed. The content of this book sickens me, as it is based on a teenage girl who has committed suicide and basically blames 12 other teens & 1 adult. Now they have to live with the guilt of knowing they helped contribute to the girl’s death. I am appalled–there is sex/homosexuality, under-age drinking, “naked” photos circulating, and bullying. What do ya’ll think and what should I do? I’m madder than a hornet that they would allow such “literature” in 8th grade w/o my knowledge!

Here is another post from the Choose to Refuse Common Core group:

Posting a question just ‘in case I missed a law that was passed in CT’ My son’s has a sbac math test coming up, he said the teacher told everyone it is for a test grade, everyone has to take it. I have had him refuse the sbac’s in the past – Anyone else dealing with this?

The Communist governor of Minnesota looks like he is planning to make bathrooms genderless in Minnesota schools:  http://mailchi.mp/96011ffb448c/xupg8jp4tl-1868457?e=144fc4ac90

The University of Arizona is paying students to be “Social Justice Advocates”: http://www.wnd.com/2017/05/university-pays-students-to-be-social-justice-advocates/#yKtQ83Lz7xwXvOvE.99

Here is a post from a Utah anti-Common Core group:

Oklahoma – Requirement for graduation from high school: Submit your plans for your future for government approval.

OK – HB2155 | BillTrack50
Signed May 2, 2017

Beginning with students entering the ninth grade (students may start the process in 6th grade, see additional link) in the 2019-2020 school year, each student shall be required to complete the process of an ICAP in order to graduate from a public high school with a standard diploma. Each year thereafter, students shall annually update their ICAP.

The ICAP shall include, but not be limited to:
career- and college-interest surveys,
written postsecondary and workforce goals and information of progress toward these goals, intentional sequence of courses that reflect progress toward the postsecondary goal, the student’s academic progress, including courses taken, assessment scores, any remediation or credit recovery and any Advanced Placement, International Baccalaureate, concurrent or dual enrollment credits earned and/or career certificate(s), certification(s), or endorsements, and experience in-service learning and/or work environment activities.

REQUIRED IN ORDER TO GRADUATE.

https://www.billtrack50.com/BillDetail/787126

Who owns your child’s education? Who owns your child’s future? Who owns your child? Who owns you?

http://sde.ok.gov/…/si…/ok.gov.sde/files/ICAP%20Overview.pdf

Cradle to grave …..

https://www.billtrack50.com/BillDetail/787126

Here is another post from the Utah anti-Common Core group:

Does anyone know of a good attorney who knows how to fight the schools on SAGE testing. Teachers are giving participation points for taking the test and if student doesn’t take SAGE or the alternative test created by the school they will not get these points. The Nebo district attorney has advised the schools that this is acceptable to the law to force students to take SAGE.

Here is a post from a Texas anti-Common Core group:

No education bureaucrats should profit from student loans. A four-year degree today can be expensive enough to create six-figure debt.
The big problem is the federal government, especially when they got involved in student loans. There is no reason the education bureaucrats should profit from student loans. This only makes an already difficult problem worse. In 2013 more than 41 billion was student loan debt. Think about it, 41 billion going to the where politicians, Department of Education, College Chancellor’s, administrators, lobbyist, special interest groups etc? These student loans are something education bureaucrats shouldn’t make money from, and yet it does. And do you think this has anything to do with why schools continue to raise their tuition every year and increasing salaries of administrative positions.

Our public schools have grown up in a competition-free zone, surrounded by a very high union wall. Why aren’t we shocked at the results? With more than 85% of their soft-money donations going to polticans with their own agendas, teachers’ unions know they can count on the politician they back to take a strong stand for Common Core and other major issues. After all, diplomas that have been devalued into “certificates of attendance” by a dumbed-down curriculum that asks little of teachers and less of students.

Our public schools are capable of providing a more competition than they do today. Look we have become a top-down system of indoctrination and teaching to the tests. And we’ve got to bring on the competition, open the doors and let parents choose the best school for their children.

Richmond Early College High School has recalled their yearbooks after some student quotes such as “build that wall” were deemed too “controversial”:  http://freedomoutpost.com/high-school-seizes-yearbooks-because-of-build-that-wall-student-quotes-and-other-controversial-comments/

Here is a post from an Ohio anti-Common Core group:

From Karen Bracken

Anyone that has followed me for the past 5 years know I have warned of a day when, as Arne Duncan stated so clearly, “there will come a day when we can look at a 2nd grader and know if that child will go to college.” That statement should have sent off alarms in parents but it did not.

So many parents today believe that education is all about getting a job. It is not!! The article attached tells of a trend that is happening all over America not just in TX. As a matter of fact TX is a bit behind the trend. You see they start out at age 14 (it will drop to 2nd grade in the future) now and they offer an array of areas of study (that will go away eventually as well). The end game is to use the data they collect (starting at conception) in order to pre-select your child’s place in the planned economy as early as 2nd grade. And they will do the selecting not the child or the parents because after all the data tells the story. Right?

So now Texas schools will ask students to choose a field of study at 14. And those kids will now be TRAINED toward that career. Well what happens if by the time that child is 18 they change their mind and don’t want to pursue the path they have now been trained to do. What happens if that child at the age of 30 decides they want to go to college but never was given the courses needed in the training program that would enable him/her to go to college? Or if the chosen career path no longer holds the same employment opportunity? In the old world of education children were educated not trained. They were educated so that no matter what or when they chose a life career they would be prepared to change direction at the drop of a hat. With this new trend if a child decides they do not like the career path they were trained to do they will have to be re-trained. This is what THEY mean by life long learning. These students will not have the ability to just change their mind and take a new direction. This is an erosion of individual choice, individual freedom. What this policy does it drive the human capital (our children) to fulfill the needs of the planned economy that has been in the works for decades. This is why Bill Gates, the Chamber of Commerce and many large industries have pushed Common Core. National one size fits all training standards to insure the system spits out the trained workers they need. This is COMMUNISM. And we better start calling it what it is. The US has had agreements with Russia to share education policies since Eisdenhower and renewed as recently as 2012 under Obama. PARENTS must stand up now and say NO. The school should educate and allow the child to decide their career path when they are ready. Don’t you see what they are doing with this program??? If you don’t then we are truly going to see our Constitutional Republic be replaced with a Communist system.

http://www.houstonpublicmedia.org/articles/news/2014/08/26/52774/texas-students-choose-career-paths-as-early-as-middle-school/

Here is a post from a Rhode Island anti-Common Core group:

Isn’t this interesting…Chan Zuckerberg funding a program they Will DIRECTLY benefit from on the back end…And your RIDOE Commissioner Wagner is all for it, why, ofcourse! Follow the money folks!

Via EdWeek-In case you can’t access it:

“Chan Zuckerberg Initiative Gives More for Personalized Learning at State Level
By Benjamin Herold on May 11, 2017 9:20 AM

The Chan Zuckerberg Initiative is funding the education-reform group Chiefs for Change, as both groups seek to grow state- and district-level support for personalized learning.

Neither group would confirm the amount of the grant award.

CZI is the investment and philanthropy arm of pediatrician Priscilla Chan and her husband Mark Zuckerberg, the founder and CEO of social media giant Facebook. Chiefs for Change is a nonprofit network of state and district education leaders that focuses on school choice, diversifying the ranks of education leadership, and digital learning, among other issues.

In statements provided to Education Week, both groups touted the Every Student Succeeds Act as an impetus for the grant.

“There’s a unique opportunity to take advantage of innovation in the education sector,” wrote a spokeswoman for the Chan Zuckerberg Initiative. “In hopes of providing districts with additional flexibility to innovate, CZI is supporting a number of states in their planning and implementation efforts.”

The money will be used to support a new “Transforming Schools and Systems Workgroup,” according to Chiefs for Change CEO Mike Magee.

“This workgroup will provide an opportunity for our members, with support from their peers, to develop a vision and strategy to redesign schools to better align schools with their ambitious goals for all kids,” Magee wrote in a statement.

Chiefs for Change originally grew out of the Foundation for Excellence in Education, founded by former Florida Gov. Jeb Bush. The group initially consisted of just state education chiefs. Its early focus on issues such as test-based teacher evaluation and A-F grading systems for schools made it an occasional lightning rod for criticism.

More recently, Chiefs for Change has moved to add well over a dozen district leaders and shifted its policy focus to ESSA implementation.

The grant marks CZI’s second significant effort in recent months to support personalized learning at the state level. In February, Education Week reported that the group is supporting related work in Rhode Island.”

http://blogs.edweek.org/edweek/DigitalEducation/2017/05/chan_zuckerberg_initiative_chiefs_for_change_personalized_learning.html

And another post from the Rhode Island anti-Common Core group:

Does this sound like a positive development to you?

“The Center for Collaborative Education and Center for Teaching Quality, in collaboration with the Rhode Island Department of Education, are creating a stack of micro-credentials to develop and assess the leadership skills of teachers who can effectively lead new student performance reforms. Funded by a start-up grant from the Center for Innovation in Education (CIE), in partnership with Next Generation Learning Challenges (NGLC), we have convened a team of teachers from ten Rhode Island schools to develop three micro-credential “stacks” that address:

Designing valid and reliable performance assessment tasks;
Embedding, instructing, and assessing habits and dispositions; and
Building and leading a performance assessment learning community.

“Teachers who pursue these micro-credentials will develop portfolios of evidence indicating their performance assessment expertise.”

http://cce.org/thought-leadership/blog/post/micro-credentials-ushering-in-teacher-driven-performance-assessments-in-the-age-of-essa

And another post:

http://thefederalist.com/2017/05/04/competency-based-education-will-deepen-americas-education-crisis/

And here are some replies to said post:

“According to the CEO of mind-mapper Knewton, the ed-tech companies will have so much data on each student that they can predict what he will do and tell him what he should do. Few parents want the government (through the schools) to have this much information on their children, but of course, parents won’t be told how all this works.

Plugging Kids Into a Planned Hole In a Planned Economy
Another benefit to corporations benefits the government as well. Remember that the entire CBE/Common Core scheme is designed for workforce development. When the government has such intensely personal algorithms on all citizens, it’s easier to slot those people into the workforce needs of politically connected corporations.”

AND: More and more the Haves who buy/pay the bills to keep computers and technology up and running in their homes are going to be the customers in our schools — leaving the Have Nots who have much less stable access to technology out of the educational equation.

Here is a post from a Utah anti-Common Core group:

My daughter told me that her teachers said she has to take Finals that will count on her grade instead of Sage since she opted out. I feel like i might as well have her do Sage if its going to possible cause her grades to go down! But Sage is weird..my daughters friend said the Sage test asked what her opinion on gay marriage was. Why are they asking kids their personal opinions on things like that?

Here is a post from a New York anti-Common Core group:

This Bill will lift the ban on developing a National Student Data base!
https://www.warren.senate.gov/?p=press_release&id=1603
Via Politco:

NEW CONGRESSIONAL PUSH FOR STUDENT OUTCOMES DATA: A bipartisan group of senators will begin a push today to overturn a federal prohibition on tracking the educational and employment outcomes of college students. Sens. Orrin Hatch (R-Utah), Elizabeth Warren (D-Mass.), Bill Cassidy (R-La.) and Sheldon Whitehouse (D-R.I.), all members of the Senate education committee, are unveiling legislation that would allow the federal government, as well as families and prospective students, to obtain more accurate and complete data about whether students at a particular college, or in a certain major, graduate on time and find well-paying jobs, among other things.

– The bill is one of the most sweeping and bipartisan efforts to repeal a federal prohibition on a “student-unit record system” since Congress enacted it in 2008 during the reauthorization of the Higher Education Act. It calls for a new “secure, privacy-protected postsecondary student data system” that would be housed at the Education Department’s National Center for Education Statistics. It would be far more comprehensive than the department’s existing data system, which tracks only full-time students who start and finish college at the same institution. That means that part-time and transfer students are excluded from the data.

– The legislation restricts how the government could use the data – and includes provisions designed to protect student privacy. The bill prohibits, for instance, “a federal college ratings or rankings scheme,” which was an ill-fated proposal of the Obama administration. It also includes “disclosure limitations, prohibitions on the sale of data, penalties for illegally obtaining information, protections for vulnerable students, prohibition on law enforcement access, and strong limitations [for] personally identifiable information,” according to a fact sheet.

– Higher education data issues have long divided members of Congress, particularly Republicans. Some Republicans view a more expansive federal data system as a way to provide prospective students with better information – and to hold colleges more accountable for the billions of federal dollars they collectively receive each year. Sen. Marco Rubio (R-Fla.) previously co-sponsored a bill to repeal the federal ban on a “student-unit record” system, as did Paul Ryan before he became House Speaker. The lawmakers unveiling today’s bill also emphasize the system could help reduce the regulatory burden on institutions because it would streamline the data they must report to the feds.

– But other Republicans are concerned about the government tracking students as they move through higher education and into the workforce. They say they’re worried both about expanding federal power and student privacy. Rep. Virginia Foxx (R-N.C.), chair of the House education committee, helped write the federal ban on a “student-unit record” system in 2008 and she remains vehemently opposed to lifting it. And Sen. Lamar Alexander (R-Tenn.), chair of the Senate education committee, has also expressed concerns about such a data system, although he’s floated ways to streamline and enhance the quality of data using existing sources of government information.

– Many private colleges and universities have supported the ban, saying it’s needed to protect student privacy. The American Civil Liberties Union gave a boost to that reasoning when it came out against a “student-unit record” system last year.

– But groups representing community colleges and public universities have cheered a repeal of the ban. Peter McPherson, president of the Association of Public and Land-grant Universities, praised the new legislation, saying it “would finally lift the federally-imposed curtain on comprehensive higher education outcomes data and enable students to make better informed decisions.” Read a fact sheet about the bill here.

Here is a post from a Nevada anti-Common Core group:

My 10 year old daughter came home yesterday to tell me that they’re on day 3 of testing and that her brain feels like it’s going to explode. I forgot to opt her out this year like I did last year. So it’s my own fault. But how can the government think this is okay to do to a child?! This isn’t college! It’s making her hate school when she loves it!

And here are some replies to said post:

Same thing happened to my son this year. I opted him out last year, but this year I didn’t at Depoali and it was a disaster. He was taking tests for 3 weeks, was unable to have library access so some work in his other classes suffered. He’s always loved school and gotten really good grades, this was ruining it for him. He came home each day stressed about the test and that he couldn’t get to the library because apparently they closed it the whole time during SBAC. Starting to hate that school.

Omg that’s terrible! And this just doesn’t benefit them at all. It doesn’t determine if they pass or fail or affect their grades. It’s ridiculous!

My understanding is all grades in the school will use the psychological assessments; we just aren’t sure if it’s all children or just kids on an IEP. Unfortunately the district won’t answer our simple questions on this.

Here is a post from the Choose to Refuse  Common Core group that explains EXACTLY what Common Core will do to kids and their faith if allowed to stand:

To most here it clear that Common Core is Communism. This coring out of the soul has other names thru the years. Back in Hungary .a Common Core example in class of small hungry children. The teacher told the Class to close their eyes and Pray to God for FOOD. Then told to open their eyes and the teacher said DID GOD bring food? And the children replied NO. Now close your eyes again and pray to Stalin for food, And so they all did, Again the teacher said in a while, now open your eyes. And there before their eyes! Baskets and baskets of FOOD. Children , you prayed to God and He did NOT hear you, you prayed to Stalin and immediately he brought you FOOD!!! This BRAINWASHING OF CHILDREN is OLD STUFF, now modernized.Today is another day in school, our american children across this great nation that many died for are classrooms working negatively on America’s most valuable – children, our future.

Looks like Michigan is going along with the evil ESSA with SB 343/344.    http://stopcommoncoreinmichigan.com/2017/05/education-no-longer-meeting-needs-children-needs-workforce/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork

A teacher in Augusta, Maine who offered to pray for a colleague is facing disciplinary action:  http://www.foxnews.com/opinion/2017/05/16/school-offering-to-pray-for-colleague-is-unacceptable.html

Here is a post from the Choose to Refuse Common Core group:

My children go to an NYC charter school. Today my oldest, who is in the 5th grade tells me that in HISTORY they are learning about the Syrian refugees. She said in the other class, they have started a fund raiser for them. In her class they have to write about how to help them.
Well first of all I said to her, that is NOT history. That is current affairs! Second of all, I want to see exactly what your project is. Then depending on what it says, I will email the school. I will not have them shoving their liberal political views down my childs throat!
I told her to say we can help them by sending them to UAE, Egypt or Saudi Arabia where they share the same culture and views. And we can help by securing their country so they can continue their way of life.
Any suggestions on how to handle this with the school?
#notorefugees

A high school allows a gay club but bans a pro-life club.  Typical liberal “tolerance”: https://www.lifesitenews.com/news/high-school-allows-gay-club-bans-pro-life-club

Here is a post from the Choose to Refuse Common Core group.  It’s an update from an earlier post:

So here is the in class assignment. Looks bias to me. I will be contacting the principle

refugee sneak

Looks like University of Wisconsin-Madison and University of Minnesota-Twin Cities have joined Brown University in having tampons in men’s rooms:  http://thelibertarianrepublic.com/colleges-putting-tampons-mens-bathrooms-men-can-vaginas/

Here is someone’s remark in an anti-Competency Based Education forum in regards to the so-called teacher shortage:

I have a strong suspicion that it’s the test. Across the country, they keep changing the recertification guidelines, making it more difficult for experienced teachers to keep their jobs. Yet at the same time, in the name of “teacher shortage”, states are decreasing the educational requirements for someone to become a teacher in the first place. It literally sets up a situation that turns teaching into a short time job.

Collier County School District in Florida has been caught pushing an anti-American agenda:  http://freedomproject.com/the-newman-report/210-anti-american-agenda-pushed-in-florida-schools

Here is a post from the Utah anti-Common Core group:

ATTN: Parents of Skyview students (Smithfield, UT). Last year teachers were allowed to substitute the SAGE tests for the end of year final grades. If the students received a 3 or 4, they were automatically given a 100% on their class final. Apparently, a fair number of teachers were doing it. So be aware. This is a direct violation of the law. I do not know if the policy has been changed for this year.

 

Here is another post from the Utah anti-Common Core group:

So the Kearns High School Principal promised a pizza party for doing good on biology SAGE. I just received an email stating my daughter had won the party……she is opted out. Also where are they getting the funds for that???

And here are some replies to said post:

The school probably has discretionary funds and the principal can decide to use the funds in this way. As long as all the opted out students are invited to the party, it MIGHT pass legal muster.

 

The law says students who take SAGE can’t be rewarded. That’s why it’s gray. If it’s just the SAGE- taking students, it’s obviously illegal. If the reward is for the whole class, then maybe. The safer thing would just be to reward based on something else.

 

Here is a post from the Texas anti-Common Core group:

Texas is moving to anytime, anywhere online data assessments that will eventually replace the STAAR, However, unlike STAAR, these type of assessments are NonCognitive and your child will have no idea that they are being psychologically profiled.

What if your child is having a bad day at school or is going through a traumatic life experience? What if they are horsing around, as so many kids do and put down silly answers to survey questions–as their data is being recorded to their permanent student profile?

How many times do meteorologists predict the weather incorrectly based on computer modeling programs?

http://missourieducationwatchdog.com/meet-the-new-equity-assessments-the-tests-to-measure-student-emotional-learning-sel/

Here is a  post from an Ohio anti-Common Core group:

There has been a lot of talk lately about Charter schools and school choice. I have some experience with Charters. When my oldest son Michael was in Kindergarten, he attended a Charter school. We choose it because we knew his teacher. She was wonderful. However, she warned us not to come back to the school again. This school had uniforms and free food for all, not just those who qualified.
We took him out for 1st grade. We lost our sitter. The only after school program that would bus him from school, only did so from the Charter school he went to in Kindergarten. So for the 2nd grade he went back. It was a nightmare!
Because Charters are owned by corporations or a group of individuals, there was NO PTA. There had been when he went before. The school had changed hands, much like a company. It seemed parental input wasn’t wanted or welcome. There were little school events. No more book fairs. The new Principal was ok, but Vice Principal was more like boot camp instructor! A lot of the kids who went there were mostly low income, who had a tendency to get into trouble a lot. My son learned things he shouldn’t. He acted like them to be part of the crowd. I got calls at work constantly about his behavior. Worst of all, it was my fault. I put him in the school again. He is still having some issues today. We pulled him out the next year. I am not saying the Charter school was entirely to blame. There are certainly other issues involved. Sure there are bad influences everywhere. But the way the school was run was WORSE THAN A PUBLIC SCHOOL. So, when I say Charters are not the answer, I know a little of what I speak about. Consider on it.

 

Here is a post from an anti-Common Core group:

From my kids’ high school last spring. One more step to eliminate History. When I inquired about the reason for the change, I was told it was so that students would do better on their “Accuplacer” (the college placement test.) I invite you to contact this administrator with your comments.

 history bye bye
Can’t set aside a classroom for Christian prayer but apparently a Saratoga County high school will let you do it for Muslim prayer:  http://cbs6albany.com/news/local/school-opens-special-room-to-allow-students-to-pray
So apparently the University of California supports illegal immigration and hires H1Bs and fires Americans and opposes freedom of speech and they raise tuition rates and Napolitano and the regents go to a big fancy banquet.    We need to stand up to this college:  http://www.sfchronicle.com/bayarea/article/Regents-throw-parties-at-UC-s-expense-11178628.php
Here is a post from a Utah anti-Common Core group:
Isn’t it against the law to reward for SAGE? My kids don’t attend this school but if it’s against the law, I kind of want to say something.
busted school