This is part 12.
Here is a post from a friend of mine:
My dear friend and a recently retired teacher Marla Phan shares her insights.
“While I left education of my own volition, I want to share why I would have stayed. Keeping my mouth shut about what I saw happening around me, things that were detrimental to actual teaching and learning, were
contributors to my leaving education.
I would have stayed longer had education not turned into a one-stop-shop for the promotion of socialized, progressive “education.” Education has become the hallowed ground of positivity, where a liberal agenda is put in place with a smile. Students are the barometers of this new deal. They know exactly where lines used to be drawn-academically and behaviorally, and of their near-extinction these days. Fluffed-up grades are the new norm. Who wants to answer for 50% of their students failing? Teachers get called out on grades, not the lazy kids who failed when they could have passed. Teachers have to tutor kids who fail, allow them to re-take failed tests in a different way so they can have a chance to pass, and know full well that these kids are under-served and under-educated. Data dictates moving on, not actually teaching in depth. Yes, I would have stayed longer had my hands not been tied to the grinding death-wheel of data and “do-overs.”
I would have stayed longer if students would have parted with their electronics during the school day. This would have allowed their minds to remain in the classroom instead of on that last text to a BFF, or sworn enemy, that video game, or the incoming call or text from Mom that she should be allowed to answer during class.
I would have stayed longer if students cared about being able to read and write well. My last year was the only one where students were unable to sustain silent reading for a reasonable length of time-longer than ten minutes-by year’s end. It was a year that many students were openly offended if they had to write a paragraph longer than five sentences, and spell and punctuate correctly.
I would have stayed longer had my skills in developing relationships with kids not been pushed aside in favor of a one-size-fits-all program (yes, expensive!), that was mandated for all teachers and classrooms-with a spy from the company visiting to make sure we were in compliance and had class-created contracts posted. The re-education of teachers began with a two to three day indoctrination by a company rep. I could have written such a program with my fellow teachers. It could have been used to help out fledgling teachers who needed a hand, instead of forcing all teachers to comply.
I would have stayed longer if parents truly knew what education was going to be turned into before it happened, so they could have had a voice-if they cared. They would know that their 21st century school buildings, with their kid-friendly charging-station furnishings, new ways of grouping kids so that they can teach each other, and all the other flashy programs and methods, are just cover-ups for what teachers know is missing-true education. Yes, you will still see smiles and and good fun among teachers, but behind those smiles lies ”The Countdown Until I Can Retire.” Some even have it down to months and days. Teachers truly know what is going on.
I would have stayed longer if keeping my mouth shut had not meant two full years in a row of serious illness. Now I know why my doctor wanted me to leave the profession. I also know why she said that she had many other teachers as patients who were leaving education well before retirement. (An aside-I believe people would be surprised to know how many teachers are on medication, have had panic attacks at school, heart attacks due to stress, nervous breakdowns, made a trip to the hospital in an ambulance from school, or cried endless tears with colleagues behind closed doors. But, we don’t talk about those things.)
I would have have stayed longer had unruly, disrespectful, disruptive students been dealt with so that these behaviors stopped. Instead, students sat down for a long chat with an administrator, probably got a lunch detention (a joke), or night school (another joke), and got sent back to class. We teachers were not allowed to know what type of punishment a kid received. If behavior was truly serious, (as decided by an administrator), a student got sent off-campus to alternative education for maybe 30 days. That meant that teachers had to gather that student’s work together and send it there, which was just one more thing to worry about. All we knew was that the behavior often continued unchecked and administrators were often nowhere to be found.
I would have stayed longer had education not been turned into a “look-how-great-I-am” circus of earning stickers once we teachers completed self-education on computer software programs, as chosen by the district. Our stickers went on posters outside our classrooms for all to see. There was one teacher (maybe two), who had two posters. She was very popular with administrators, had small “fun-type” classes and a budget for her fabulous classroom that the rest of us would have liked to have had. Whatever happened to respecting the teachers who quietly went about the business of loving and educating kids, instead of taking up precious time earning stickers? Those veterans used to be the backbone of our schools and the mentors of newbies. Now they are leaving in droves, and nobody cares. All are easily replaced by younger, more progressive, cheaper models-who earn stickers and accolades for going along. They are trained Stepford-like to make sure that everyone is safely homogenized, and individualism is erased.
Stop and think about how many veteran teachers you’ve seen move to private schools, or leave the profession entirely. We’ve all heard the reasons…wanted to retire, wanted to leave the area, wanted to move on, personal reasons…etc. If you asked those same teachers if they would have stayed longer if they were granted the autonomy and support of say, ten years ago, I would imagine that most would still be in the classroom.”
– Marla Phan
And here are the replies to this post:
So well said. The exact reasons I left education
What I’ve learned about the great teachers I had in my life is…they may retire but they never stop teaching.
Long after I received my high school diploma, I stayed in touch with one teacher in particular. she was one connection I could never afford to break or lose. She knew me. She watched me grow. She helped me grow and she never dropped me. Even when she had every reason under the sun to kick me to the curb or drop me, she didn’t. She never quit me and although I thought about quitting on her, all the time, something inside me told me to stay. Don’t you dare quit her, Missy. Don’t you dare.When I was in high school, I fought her more than I followed her lead. If she said sing it this way, I sang it MY WAY and all those years I thought I won. I thought I beat her.
Later she told me how much she enjoyed having me as a student. Me and my “Don’t tell me what to do” Miss Missy Tude. I was in my late 20’s when she said that to me and I laughed at her and gave her one of my signature eye-rolls because…I had grown up a little since high school and I realized just how much of pain in her a$$ I was for her at times. I was bloody amazed that she wanted to bother with me at all after I received my HS diploma. But I was wrong.We were having lunch and she reached across the table and touched my arm and said “Missy, please call me Kate. It’s okay. I don’t mind.”I looked at her. I tried to see her as Kate and not Mrs. Heckard and I grabbed her hand and I said “Don’t tell me what to do, Kate. I wish I could, but I’m afraid I can’t.”She howled. “Missy, Missy, Missy…you are a dying breed and I love you so. Suit yourself.”I miss her. She up and left the planet 6 years ago but…she didn’t leave me. We’re still connected.See, it took me awhile to figure out why we never quit on each other. Somewhere in time, in those 4 short years of high school, probably when we were standing toe to toe, nose to nose, staring each other in the eyes, she reached inside me and took a little piece of my heart and She never let it go and she still has it.She embraced our differences and used them to make difference, to help me.
Not because she had to, because she wanted to and I’m not the only student she worked over. There were many.At her funeral, all the kids, her students sat together and we giggled as they made there way to sit with all the kids she touched in her 40 years of teaching. We were the kids she pushed a little harder and the ones who threatened to quit but never did. We were the ones she stayed in contact with long after we graduated high school. All the kids who she never gave up on while we were in school and for many years after.So Marla…I know this is a bittersweet time for you but sit tight. You made a difference and over the next few years, each and every one of those kids will figure out their missing a little piece of their heart. Don’t be surprised when they pay you a visit or reach out to you.They’re not coming to retrieve what you have. They want you to keep it and use it to mend your own when you need it.That’s what you did, Marla and just like Mrs. Heckard…you did all of this, not because you needed to…because you wanted to.Be well and enjoy your retirement.Sincerely,Miss “Don’t tell me what to do” Missy
My step father retired last year after 25 years of teaching and building a really good Diesel Tech program at the County Tech Center.
He didn’t expect to be so sad because he felt it was time for him to go.
The battles with admin and the all the BS that were getting in the way of doing what he once loved, became battles that he knew he couldn’t win.
But every day since his last day, he thinks about the kids and what’s happening and not happening while he’s not there.
They’ve gone through two instructors since he’s been gone.
It’s haunting him and I see it and so does my son.
When my youngest was old enough to enter the county tech program HE decided he wanted to sign up for the Diesel Program but he wouldn’t do it until he talked to me, dad and Paw-Paw, the instructor, first.
I was the first to balk at the idea. My step father, the instructor, his Paw-Paw was not far behind me, either.
My step dad is a good teacher, a pusher, very organized and regimented. Kids either loved him or they hated him. But more kids loved him than hated him.
We left Ben to have a heart to heart with his paw-paw and Ben wasn’t happy when he came home.
Paw-paw wasn’t sure he wanted his grandson as his student. He wasn’t sure Ben could take and he made it very clear to Ben…”you will always be my grandson but in class…you’re my student and I’m Mr. Ressler, your instructor and because of who you are, you’d better be ready because the guy you see at Sunday dinners and family gatherings is not who you will see in the classroom. Think about that Ben. I want you to go home and think about what you expect out of my program and why you think you want to sign up and be ready for some pretty tough questions.”
Ben was confused and a little hurt and a little angry but he thought about it. He paid his grandfather a visit, not at home…he was waiting by his truck after school at the tech center.
I don’t know what they talked about. Until this day, neither of them mentioned what they discussed.
All I got from my step dad was a text.
“Hey, I’ve decided to take Ben into my class. Don’t tell him I told you. Let him tell you.”
It was the best thing that ever happened to Ben and my step dad.
It was the first and the last time he had a student from the family.
Unfortunately, the program he built has fallen to pieces a lot faster than the time it took him to build it and it’s a shame.
And Ben…he knew his paw-paw was struggling a little in his first year of retirement, but he knew what to do.
The friends he made at the tech center are the friends he held onto and they all complained about the instructor but it didn’t take them long to understand, he was one of the best teachers they ever had.
Ben knows where Mr. Ressler lives and he never needs an invitation to visit. I’ve been there when Ben and his classmates come barreling down my parents driveway.
I get choked up when I look at my step dads reaction. I can see his heart and what all those years meant to him and his students and yes…he’s still teaching.
Every now and then he sneaks over to my sons shop to see what’s going on and he always leaves with dirty hands, grease on his pants and a smile on his face. My mom sends him when he’s miserable or in what she calls his “retirement funk.”
And none of his former students call him Bob…they call him what Ben calls him. PAW-PAW Bob or Mr. Ressler. They can’t bring themselves to call him by his first name. 😆
Ben graduated at the top of his diesel tech class, BTW and was awarded with a scholarship.
Not because he was the grandson of the instructor. Because he earned it. Because Mr. Ressler grabbed a piece of his heart and never, ever let go.
I loved that my step dad was his instructor even though I wasn’t 100% sold on the idea.
I made it clear to both him and my son…”Paw-Paw’s the boss. Do what you gotta do Mr. Ressler. He’s all yours.”
All the adults balked at this challenge…it was the kid…he wasn’t going to quit. He wanted in.
My heart is aching over that story. Your stepdad is very special and your son is fortunate to have such a great teacher in his life, even after retirement.
I wish I had been more organized and disciplined like he was and undoubtedly still is. Unfortunately, being organized for me was making sure all the piles on my desk were nice and neat. But, I was a whiz at searching up curriculum and helping other teachers!
I know your stepdad’s heart for education and that you don’t just shut off instructing once you retire. My youngest daughter is in college, along with two of her best friends. I’ve helped all three with writing they had to do for school. I guess I just love teaching people how to polish their work. Teaching, whether to a group or one-on-one, strikes a chord deep inside that validates who I am as a person. It’s like saying, “Let me help you become better at what you’re doing” and feeding my own heart at the same time. I can’t possibly stop feeding my heart! I intend to tutor older kids once they realize they’ve been short-changed by a broken system.
The program allows students with issues such as marijuana possession, vandalism and trespassing to go to an alternative school for a few days, which enables them to avoid a criminal record.
PROMISE has received increased scrutiny in the wake of the Feb. 14 Marjory Stoneman Douglas High massacre, as some have questioned whether district policies have given students like killer Nikolas Cruz repeated second chances.
The South Florida Sun Sentinel highlighted the program in an investigation into a culture of leniency that allows students to receive endless second chances.
And another post from my friend:
“It was mid-afternoon, and superintendents and principals from nearly two dozen school districts statewide had abandoned their tables of stress balls and coffee cups provided by the state Education Department. They huddled around posters of trees that were supposed to represent segregation rising to the forefront of New York’s education conversations. The officials, gathered last Thursday and Friday for the second of four sessions in SED’s efforts to guide integration in struggling districts, had spent the previous two months refining their problem statements — the trees’ trunks — and were now pinning dozens of neon sticky notes scrawled with ‘root causes’ to the lower halves of the posters.”
Can’t make it up.
Here is a post from a Washington anti-Common Core group:
Yesterday I was on a school campus that is used for “head start/early education”… This brochure was in the lobby- can someone please tell me how in the world a 5 year old can be 3 years “behind” when starting K? They also offer “at home visits” to come help you child “be ready” and will bring you toys and activities as incentives to have you sign up for the program.
And here are some replies to said post:
It’s my opinion that by having your kids at or higher than kindergarten before they enter Kindergarten makes the district look better for grant opportunities! But that is what K is for…to learn at K level!!! It’s ridiculous.
They clearly don’t actually know what the word KINDERGARTEN means , nor its history as a education method. Froebel spinning in his grave again. 😩😳🤬 😦
“Dear schools: if you’re going to insist on making kindergarten “grade 1 repertory academy” then please stop calling it K. Call it something like ‘grade 0’. Calling it K and tying it to achievement/ academics is like setting up a school that’s nothing but corporate software-led ‘individualized learning’ and calling it “Montessori”; it’s 100% inaccurate and shows that you don’t know jackwipe about education. Your ignorance and chutzpah are showing, fools.”
My son just graduated kindergarten. The things they teach there floored me. Not the kindergarten from my day. Lucky for him he was already starting to read and write or it really would’ve been so hard. My son is a sweetheart that is even tempered and kind. He turned into a brat because he was just so exhausted every day. He would tell me he is tired because there is just so much he had to learn. On top of it there were so many issues not in just his class but the whole school with discipline, understanding and following rules, and language barriers.
Parents need to take Kindergarten back.
They expect so much from these little guys and gals now. I was floored when they told me my daughter should be held back because she didn’t know all of her sight words, there were 50 she was supposed to know before moving on to 1st. This was 11 years ago. It broke my heart and still does because of how hard they push our kids. They are taking the fun out of learning and force feeding them these standards with no regard to hands on learning that children need especially at such a young age.
Our k has 150 sight words!
I have always thought that schools have more control of your kids then they need. I think the school day is twice as long as it needs to be. I am a past home schooling parent, and I educated my kids in about 10 hours a week of sit down time (although I consider every hour of the day to be an education opportunity). Last January my then 16 year old left our neighborhood high school for the community college, She went from being in class 6 hours a day to only 3 hours a day, and getting a better education……….With all that said, I do think that kindergarten should have a very basic list of what incoming students should know and if kids aren’t exposed to enough socialization and structure, then pre-school is a very good thing.
They are only behind because of today’s standards.
Kids aren’t allowed to be carefree children anymore.
These early preschool centers are testing children at three years old for standards. SMH
Same with daycare centers testing developmentally standards. How old were they when they started to sit up, crawl, walk, babble words, speak words, sentences, animals, shapes, colors etc…
It’s all to do with data tracking and making billions a year off of that data.
These standards have nothing to do with children and everything to do with money.
Children can’t be put into boxes and know the same things at the same age, all across the boards.
It doesn’t work that way.
We all learn different and in our own time.
Tacoma has all day kindergarten. Kids in kindergarten are doing the same reading now, that my 16 year old did in first grade.
Remember when naps were part of a child’s day in Kindergarten? How about painting, or exploring fun activities to do during your school day?
My oh my, have children suddenly fallen into this mysterious “gap” that just happened to appear in the last decade?
I think not.
This so called “gap” is a creation of corporate executives and political interests who seek to make millions on their “human capital” (formerly known as our school children).
The home visits and the big push to force kids to do developmentally inappropriate things is all about SIBs and Pay for Success programs. It’s the new way to finance education by tracking children literally from birth.
Here is a post from an anti-Common Core group:
I am strongly opposed to the #InvestInEd tax initiative. As an entrepreneur myself, as well as a former CEO and employer, I know it’s a tax increase on entrepreneurs and job creators, and on capital formation and investment. I believe it would harm and destabilize our state’s economy and lead to an out-migration of businesses and jobs. That, in turn, would reduce tax revenues over the long haul for all state government services, including K-12 education, the largest item in the state budget.
This initiative was conjured and pushed by the highly-partisan political operatives leading the #RedForEd movement. Those individuals come from the far-left, “progressive” (Bernie Sanders) wing of the Democratic Party that fervently believes in redistribution of wealth as the solution to societal challenges. They used the second week of the teacher walkout/strike to gather signatures for InvestInEd at the Capitol as depicted in the photo. In a moment of candor, I heard Joe Thomas, the president of the Arizona Education Association, say publicly that they poll-tested several different forms of increased taxation, and that InvestInEd tested highest under the guise of “tax the wealthy.”
I’ve yet to hear any of these folks decry the recent state standardized test results showing 56% of third-graders aren’t minimally proficient in reading, the foundation of all learning. I’m proposing that we prioritize funding for schools that serve a large number of disadvantaged students who enter school already developmentally behind peer and grade level and lacking basic reading skills. These students need early identification and intervention, and intensive services through individual and small group instruction. InvestInEd says nothing about prioritizing increased funding for K-12 ed, nor accountability for real results and learning by all students.
Lastly, the people so passionate about InvestInEd all have one thing in common: they want to increase individual income taxes but decrease parental school choice. Their constant refrain is “we don’t want our tax dollars” going to support charter and private schools (ESA’s). Any increase in funding for K-12 education should also embrace greater accountability, and the robust competition and school choice we have in Arizona.
Here is a post from the anti-CBE group:
It’s not that teachers have been sold on personalized learning. In Ohio , these are state mandates from our legislature and state BOE. Then our districts require us to undergo training in various aspects of personalized learning, Schoology, STEM/STEAM. My district is striving to be “STEM certified” so even art teachers were told last year to write some STEAM lesson plans and try them out. The mandates have ramped up these past 5 years, teachers are getting burned out. We have no choice in the matter because our union isn’t objecting to any of it. It’s all rolled out as the best thing on earth. My district tries to make the mandates work — a committee spent 16 months revising our teacher evaluation system to meet the new state guidelines but.make it as close to what was already working as possible. Most other districts took OTES “as is” from the state. Several years ago public school superintendents marched at the statehouse to protest over-testing and the head of the state BOE called it a “march for mediocrity” and accused them of wanting students to get by without “holding teachers accountable.” This kind of talk can turn a community against the public school. I can understand why they haven’t protested since!
And some more posts from this group:
i am in a state where the law for homeschooling is to provide equivalent education to my distrct. If they assess it they teach it which means nj homrschoolers must. But no one is discussing this.
if teachers cannot demean the programs for fear of their job then put a bug in the parenys ear to opt out of technology entirely the system cannot function without the data. And use the personalized pitch that students can learn the way that suits them – push for printed books and giving them the option for it.
The assessments for SEL can be embedded in an online test (such as SAT or MAP) or in an online worksheet, measuring how “on task” a student is by how quickly they answer, how they respond to frustration, how persistent, etc. Parents have reported that in state standardized tests, their kids come home saying they were asked questions about if anyone in their home uses drugs or alcohol. Teachers aren’t allowed to see the tests, so we have no idea what questions are being asked.
ah another point if parents have the option to review curriculum prior to the school year digital personalized programs that generate lessons on demand based on the individuals data history and algorithms deny parents this right.
Allowing the parents only to see what may or may not be taught or something similar as a result is unacceptable imo
I work in a highly rated district. A couple of parents held town meetings several years ago to inform parents about opting out, and out of 800 fourth graders, about 30 opted out. The other grades were similar in our 4-6 intermediate school. Teachers were told that if asked, we had to say, “I think your child should take the test.” Parents trust their teachers, so when we seemed to support the tests. they decided it was OK. The next year, same thing, so now we only have a handful of opt outs. The parents like to see how well their kids are doing, our scores overall are pretty high. Of course, eventually the tests will be folded into the daily schoolwork and everyone will think it’s OK.
that is opting out of the test i say opt out of technology the parents need to know about the constant assessing and remediating the programs contain.
do the parents think it os not ok for facebook to data rape adults yet it is ok for their children ?
Hard to believe any of the opponents to Common Core, who wasted a good three years talking about nothing else but Common Core, which we have had with us since at least 1949 (the NAEP), except now on steroids, DID NOT UNDERSTAND THAT THE KEY ISSUE WAS THE SHIFT FROM ACADEMICS TO WORKFORCE TRAINING.
The research of many in this country over the past 30-40 years has proven over and over again what the agenda was. Everyone wants to take off on their own rather than join together and be strong.
The agenda was the workforce for all kids but their own: Students will be prepared for, certified and placed in post-secondary education or jobs
which reduce mismatches between students/education and education/workplace, incorporating:
• Career awareness kindergarten through 6th grade.
• Choice of career pathway by no later than 8th grade.
• Work-based learning which includes mentorship, job-shadowing, volunteer service,
school-based enterprise, apprenticeship, internship and paid work experience.
• Students will be required to acquire the following as conditions for graduation:
certificates of initial and/or advanced mastery.
• Workplace competencies and paid work experience in a career field.
• Statutory requirements will be established for schools to adopt block scheduling.
• Health and human services will be integrated with school and work-based learning.
• An electronic data tracking system will be developed for all students.
All the education groups in Florida need to join together to bring this country back under the Constitution, put the government authority back into the control of the state as the Constitution states and not the whim of politicians for THEIR money, power, and control using OUR CHILDREN as THEIR “Human Capital”.
It is “We the People” who allowed our state’s authority to be stripped away from us and now look at the mess. We must take back that authority which will include the proper education of our children.
Now our children’s education is to be combined under the Dept of Labor? IS ANYONE AWAKE???????
Kean University in Union, New Jersey demanded that a student get permission before handing out copies of the US Constitution on campus. Luckily, he told them to go pound sand and did it anyway. Luckily, the school didn’t do anything to him:
Here is a post from a Utah anti-Common Core group:
So yesterday my wife had a teacher sit down at her desk to talk about mortgages. This teacher has been with the Granite District (Utah) for 12 years now, and currently teaches first grade in Pioneer Elementary (3860 S. 3380 W., West Valley City). My wife asked her about how long it would be until she retired, and the response was that there was no way this teacher was going to stay until retirement–not a chance.
Reportedly, it’s all chaos in her school now, even in the first grade. The “F word” is apparently the only standard English word that all the children know–and they use it as a noun, a verb, an adjective, and an adverb. Teachers are not permitted to inquire as to the citizenship status of the students, so many obviously come from families where English is not used at all. The parents have children, but they don’t RAISE the children. The District (taxpayers) now provide breakfast, lunch, AND dinner for the kids, and of course there are the meals served in the parks when school is not in session. (I guess if the kids would bring sleeping bags, there would really be no reason at all for them to ever go home. Remember how the Soviets tried this system, and it didn’t work out too well. Surprise, surprise!) Here’s another kicker, and a deciding factor for this teacher to leave soon: since the parents don’t bother to attend parent-teacher conferences, the teachers will (starting in this next school year) be required to make “home” visits, to discuss things with the parents–undoubtedly in the evenings, at the parents’ convenience. Super. I’m sure that will work out wonderfully for all concerned.
Any partially observant residents who’ve lived in the western half of the Salt Lake Valley (West Valley City, Magna, Kearns, Taylorsville, Rose Park, western parts of Midvale, parts of West Jordan, etc.) over the last 40 years or so have seen these areas devolve from basically quiet, working-class neighborhoods into hell holes permeated by drugs, gangs, graffiti, drive-by shootings, and every other characteristic of crime and squalor. (Now if you’ve just moved from somewhere like Reseda or Compton, California . . . maybe seems pretty normal.) But regarding just this public school facet of the society, for the majority of the “students” the schools are obviously simply just tax-funded babysitting . . . even though nearly everyone still pretends that somehow it’s actually “education.”
So now we see many of Utah’s all-knowing “elites” purpose that everything will radically morph into bliss and stellar success if we just follow that old standard formula–you guessed it: higher taxes, and more money dumped into the system. Brilliant. Never mind any possible role played by planning, strategy, structure, qualification, motivation, discipline, accountability, personal responsibility, etc., etc. No, we just need to get a few more billion dollars dumped in there, placate the teachers with some raises, and tell ourselves that it’s all going to be just peachy. Yep, the great experiments calling for more open borders, more “cheap” labor, more “diversity,” more “charity,” and more “inclusion” will somehow just magically take hold and we’ll all suddenly be overjoyed with record progress. Great, huh? Oh yeah, I’m sure it will be simply wonderful as it all plays out.
Uh huh. You betcha.
Here is a post from a Nevada anti-Common Core group:
Data brokers are selling our children’s data. Some of this data is collected from “education” software and applications our schools are pressuring our children to use. Schools expect students to share an incredible amount of personal data with these “free” third party “education” vendors. Reading the article below you see why these vendors provide “free” applications and software to school children.
From the article: “Researchers were startled to find that while they were able to easily purchase this information to sell potential products to this demographic, the 14 and 15 year old girls who were presumed to need family planning services knew very little about what data they were providing to commercial data brokers to make this assumption. Their parents were largely in the dark, too.
CLIP recently published the findings from their study, ‘Transparency and the Marketplace for Student Data,’ and found little transparency for data subjects about how student data is being used commercially. Data brokers advertise lists of students organized for traits from religion to ‘awkwardness,’ YET ALMOST NO INFORMATION EXISTS FOR STUDENTS OR PARENTS ABOUT WHERE DATA IS BEING COLLECTED, HOW HIGH LEVEL INSIGHT IS BEING DERIVED, OR WHAT RIGHTS THEY MAY HAVE TO OPT-IN OR OUT.
‘The high level takeaway is that it’s difficult for parents and students to find out much information. There’s a transparency issue,’ N. Cameron Russell, an adjunct professor at Fordham Law School and lead author of the study, told Legaltech News.
Russell and his colleagues pursued their research following a similar study intended to track the growth of cloud computing in school districts. In their followup, the researchers intended to examine some of the sources of student data and map the market landscape around it. Instead, they found those data sources to be ‘completely a black box.’”
Many students (and plenty of parents) posted comparisons of scores based on how many questions were incorrect on different tests.
“College Board! One daughter got 760 getting only 5 wrong in math in March. Her twin missed 6 in math on June 2 test and got 670? 90 point difference in overall SAT scores for just ONE math question? How is that fair or standardized? So many kids hurt,” wrote one parent.
I called and asked Washington Online if it effects their curriculum and they said no, parents will still have the right to opt out…..
But then again, teachers are sometimes the last to hear about these changes.
Every Student Succeeds Act”
Hmmm sounds very familiar.
Kinda like “not one soul will be lost”.
“Terry Shoemaker, executive director of the Utah School Superintendents Association, said it seems counterintuitive to allow parents to excuse children from tests that form the backbone of school accountability systems.”
This whole article read to me as, “lets figure out a way to punish parents for protecting their kids”.
The short answer is… If they’re going to make remediation acceptable to punish “bad parenting, (read force parents to tow the line), It’s time to really and truly pull kids out of these public prisons!
I wish more parents would stand up to it. If they only realized the power we hold, if we stood together. I’m afraid most are apathetic to it. 😢
All we need is ONE family to SUE their school board, their STATE. Set precedent, UTAH. The other 49 will follow
that last sentence of homeschoolers using an approved program, is already a topic on conversations here.
We’ve got a big fight on our hands.
She said his class was the last really strong and prepared class she taught.
She said the students’ abilities and knowledge have been declining ever since.
I’m still told by teachers to this day that it’s not their unions’ fault.
I think I’ve taken for granted that the people who personally witnessed what I experienced, understood what actually happened, and that while many people who know I’ve opposed the reform, don’t actually understand why and just as importantly, what a political and corrupt endeavor the education reform was, and just how the unions who the teachers believe protect them, sold them out.
I think in light of today’s SCOTUS ruling which affects union political power, that this is as good a time as any to tell the actual story-
I stumbled upon Common Core as a PARENT.
No teacher ever told me anything about it.
I believe to this day, that the VAST majority of teachers still have no idea what it’s really all about.
I hope some of them will read this post.
In 2013 my daughter came home after taking the first ever NYS Common Core ELA exam.
She was forced to validate the following statement in one of the essays:
“Explain in detail why a structured work day of 8 hours of work, 8 hours of recreation and 8 hours of rest is best not only for the individual but by society at large.”
She wasn’t to express her opinion. She was to explain why the statement was valid based on her “ability to draw the compelling arguments from a stated text”.
The text, ironically (and I’m certain deliberately) happened to be from a speech by the early union organizer Samuel Gompers.
I was very curious why every eighth grader in NYS would be forced to affirm such an obviously politically charged ideology. And I wondered if the opposing ideologies were equally charged and present. I’ve found ZERO evidence of that in the five years I’ve been engaged in the endeavor. ZERO.
So, I started researching.
I read news articles, legislation, policy and regulations. And I spoke to anyone and everyone I could find who either had or wanted information.
For hours, days, weeks, months, years.
I found out that the entire system had been covertly merged and was being centrally controlled by a very small group of financial and political elites.
And that the control was exerted through a very ominous testing and rating system which was harming children and holding teachers hostage to a dangerous, rigid, unfair and inaccessible rating system.
After thoroughly investigating and discovering this covert, corrupt financial, political and social hijacking of our national education system, I decided to run for a seat on my local school board.
I approached the president of our local district teachers’ union. Our district is the SECOND LARGEST INDEPENDENT SCHOOL DISTRICT IN NYS. And I asked the union president :
1-To allow me to present what I’d found out about the control mechanism to his teacher members
2-To support me in my bid for my seat on the board in order to publicly highlight and oppose the oppressive rating and testing system.
AND HE SAID NO.
Not only did he not endorse me.
He spent 5 times what I did to oppose my candidacy.
The first time, because of two resignations from the 9 member board, there were 5 seats open.
After having attended board meetings every two weeks, for over a year, I did not recognize a single one of the candidates that the union endorsed as ever having even attended a meeting.
But the union spent the money and mailed out their palm cards and got FIVE PRO COMMON CORE and PRO APPR candidates elected to the board.
On the night of the election, none of the candidates were at the district offices to watch as the results were tallied and announced.
But ALL of the union big wigs INCLUDING the statewide NYSUT representatives from Albany were there, high fiving each other for keeping me and the rest of the anti-CC candidates from being elected.
I then spent my own money and petitioned the board to allow a round table discussion of the issues before the community.
The parents came.
NONE OF THE TEACHERS DID.
I ran again a second time.
And the union opposed my candidacy again.
I got elected anyway.
But the rest of the board, ALL union endorsed candidates did EVERYTHING they could to oppose any and every effort I made to raise awareness and oppose the oppression of the assessments and the rating system.
THE TEACHERS AND THEIR UNIONS PUT THEIR POLITICS FIRST.
They wanted the control and the progressive curriculum and the data collection which were all part of the Common Core agenda.
They wanted it so badly that they were willing to sell out our children.
AND THEIR OWN MEMBERS.
And to this day, their members still don’t even know they did it.
People who can’t even figure out that their own heroes are using THEIR money and THEIR own votes to sell them out, aren’t the people I want “educating” my children or any children about how to get along in the world.
And I certainly don’t want their unions driving the process.
THANK YOU SCOTUS!!!
HOMESCHOOLERS BEWARE—- STATE OF NEW MEXICO
Article by Alex Newman of Freedom Project (works with Dr. Duke Pesta)
One Mama Bear comments:
“Makes me angry they know ESSA (Every Student Succeeds Act passed Dec. 2015 under Obama admin) is going to bring everyone into the system.”
New Mexico Threatens Homeschoolers Who Won’t Jump Through Hoops
State education bureaucrats in New Mexico are under fire nationwide after demanding that homeschool families sign “illegal” declarations agreeing that their “permission” to educate their own children…
New Mexico Threatens Homeschoolers Who Won’t Jump Through Hoops
Here is a post from the Common Core Diva:
H/T Karen Bracken
Fed led led bent on creating worker drones gets a hearing tomorrow. ‘Lamar’ is leading the charge to rob the cradle to work for ‘the man’.
Here is another post from the Common Core Diva:
The House praises the Senate on nailing a coffin in education today. CTE is CBE! CTE is also Common Core and STEM. Way to send us down the workforce drone river.
A crooked federal judge has upheld the transgender bathroom policy of an Oregon high school: https://www.usnews.com/news/best-states/oregon/articles/2018-07-25/judges-ruling-supports-oregon-schools-transgender-policy
A new University of Minnesota policy could have students be expelled for the “crime” of “using the wrong gender pronoun”: http://www.startribune.com/university-of-minnesota-pronoun-policy-should-not-be-enacted/488671461/
Here is a post from a friend of mine:
Munn Elementary, Manitou Rd dumpster, Rochester NY
How many schools are purging their libraries?
We knew this was happening a couple years ago; anything dated before 2000 was tossed, trashed.
What is the status these days in your area?
And here are some replies to said post:
Dix Hills NY did the exact same thing. Renovating library and going digital. Books tossed in the dumpster. Could have been donated.
Librarian had said schools in 3yrs time are going all digital 😦
We have 25 filled floor to ceiling bookcases in our house. I bet I could make room for more if anyone sees something like this happening near Albany, NY.
Here is a post from an anti-Big Government page:
What the man wants, the man has gotten….as Governor Alexander, as Secretary of Education Alexander, as co-founder of “Empower America” (now called Freedom Works), as Senator Alexander, and chairman of the Senate HELP (Health, Education, Labor, and Pensions).
But wrong is still wrong. Time has proven that.https://thecrucialvoice.com/2015/07/12/wrong-is-wrong/
Here is a post from an anti-Common Core group:
New York Times on SAT and ACT selling student data.
“Students had taken surveys that came with the SAT or the PSAT, tests administered by the College Board. In filling out those surveys, the teenagers ended up signing away personal details that were later sold and shared …
In May, the Department of Education issued “significant guidance” that recommended that public schools make clearer to students and their parents that surveys with the SAT and the ACT, a separate college admissions exam, are optional. The notice emphasized that pretest surveys could provide opportunities for families to learn about college choices. But it also reminded schools that parents had the right to inspect all surveys in advance. Parents also have the right to opt their children out of any school-required surveys that touch on sensitive topics like religion, family income or politics.
The new federal guidance could give school districts and state education agencies “leverage to push the College Board and the ACT to either eliminate the voluntary survey when it’s being given in a school,”
Here is a post from an Ohio anti-Common Core group:
From Karen Bracken
I hope you all understand this is all part of replacing academics with training for a pre-selected career starting in elementary school. This is one of the reasons why they have been collecting so much data on every child. When you provide training instead of academics you don’t need grade levels or grades. All the student needs to do is perform and master the required skill then he/she moves on to the next skill. When the student masters all the skills they are ready for work and that could be at 12 or 20. People who have not researched past education history (and hidden agendas) do not see what this is part of but those of us that have studied the history of education from all angles know exactly what this is leading toward. This lines up with programs being set up in other states. TN is starting a computer programming standard to be started in elementary school.
They will implement this stuff little by little so people will not see the migration away from academics to training. This is how they educate children in China folks. The Chinese are obedient slaves. They have no free will or free thought. They have no innovation skills. They are trained workers. A trained person cannot steer their own ship. It takes an educated, innovative person that is educated to control their own future and this is not what the planned global economy wants. Once a career path has been selected for the young student (of course they will make it appear as if you picked your own career path) only the skills needed to master that career will be provided. If higher math and/or science is not needed they will not get it. History…….who needs history to be a doctor or hair dresser?? This is where we are headed with pubic education (which will end up totally privatized). So what happens if that child who was trained to be a hair dresser finds out the new trend when they are ready for work is bald heads for both men, women and children? They cannot try to seek out a new career because they were never educated and only know what is needed to be a hairdresser. So now what? This is where “life long learning” comes into play. That hair dresser that can find no work will have to have another career path selected for them and they will need to be retrained for their new career. Life long learning for a life time of labor. So sad that so many are so gullible and cannot see what is happening to education and has been happening for decades. We now have a complete generation of people that truly believe sending their kids to school is all about getting a job. The propaganda has worked. “If education is beaten by training, civilization dies.” C. S. Lewis
Here is a post from the anti-CBE group:
From the CEO of Dreambox: “I’m thrilled to announce that today, DreamBox Learning and The Rise Fund, a global impact fund managed by TPG Growth, have decided to join forces to serve more students and educators, and to reshape the future of learning by using technology to unlock human capacity by first unlocking learning potential. Our organizations both believe that society is well served by educating our children so that they grow up to be productive citizens, capable professionals, and life-long learners. I’d say our democracy depends upon the success of our children.
With a $130 million investment from The Rise Fund, DreamBox will be able to fuel more learning innovations, evolve our product and services offerings, and expand our reach on the global stage. DreamBox will also use the investment to explore strategic partnerships that will propel the company forward in its mission to reveal the brilliance we know every child possesses.
DreamBox and The Rise Fund share a joint commitment to both social impact and growth. Together we will help the company grow faster, spur more innovation, and most importantly, continue to support great teaching and learning in the years to come. At DreamBox, we like to say #MKOD(More Kids on DreamBox); it’s what drives us and restores us when we face challenges. With nearly three million students,120,000 teachers served, and 165 employees, we know we’re just getting started.”
And another post from said group:
Do any NH folks have insights on this new law re parental consent for digital badging?
II-a. No school shall enter into a contract with an operator or implement the use of digital badges without the approval of the school board.
II-b. Any school district that uses digital badges for students shall adopt a policy for notifying a parent or legal guardian of such use and shall require the written consent of the parent or legal guardian for the student’s participation.
New screening for behavior?? In going through the elementary online registration for Canyons District today, the last page required you to check off yes or no you were given information on multiple things, one of which is new to the District this year…behavior assessment. When I clicked for more info it took me to a letter regarding this, some of which is below. It also mentioned to get more info from the office and get an opt out form from the principal. When I tried to google this I found they will be “scoring” each child based on
Lie, cheat, sneak.
Low academic achievement.
We are new to public schools. Does anyone have info on this, is this really new, is it only used in Canyons District, etc.? Should I expect a knock on the door if I choose to opt out? I am not an expert, teacher, nor a psychologist, but as a mother this worries me as much if not more than the academic testing done in this state.
“Parental Notification of Student Screening for Behavior
Canyons School District regularly conducts universal screening in core academic areas and will begin to conduct universal screening in behavior areas to assist in identifying students who may be in need of additional support. Universal screening is the least intensive level of assessment completed within our Multi-Tiered System of Supports (MTSS) and helps educators and parents identify students early who might be “a-risk” for developing learning, behavior and/or social-emotional challenges.
Beginning in the 2018-19 school year, Canyons School District elementary schools will use the Student Risk Screening Scale (SRSS-IE) due to its ease of administration, low level of intrusiveness and solid research base.
The SRSS-IE is a checklist of observable behaviors that is completed by your student’s teacher three times each year, fall, winter, and spring. If your student scores in the high risk range, additional consideration will be given to determine whether intervention may be provided on condition of
your approval as parent/guardian.”
Here is another post from the anti-CBE group:
Allowing school devices in your home connected to your network here is what happens
And yet another post from said group:
I’m not surprised this rush-rush legislation happened in Florida, which is Ground Zero for disastrous education reform. The fact that an expert is wary of this should be a huge red flag. This is one step away from that data base of SEL which will be used as the “before” data for SIBs. Parents whose children have been diagnosed with ADHD, depression, bi-polar disorder, etc. already share this information with the school psychologist, who keeps it under lock and key in his/her office. It hasn’t (so far) ever been part of a database that can be accessed by third parties, but that’s where Florida is headed full-steam. There has never been a need to pass legislation forcing parents to reveal this information, just as they don’t have to be forced to let the school know their child can’t eat peanut butter. Most families willingly work with their doctor, their child’s teacher and the school psychologist to put a plan in place to help the student cope with the stress of the school day — and they trust that only the staff members who need to know are privvy to the student’s file. Once this information is in a data base, it’s open season for venture capitalists, and the end of privacy.
And here are some replies to said post:
It’s a nightmare but it made the pro-gun families here at MSD feel good about doing something. It wasn’t even a secret that Cruz had issues. His mother was a denier/enabler. This is bullshit. Period.
When a child is in school FERPA overrides HIPPA. All medical that takes place in school is part of a childs educational record. Every State has an SLDS. And that info funnels from your local district to your state and to the USDOE. And if you look up the elements on CEDS, SEL and disabilities are already there!!!
I discussed this a while back with someone I personally trust as an honest tech expert…..Response to our discussion of FEPA/CTA—-“”The “multiparty computation” can be a solution, but it really depends on how enforceable it is. HIPAA has a well-defined set of penalties in different circumstances and it’s actually enforced.
As far as an un-breachable method of handling data, I think that it doesn’t exist. Besides, the data that would be protected by this bill (income data, debt, etc) is already breached since at least one credit reporting agency has been hacked.””
Once again, I believe “they” have no good reason to do what they are doing and harm to “us” is inevitable. We should be able to kill the data collection and sharing going on in education…..if we would organize.
The “negotiations” that were made in order to get Utahs ESSA (Every Student Succeeds Act) plan accepted did nothing but place your parental rights in jeopardy. To be honest, Utah simply complied with the Federal Government. Now there is an issue because Utah’s ESSA plan and our current state law protecting opt outs conflict.
Utah is now required to audit opt outs, see Pg. 37 of the ESSA plan:
“Schools that are identified for support and improvement due to the application of the ESSA calculation methodology will be audited to identify the root causes of low assessment participation. These schools will also be subject to remediation to address low participation rates.”
To be honest, this feels like a Screwtape strategy.
“Make parents believe their decision is a mysterious cultural phenomena rather than a calculated and principled decision. They’ll question their own motives and whether or not it’s working.”
Here is a post from a Washington anti-Common Core group:
Please read Reykdal’s narrative on the “unprecedented redesign” of our schools.
Points of note: extra school hours and days, HSBP using digital tools and data collection to steer your child into a career in 8th grade, redesign of HS to more like university: 2 yrs of general ed and 2 yrs of major.
And here are some replies to this post:
studies show over and over that kids need more time for free exploration and less time focused on “academic” subjects to allow their brains to develop – so now they say the day will be longer – with longer recess and lunch- but pretty sure that time will get sucked up into “learning” time- My most memorable year of school was 2nd grade- I can still “see” the classroom layout in my mind- the teacher set up her room in “stations” – there was art, a quiet corner for reading, cooking, social studies/history- we had math packets that allowed us to progress at our own pace, and we got prizes when we finished our packets- I made my first salt dough map, made bread, jam, and several “salads” that allowed us to learn how to read a recipe and follow directions. Our teacher had two parents who were deaf so she taught us sign language. I adored every moment of the school day, and thrived in that class- I only remember taking one “test”– I am sure there were others about topics, but nothing like the “standardized testing” of today- the one I remember? “how many words can you read in a certain amount of time”. We learned based on unit studies- pioneers coming to Oregon= making bread and jam… to me this is true age appropriate learning- hands on, moving at our own pace through math and reading, while exploring the world together- teachers today are so strapped “teaching to the test” and keeping up with all the other classes at their school so everyone will “finish” at the same place… I know wonderful teachers who are buried under paperwork, assessments, and the stress of pushing their class to meet the “standards” that are not age appropriate, do not take into account the developing minds of children that the officials keep ignoring in their “plans”.
Well, I don’t see much of anything wrong with this plan. I know of several places across the country that have always done 8 week summers. My kids have attended some of those schools when they got out in June and went back in Aug. I have a friend living in another state, her kids get out in June and go back in Aug. And there’s nothing wrong with expanding the school days by 45 minutes and giving them longer lunch times and more recess time. Lord knows they could use the exercise instead of being in front of video games. We used to go to school from 8:30am until 3:30pm. Why not go back to that?? There was plenty of time for lunches and recess. And what they’re proposing for jr high and high school, makes absolute sense as well.
Our education system has been asked to do more without fundamental change in our school year or school day. To achieve our long-term vision, we will need to expand the school day by 30-60 minutes and the school year by approximately 20 days. Together, these efforts will add a minimum of 230 hours to the existing 1,000 hours of instructional time. The added time will allow for intensive student supports for students who are falling behind, universal second language instruction, research-based time allotments for recess and lunch, and it will provide the necessary collaboration time for K-8 educators to focus on individual student supports and school-wide improvement plans.” ****
He’s probably a school board member who has been schooled in the Common Core way. …. That really is/was the plan. I read it in a document called Moving Beyond the Killer B’s. https://thecrucialvoice.com/…/16/the-common-core-system/
Anyone know how many states are using common core?
Summer Week 6 of 10 is now done! 4 weeks left. Under Reykdal’s plan, the start of school would be coming right up next week.
#DrPeterGray – according to scientific correlation, we’re literally increasing our children’s risk of mental illness and also death when we take away unstructured play hours and replace with more structured time/‘rigor’. That’s not op-ed, that’s decades of research into behavior, biology, statistics, health sciences, and from a squad of dozens of researchers that Gray has inspired, not just from one smart guy.
Here is a post from Alice Linahan:
I say the same thing today that I’ve been saying all along-it’s long since been proven that the College Board is a moneymaking machine standardizing every child in the country as it possibly can.
Not only that, it is keeping multitudes of young learners from being able to participate successfully in college level classes in high school.
Instead of being a so-called assessment tool, it’s a block to achievement.
Is the president and CEO of the college board, David Coleman, actually on campuses?
Is he looking at data points and data sheets to determine whether, demographically, certain people are eligible for college level classes pending a passing grade not only on this test but on the preassessment activity-an additional hoop that young learners must jump through to even take the TSI.
We can see who is financially benefiting from the TSI.
And the SAT.
And AP exams administered.
It’s so sad that kids are being used as human capital and commodities at every grade level in public and charter education.
David Coleman is one of the original authors of the Common Core, and a proponent of values, attitudes, and beliefs-based curriculum and instruction, and in alignment with globalization.
A school, to be “inclusive”, has eliminated the Pledge of Allegiance: https://www.theblaze.com/news/2018/08/09/school-eliminates-pledge-of-allegiance-to-begin-day-as-fully-inclusive-and-connected-community?utm_content=buffer820fc&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze
Here is a post from a pro-homeschooling group:
This week marked my 8th first week of school as a teacher. If some of you are on the fence about homeschooling, allow a frustrated public school teacher to push you in the right direction.
•I have less control over how I teach now than I did my first year of teaching. I’ve earned a master’s degree, attended countless professional development courses, and have taken on several opportunities to write curriculum and teach at the college level, yet I have less control over how I teach my students now– due to more and more administrative involvement– than I did fresh out of college with virtually no teaching experience. Wouldn’t you rather your children have a teacher that teaches them based on her understanding of her students as individuals than what has been regurgitated by a stranger that writes curriculum from behind a desk somewhere far removed from schools?
•Curriculum companies and textbook publishers profit off of creating new buzzwords, instructional standards, and ever-evolving “intervention” techniques to “meet students where they are” in terms of lacking in literacy and numeracy, yet the number of students below grade-level seems to never get lower and I’m convinced said companies want our children to fail to keep us linked to them and keep their pockets deep. Wouldn’t you rather the people teaching your children have a say in what they think will be the best approaches at teaching your children, rather than have a school district be in a masochistic relationship with education consultants?
•There seems to be a plethora of people that want to work in education but don’t want to teach, yet have the connections to create jobs for themselves within the district to be “curriculum instructors” or “teaching coaches” or other titles of the like. It seems to do little more than create more stress (and work) for teachers as I’ve yet to see any students directly impacted by having these pseudo administrators present in the building. Wouldn’t it make more sense to trust these very qualified teachers to teach as they see fit and use the money in the budget for these filler jobs to provide more livable wages and benefits to teachers?
•We still promote children to the next grade when they haven’t obtained the skills they were supposed to master in their prior grade. This is how we end up with 8th graders that can’t multiply and 10th graders at kindergarten reading levels.
•Students are not inspired to follow their own interests and teachers rarely have the autonomy to make decisions about what students are taught.
•Students sit. All. Day.
•Students are often expected to be silent for extended periods of time and are reprimanded for talking yet still aren’t given time to socialize with peers appropriately.
•Privately owned prisons look at failure rates in middle schools to determine where to build prisons. Maybe that’s smart capitalism, but I find it heartbreaking, regardless.
I love being a teacher, but no longer feel that this title is an accurate description of what I do each day. For so long I’ve been fighting alongside incredible people to try and fix what is broken in public education, but I’m no longer convinced it can be saved. It pains me to say this.
After this year I will be leaving the profession to homeschool my children and give them the inspiring and enriching opportunities for learning that I so badly wish I could give my very deserving students.
I encourage you to do the same.
And here are the replies to this post:
I felt much the same way after 20
Years in the classroom. I’ve been homeschooling my daughter for 2 years and home with her for 6 years. 💜
Unfortunately this is 100% accurate. We begged the school to allow us to hold my step daughter back. She was 14 and reading, writing and spelling at a 1st grade level. Her math was 2nd to 3rd grade. She was given a learning disability title of being behind. She learned at a standard rate and retained but was never taught. Her social skills were also that of a 9 or 10 year old with zero boundaries. (Dad worked 16+ hours per day 6-7 days a week, mom drank). We were told no because she would drive before other kids. She graduated in May without knowing Division. Without being able to spell where. She was literally using 5th grade textbooks in 12th grade. That was my final straw and knowing the system failed us. My oldest is 16 and since 4th grade has been bored. Never gotten below 98% in school and was in all the “advanced” classes. They refused to move her up or challenge her. To the point she hated school because it was boring.
Oh wow! I have not had any kids in the public schools in over 5 years. It was bad then, but it seems worse now! So sorry, but I am glad you want to change it for your children.
Yes! Administrators have spent so much time discouraging creativity amongst teachers and constantly telling them what they are doing wrong that it leaves you feeling invalid! I literally had a meltdown during a meeting this week due to a similar situation. I do everything asked of me AND tutor students outside of school hours (because at least then I can teach them in a manner that I believe is most beneficial instead of the ridiculous curriculum and lessons we have to teach VERBATIM during the school day) but now we are required to attended 6 additional hours of professional development A WEEK on top of our 8.5 hour school days and the work we take home.
I really am convinced they want veteran teachers to leave so they can keep hiring less experienced and less educated younger teachers that will accept smaller salaries and yield to their demands with less pushback.
I spent 6 years fighting common core. I went to rallies,seen speakers,went to my state capital,hounded politicians ,spoke at the common core task force and other places. And all that time they said ” no one ELSE is complaining” ” the teachers approve” and ” higher standards” yada yada yada.
Pull your kids and try to salvage what you can of their education. I was DUMBFOUNDED at what my 10th grader DID NOT know
YEAR doing review just to figure out wjere he was at!
I have to agree with majority of what you are saying. These are the reasons I decided to stop trying to get a teaching job. Teachers aren’t allowed to teach, they teach kids how to take a test. After the test at the end of the school year my 5th grader came home every day for the last month of school telling me what games they were playing and movies they were watching. NO MORE Learning (and yes of course you can learn by playing games and watching movies, but this was not learning)
I have K-5 NJ, K-6 PA and a masters in education. But honestly have absolutely no desire to be in a classroom. I just pulled my now 6th grader out and will homeschool both him and the 9th grader (pulled end of 7th thanks to bullying).
I agree and I think there is honestly a dark and greedy purpose. (Got this theory from teacher friends)
If y’all are forced into what is essentially a “proctor” role, then they can make a case for using the scripted curricula and the online curricula and just hire anyone with a BS degree as a proctor! And who pockets the pay increase for saving costs? The administration!
Yep. I am not a teacher by trade, but the OP’s comments have been my observations both looking outside in, and while my kids were in PS.
PS is not what it was for our parents or grandparents generations.
I have a 6 year old and a 4 year old boy. My 6 year old did part time preschool for a year and it was horrible with his anxiety and they wanted me to send him to a psychologist… HE WAS FOUR, almost five… and he needed “mental help”? I quit and pulled him the next year. Since then I’m not looking back. His anxiety is still there, but much better. He’s a social butterfly and loves homeschooling and so does his brother and I.
It’s sad that there are many teachers in our shoes.
Things I do miss:
1) The kids
2) FUN stuff I could do when I was allowed to do it
3) THE KIDS!
Global PISA Exams using ESSA to Shove States into Social-Emotional Learning and to Control Definitions:
“A student is classified as resilient if he or she is in the bottom quarter of the PISA index of economic, social and cultural status (ESCS) in the country/economy of assessment and performs in the top quarter of students among all countries/economies, after accounting for socio-economic status.”
“PISA gauges students’ ability to think [rather than] assess what teenagers have memorized,” which makes it a useful yardstick for students’ likelihood of success in a complex, knowledge-based, global economy. Countries that consistently score the highest have all, according to Ripley, “applied rigorous, consistent standards across all classrooms” – standards very much like those outlined in the Common Core State Standards…”
Here is a post from a friend of mine:
Yesterday, I saw this posted … it wrecked my sleep
Here is a post from a Utah anti-Common Core group:
I have a question that is not necessarily common core related but we talk about a lot of educational issues in this group and I was hoping someone out there could inform me.
I am filling out the registration forms for this school year and there is a question I’ve never noticed before. It says “I agree to the mutual exchange of health information between my child’s school, staff, and/or his/her health care provider.”
This is different from the section that authorizes emergency care if needed. Why would this be necessary? and what will happen if I say NO?
And here are the replies to this post:
Absolutely say NO!
I would never, never agree to something like this. If it was mandatory, and I’m sure that it is not, I would pull my child from school. The government is trying to implement a holistic approach to child rearing with them at the helm. They could also use any medical information against you. They are already sending teachers into homes to spy on you.
I called the district office and was told it is so they can communicate with a school nurse if a child is diabetic or has an allergy, etc. I have an email out to the school board asking her what stipulations they had on the free-flow of medical information back and forth between doctor and school. I’m still putting NO but this really bothers me.
Don’t they already have things set in place for people like diabetics? I’m diabetic myself and am on a Type 1 facebook group and about this time of year the majority of all comments in that group are talking about getting appropriate IEPs set up. I assume any communication forms between Drs. and school nurses would need to go through THAT medium. I see no valuable or sensible reason why this should be an umbrella question for all children. (And secondly, most parents of type 1s – at least – don’t have nurses who will communicate with their Drs. anyway – it all goes through the parents. I would check NO, even if my children had medical issues. I am bothered by this as well as it’s just movement towards the “community center” form of school where the schools/government basically provides everything for your children and nullifies and undermines the responsibility and authority of the parents.
It’s a lousy excuse to circumvent HIPPA and privacy rights.
The emergency care form is still sufficient for school needs.
The reason they are doing this is that schools are being shifted into health centers. It ties into social-emotional learning (SEL). The more the government and their crony partners can track about a child, the more they can control the child and the child’s family.
Common Core is the brunt of brainwashing our innocent children. They seem more confused and frustrated than getting back to the ROOTS of a sound education. Common doesn’t deliver at all t toward their futures.
Serious, the camel’s nose is under the tent. More like his whole head.
And then they sell it to a third party. Say no.
Health data collected by schools is not legally protected in the same way as the health records your doctor collects. They fall under FERPA protections and not HIPAA, they are not really protected and can be turned over to third parties.
Utah FERPA protects you from having to reveal that information: https://le.utah.gov/xcode/Title53E/Chapter9/53E-9-S203.html
(1) Except as provided in Subsection (7), Section 53G-9-604, and Section 53G-9-702, policies adopted by a school district or charter school under Section 53E-9-202 shall include prohibitions on the administration to a student of any psychological or psychiatric examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian, in which the purpose or evident intended effect is to cause the student to reveal information, whether the information is personally identifiable or not, concerning the student’s or any family member’s:
…(g) legally recognized privileged and analogous relationships, such as those with lawyers, medical personnel, or ministers; and…
You don’t have to sign
Traditionally, school staff have never been permitted to refer a child or even suggest the need for behavioral testing, psychological evaluation, or even the need to see a doctor for physical illness. This would change that. It’s a hard “no.”
I emailed the members of the local board and the superintendent and while the superintendent agreed the wording was bad and loopholes needed to be corrected, they both said it was based on trust and said if I didnt “trust” the schools I should put no.
*edit* There was also a question authorizing the students to take the SHARP survey, which I understand is a mental health/behavioral health screening….big red flags going up all over the place!
Having been on the provider side of this… the only time I would sign it is if my child had severe allergies, diabetes or other significant health issue, AND if they have an IEP related to ADHD, autism, or any of those types of conditions. When I could speak to the schools directly I was able to help parents get their kids the accommodations they needed. Now I did this on a case by case basis because it wasn’t always necessary. I’m not a fan of blanket acceptance but if you have a child with significant accommodations, you may want to consider it.
My question is why wouldn’t the iep or 504, etc already cover this?
it should. Some schools won’t do what they say. Or parents won’t know what to ask for. Sometimes (and i emphasize sometimes) having your doc be in your corner is necessary. And they would need permission. Thats just been my experience. I feel for the medically complex kiddos and spent a lot of time on the phone with various schools making sure accommodations were met.
I just did this at my school. I filled out a form and wrote decline on it. I called the state health department they said “it was something the schools are doing and to talk to them”. I then called the USIIS Utah Statewide Information System. They said it is so a School could call them and make sure that the information from parents is accurate. But on the form it says “the school may share my immunization information” …not the other way around. When I asked my school it was so data could be shared between different entities. Also we decline “Utah Futures”. Data collection and usage.
Here is a post from the anti-CBE group:
Has anyone seen this? Kids wear a tracking device on their wrist that looks similar to a Fitbit, and by being active throughout the day, they magically help kids in other countries.
And here are some replies to said post:
Yes, see bottom left quadrant. Trying to work on some blogs about this map now. https://littlesis.org/…/3098-unicef-digital-identity…
can perhaps say more. They used this program in her school a few years back. Impact investing double-dip: preventative health in US, nutrition impact for global poor. Data, data, data…
I was searching for ideas on how students/young people can help with human rights and refugee issues and came across this awful stuff. I can’t believe how embedded it all is in so many institutions.
Disney, Target, Star Wars, George Harrison…it’s global capitalism. I think I remember Emily saying one of the students, a second grader maybe, “if they have the food, why don’t they just give it to the kids?” Out of the mouths of babes.
I know most of you are aware of all this, but I found this 2016 article in Forbes about Unicef’s impact investing in open source technologies for children.
Do you know who the funders behind the venture capital program of Unicef are? Disney and the Foreign Ministries of Denmark and Finland. How weird is that?
I suspect it’s about managing refugee populations. Also Ericsson in Finland is one of the three main companies developing 5G infrastructure that is is all riding on.
Here is a post from the Utah anti-Common Core group:
Martin Bates, Superintendent for Granite School District, argued this morning in favor of legislation currently being prepared to take the right of parents away to opt students out of testing. His reason is that we all pay taxes for public education and it is unfair that not everyone had to be held accountable. What in the world?? Does that mean that people who pay taxes for public schools, but do not have children attending school also have to be held accountable in some way?
And here are the replies:
What if this passed and parents decided to rebel by telling their kids to throw the test off by answering the same way to every question? That might create a problem, right?
The Individual Education Plan (IEP) is essential if you think in terms of the computer. They just call it… Personalized Learning.
Most people believe that an IEP is only for students with special needs, as referenced in the Individuals with Disabilities Education Act (IDEA). But the fact is, an IEP (Personalized Learning) will soon be, for every American citizen in this new P-20W system. P-20W meaning from Prenatal through the Workforce, and is a part of a much bigger plan. It is a controlled workforce for a controlled global economy.
When the money follows the child, state or federal (Education Savings Acts (ESA)s, via government, regulated “School Choice”, the access point is established to reach every citizen, no matter what education choice is used.
A computer has the ability to track everything a student knows, thinks, and does. Click to learn more:
My school district has adopted Benchmark Advance ELA curriculum. The Super is touting all the online advancement options/opportunities to move beyond their grade level. I smell a stinky CBE rat.
Does anyone have any info on Benchmark? There are some parents (who are teachers) jumping for joy and I wish to give them some resources to make them be cautious.
And here are the replies to this post:
I just looked at the website. I can’t imagine that stuff making anyone jump for joy. Ugh.
A retired teacher is plugging it as a “win” having taught it. Urggggg
The number of these programs is growing exponentially. I think rather than targeting one program, it’s probably better to lay out questions about digital curriculum in general. This is an old post of mine, but it seems to still get quite a few views and may be helpful if you haven’t shared it already. https://wrenchinthegears.com/…/digital-curriculum…/
Here is a post from a Utah anti-Common Core group:
This screenshot was taken yesterday, 8/13/18. This is current federal law…. I just wish they would follow it…
And another post from this group:
Julie Cash King posted this on the MTH page and agreed to allow sharing. This is a serious issue that will affect us all eventually. If we let them make one incursion on parental rights, they will just keep pushing until homeschooling isn’t what we want it to be. I know there’s someone who follows this closely and all things political, but I can’t remember your name. Please tell us how you feel about this as well.
I wanted to make other parents aware of this, so I am sharing the following that I wrote. If opt out options are removed, we will be withdrawing from MTH next year.
I have been frustrated over the last few months, but have kept my feelings to myself. But I feel a need to tell other parents about what is coming down the pipeline. And this is it-you are going to lose your parental rights when it comes to schools in Utah. I am telling you that by the time the 2019 Legislative session is over, our elected officials will have voted away your parental rights.
Let me give you the background. Utah has on the books a law (thank you, Senator Osmond!) that states that parents have the right to opt their children out of statewide testing (meaning SAGE, DIBELS, and a slew of other tests). You may not choose to opt out your children out of testing, and I respect that. I do, as do thousands of other parents. Some opt out due to concerns about their children with special needs. Some opt out because they believe the test to be invalid. Some opt out due to mental health concerns or severe test anxiety. Some opt out because they do not see the benefit. Some opt out because they do not want their children’s data shared. Some opt out because they oppose federal involvement in education. Some opt out because they know the test scores were being used to impact school grading and they know school grading to be a flawed mechanism in which to grade teachers and schools. There are lots of reasons why parents choose to opt out their children. And that is their right-a right guaranteed under state law.
But we hit a snag. Under ESSA, states are required to have a 95% participation in their state test and last year, we hit 5.9% opt out, above the threshold that the Department of Education allows. The Utah State Board of Education sought a waiver since we have a state law that guarantees parents the right to opt out. The Feds said no. And the Feds are holding the bag of money. So, we caved. We got a one year reprieve where test scores will not impact school grading which is this upcoming year (2018-2019). But all opt out kids will be given a test score of zero, negatively impacting schools. But what do we do? State law vs. federal law? DOE money vs. the rights of parents?
We, meaning parents, lose. We lose, and our kids lose. I know what the outcome will be. Some legislator will present a bill in the 2019 Legislative session, removing the opt out option. And it will pass. I can see it so clearly. And I knew it would happen. What I did not expect was how quickly those wheels would start turning.
The Utah School Boards Association, USBA, is an organization that Alpine School Board belongs to. We pay dues to belong to that association to the tune of about $56,000 annually. Those are your tax dollars. USBA basically tells the local school boards what to vote on and support. And USBA held a meeting yesterday which included information about their legislative agenda. And lo and behold, the USBA is supporting taking away your parental rights and communicating that to your elected officials.
The following is what is included in the posted photo, under Enact Policy Requests: “In the interest of accountability and transparency and the need to examine student academic growth and teacher performance, every student that receives the benefit of state-funded education should participate in state created end-of-year assessments, and educators should be allowed to encourage and incentivize students to do their best on the state exams.”
That’s right, folks. Your tax dollars are being used to take away your parental rights. No more opt outs. Have a special needs kid? Too bad. Have a kid with severe test anxiety? Sorry. But we are going to blackmail kids and pressure them. Score high enough, Jimmy, and you don’t have to take the final. Get at least approaching proficiency, Sarah, and you can have an ice cream party.
I am enraged by this. Parents know what is best for their kids-not the USBA, not the Legislature, and certainly not Betsy Devos and the Department of Education. Instead of standing up for parental rights, we gave them away when no one was looking and now our tax dollars are going to be used to deny us our parental rights.
Maybe you don’t opt your children out, so this is no big deal. Why should you care? Because when any entity decides that parents don’t know what is best for OUR children, we are going down a very dark path. The next way to strip parental rights? Maybe they will decide that no parent can opt out their child from sex ed (California has already done that). Or maybe the next step will be to enact draconian attendance policies where parents have to have a doctor’s note to excuse a child from school and taking your kid out of school for a family vacation or even a funeral is forbidden (we enjoy a great attendance policy in our district, but there have been organizations that have been pushing to change it). Or maybe we decide that every child must attend the school that they are boundaried for (I know dozens of families that have chosen to send their children to schools outside their area, and in some cases, outside of the district).
When we were off buying school supplies and reviewing school bus routes and paying school fees for our students, the USBA voted to support removing parental rights. And they will be lobbying our legislators to change state law to reflect that. With your tax dollars. The audacity of this should surprise me, but it doesn’t. This is what it has come to.
And here are the replies to said post:
MyTechHigh is a distance learning program option for homeschool.
Why not opt out anyway, even if they forbid it? What are they going to do if we refuse, take away our freedom?
The possibilities could be…interesting. If the school system is deemed to supersede parental rights, then your children could be forced out of the school system, or worse, the state could deem the parents were no longer the best custodians for these children. I suggest watching this short video on the state overruling parental rights. https://www.youtube.com/watch?v=qzXW4pHs6uk
they are wrong. Parental rights are in the Bill of Rights in the Constitution. They are covered in ammendment X.
Yes,but they are clearly not abiding by this law, and none other is specific to parental rights. I think that is the message. In addition, laws such as the UN “rights of the child’ are being construed as superseding our Constitutional rights, and these precedents being set are frightening.
Schools are likely to start pushing families out of school if they refuse testing. The federal coercion of ESSA is working. Compliance is seen as good. Non compliant parents are seen as bucking common sense and causing schools unnecessary headaches.
Pushing families out of school? Then they lose money for having less kids. Besides, you say “pushing families out of school” like it’s a bad thing. The more kids we can get out of the schools, the better.
Most families are in a two working parents situation, so, while I agree that kids parents should do everything they can to homeschool or private school, most parents will cave to the schools as opposed to leaving.
As you know, parents shouldn’t be forced them into that choice.
Parental rights to educate their children as they see fit are inalienable rights given by God. Neither DC nor even states have the right to interfere with that.
the problem is, it is coming to a battle between the United Nations and the parents.
Since when did we take orders from the United Nations?
since October 24, 1945. This is why the U.S. needs to leave the United Nations.
I agree with this approach. I noticed the change of the MTH application this year, but I still intend to opt out. I guess we’ll see how it goes.
What was the change on the application? I must have missed that
Yes. It made you check a box. I just figured it’d be spring before it was an issue, but who knows how it will go, or if they’ll not allow a reapplication next year.
Check a box for what? Sorry I’m confused?
Sorry! The application this year had you check a box to agree not to opt out of testing.
really!?!? I wonder because we are returning students we didn’t have to fill out the application? I haven’t seen anything like that. I will be searching for that! That was the first thing I did, opt out of testing. With this potential new change, we are anticipating this being our last yr. which is sad. This will be our 5th yr with MTH, but I will NOT participate in testing, so if it’s required, I’m out!
yep. I added a new student this year and it was on there. I’m trying to remember if it was on there on our renewal application for my other boy. I kinda thought so. I guess it didn’t leave a big impression because I just figure I’d opt out anyway. I wasn’t convinced it was even legal to say it was required, so I kind of ignored it. I should have paid more attention
ya totally not legal to say/do! At least currently….
Don’t check it then.
it refused my application without it. Believe me, I tried
Wow!!!! That can’t be legal!?!? Did you Talk to anyone about it??? I wouldn’t have added that kid but again I refuse to take the test, at any cost. But if I had absolutely no choice, then I would pick a letter/number and that was my answer for the whole test and we would just intentionally fail them.
a good plan b. I still intend to opt out. I’ve had a gRd time with MTH on other issues this year, so I think the reality is that we may be parting ways in the future anyway
A Virginia school was posting the health information of students online:
Here is a post from the Utah anti-Common Core group:
Have you seen what the school board members are discussing on their facebook Pages? Parental rights or two percent of funding? Ill choose parental rights everytime. Compliance for grants costs so much I bet the total effect on our bottom line would be insignificant.
Occasionally, board members have conversations via email. These conversations should be had in an open and public forum. As such, I am posting the emails in an open manner so the discussion can be seen publicly.
Member of the public:
Dear State School Board,
I have read member Michelle Boulter’s write-up of what happened with the board being bypassed and the administration dealing directly with the federal Department of Education on the ESSA waiver request (https://electmichelleboulter.com/…/the-state-of-utah-is-neg…). I strongly urge you to override that action with an amendment to their action defending Utah’s educational sovereignty and reminding the administration that the public school system is governed by an officially elected body.
What a colossal waste of time to impose on the state schools an audit of why parents are opting out. No parent needs to be subjected to this. Respect parents. Schools exist to support parents, not the other way around. If parents want to opt their child out of state tests, it’s their natural right to do so and nobody should try to abridge that right or convince them otherwise. It’s time we stop playing “mother may I” with the feds. They tax us, spend it, and return a portion with strings attached and threaten us with our own money. Please work with legislators to set aside the 2% of funding* at risk for completely ignoring federal mandates and then ignore them and do what’s best for Utah’s citizens. More freedom for schools, teachers, and parents, and less rules and regulations.
* The approximately 2% figure comes from legislative analyst Ben Leishman to told myself, Senator Stuart Adams, and Representative David Lifferth a few years ago that only the Title 1 and Special Ed portions of federal funding are at risk and would need to be replaced IF the feds even decided to take action against the state. Utah can fund this with a contingency account.
(Update: Board Member Hansen was replying to a member of the public and copied the board but was not engaged in a discussion with the board.)
Board Member Hansen:
I am a parent as well. I am happy to hear your thoughts on this – but I am a little distressed to see you refer to it as: “only the Title 1 and Special Ed portions of federal funding are at risk”. Only? Thousands of Utah children are dependent on this funding. I hope you understand if I stand with the parents that stand with our students that are most in need.
My best to you –
Board Member Boulter:
For the 2017-2018 school year we got 6% from the federal government. Of that amount, what we would lose if we do not comply with ESSA would be about 2%. This amount goes to title 1 and administrative fees for title 1. The school nutrition program is not tied to ESSA as far as funding goes, IDEA is also not tied to ESSA. Of course the federal government could always threaten that money but they have no legal authority to do this and we could sue them. But they will threaten it because that is what they do.
Board Member Lear:
I also am a Utah parent and grandparent. I don’t agree with Michelle’s characterization of the USBE process and i don’t agree that all that is at risk is 6%–or maybe 2%–of federal money. The Legislature has NEVER given public ed a “contingency fund.” Any money that the Leg would give would come from the total of education funding. What are we willing to give up? Some % of the WPU? Funding for high risk special ed students? Transportation funds that inadequately help rural schools bus kids to school? The signigicant amount that now goes into systems and personnel to protect student data?
We need the federal money. The negotiated compromise is not perfect–but it was painstakingly worked out and that’s the meaning of compromise.
Board Member Boulter:
There was no compromise. Utah complied, period. And what’s worse, we the elected board members did not vote on this so called “negotiated” version. We didn’t even have a discussion about it. I do not recall giving our board chair authority to make this decision on his own.
Board Member Ellis:
Every board member should be concerned about how this process happened. Even if it was exactly what you wanted the process was flawed. What happens when the decision falls against your beliefs? You too would be upset that we put that much power in one board member’s hands. While I have great respect for our chair, this was not okay. This was an overreach of power (unintentional or not) that is not granted to our chair.
With three days to make a decision, there is time to notify the rest of board leadership. We have very diverse views and opinions and were elected by you, the board, because of those views. In 3 days there’s also time to call an emergency board meeting which did not happen. Instead, one board member made a decision for all board members.
Superintendent Dickson was unnecessarily vague in her email communications with the board. Notifying us that negotiations were taking place without disclosing the nature of said negotiations is also unacceptable.
This conversation should have been had in a public and open meeting as should this email conversation. As such, I will be posting this on my Facebook page for all to see because, once again, this conversation, as well as all discussions leading up to an ESSA decision, should have been in an open forum.
There was no compromise had with the federal government only compliance. The one-year reprieve was not granted to us by the federal government. The legislature prior to the ESSA discussion had given us a one-year reprieve from grading schools that has nothing to do with ESSA approval.
Board member Boulter and I recognize that we did not have the votes to say no to Federal funding. We tried that and it didn’t pass. But a compromise with fellow board members could have been had where we address both Linda’s and Carol’s concerns as well as ours to work together in tandem. But again I must emphasize one board member made a decision on a multimillion-dollar level.
This should concern every single board member. Board leadership isn’t created to give one person, regardless of who it is, more power than the rest and I suggest that we look at our board bylaws to make sure that this abuse of power doesn’t happen again.
Here is a post from a Rhode Island anti-Common Core group:
The College Board charges $90+ for each and every AP test your high schooler takes…and they must score above a 3 in order to get college credit for same – but colleges do not even accept the credits in some cases…
The College Board also owns the SAT and ACT…those tests are now aligned with common crud – ahem core…and taxpayers are footing the bill for ALL students to take them now…
WHAT A GIANT $$$$$ BOONDOGGLE HUH?!
And here are some replies to this post:
Funny, you posted this as I was pondering the same topic yesterday. With the advent of technology, they feel the apparent need to push some subjects away to make room for this technology. STE(A)M has now taken over many areas that are critical to true education and the understanding to our motives and our past, present and future success as citizens and eminence of our nation. It also helps them politically to subvert education by erasing history. I don’t believe this has been done by default, but has been a concerted effort over time.
Some of the AP topics are a fraud. World history? That’s a lot to cover in 6 credits. The statistics is a 100 level course. Real college statistics is a 200 level course with calculus as a pre req. Most colleges won’t take AP biology because they have their own pre med weed out version. I don’t even know what environmental science is. Anything other than physics C is what my college called physics for poets. These classes are fine as long as students realize they are not really college level classes. The good classes are chemistry (8 credits) and calculus.
Here is a post from a Massachusetts anti-Common Core group:
I’m testing the waters here. I’m not sure if this is the right forum for this rant… (Please forgive me if that is the case, and of course I understand if the moderators need to remove this post): As summer comes to a close this year, I am once again hearing and reading the comments of families facing summer homework deadlines. After much research and observation, I will continue to shout: THE ONLY kids that need summer homework are the kids that want and/or need summer homework. Also, I have to ask: what’s up with sending home depressing literature during the summer? (This was a question my pediatrician asked me a few years back.) We have all winter for deep thinking. I don’t question its importance… but some of us barely get 8 weeks of nice weather each year. In the War on Education (and Childhood) can we please at least try to preserve the idea of carefree and happy childhood summers? Can we this year again revisit the idea of homework free-nights and summers? For the record, I am fortunate enough to live in a student-driven school district… but I know others who do not. Summer homework a real struggle and stressor for many children. I hope we can continue to tip the scales back in the other direction… It’s a #RaceToNowhere. One size simply does not fit all.
And here are the replies to this post:
I remember my summer homework, no shoes, playing baseball with the neighborhoods, swimming, boating, imaginary play etc. Oh yes, playing school with my little sister.
Completely agree! I have two teens, one off to college and 10th grade. I have tried to keep a stressless home environment as much as possible. I never let them stay up into the wee hrs of the morning doing hw, it’s so unhealthy. One book I recommend isHow to Raise an Adult, the author speaks of this crazy culture this generation is growing up in. And for what? Ultimately if you work hard you will attain your goals and be a successful member of society.
Unfortunately, schools are counting this crap toward the kids’ grades.
Now these summer assignments started years ago because parents let it happen. People had the power to prevent it but that power was not used so here is the current situation.
The power is still there to put an end to it.
This is absolutely the correct forum and good for you for speaking up. I am also not a fan of summer work. I don’t have a problem with the schools assigning one book to read, though, especially if the kids have a list to choose from. I make my kids read during the summer anyway so this is just a guide for them. Extra work, essay writing, etc, are not ok in my opinion, though. The kids work hard enough all year long. Summer is a great time for them to explore other parts of their brains.
And here is another post from this group:
Does anybody else find it ironic that the same Betsy DeVos who supports Public Charter School expansion now advocates for expanded government enabled School Choice because its not fair poor families are stuck in bad public schools? This expanded access is to home & private schools that are great! Why are they great? Because GOVERNMENT IS NOT ABLE TO RUIN THEM…YET!
Here is a post from an anti-Common Core group:
The lies have got to stop!
Tracy Livingston has definitely hoodwinked some people into believing that she is against Common Core. One of her biggest supporters is Lisa Graham Keegan, who has constantly worked to keep Common Core in Arizona (see Tracy Livingston’s endorsements on her website).
Frank Riggs thought it would be fun to reach out to Keegan and ask for her endorsement. And this was her reply:
“Hi Frank – sorry to be so late getting back to you…
I am happy to talk to you about this, and am very interested in what you would be pushing. I want to be honest and tell you up front that if Common Core opposition is even a piece of what you want to focus on, I just cant be supportive. That conversation will take us backward and I think there is so much positive momentum in Arizona. You have spent a lot of energy on that issue in the past, so I respect your interest there, but I believe Arizona’s standards are fine as is, and will need as always to be updated in a regular, non-dramatic fashion.
Love to hear why you want to do this! 🙂
Thx Frank. I am honored you want to talk.
Lisa Graham Keegan
Partner, The Keegan Company
Looks like universities are using online companies to spy on the online activities of applicants to determine application acceptance: https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/what-data-are-colleges-collecting-on-our-kids/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork
Here is a post from a Washington anti-Common Core group:
OSPI DISCIPLINE GUIDANCE
State Adopts Updated Rules on Student Discipline
Increased emphasis is placed on lowering overall discipline rates and providing educational services for students who miss school because of their discipline.
OLYMPIA—AUGUST 13, 2018—In the 1970s, the Office of Superintendent of Public Instruction (OSPI) established rules for student discipline. Although the rules matched the era, they are, by today’s standards, outdated.
New rules, formally adopted on July 30 by OSPI, encourage schools to use best practices when addressing student behavior—which should decrease the use of suspensions and expulsions.
“The state discipline rules were created four decades ago,” said Chris Reykdal, Superintendent of Public Instruction. “Our students and schools are vastly different today. The new rules provide more clarity and they allow for student, family, and community input in developing local discipline policies.”
“While some students do occasionally need discipline, our approach must be different,” he said. “We should do what we can to make suspensions and expulsions the last option while ensuring our schools are safe. The numbers are clear: This is an equity issue, and some groups of students are impacted much more than others.”
In the 2016–17 school year, 3.5 percent of all students in the state were suspended or expelled. However, the rates of discipline were much higher than the average for certain groups of students. Among students receiving special education services, the percentage was 7.1 percent. For Black/African American students, the percentage was 7.4 percent, and for Hispanic/Latino students, the rate was 4.1 percent.
The Washington State Legislature passed a law in 2016 that aimed to help close opportunity gaps in learning. The passage of the bill pushed OSPI to update the student discipline rules that had been on the books since the 1970s. In rewriting the outdated rules, the agency gathered feedback from families, students, educators, and community members through three public comment periods and eight public hearings.
The new rules will help guide school discipline policies, so that the rules are applied fairly across the state. They also require districts to include parents and guardians when updating their discipline policies.
In general, the rules:
encourage schools to use best practices while minimizing the use of suspensions and expulsions;
prohibit schools from excluding students from school for absences or tardiness;
further limit the use of exclusionary discipline for behaviors that do not present a threat to school safety;
prohibit the use of expulsion for students in kindergarten through grade four; and
clarify expectations for how school districts must provide students the opportunity to receive educational services during a suspension or expulsion.
“We were happy to see OSPI approach the discipline rules by engaging stakeholder groups through a long and exhaustive process,” said Scott Seaman, the Executive Director of the Association of Washington School Principals. “While not every group is going to agree on every single word of the final rules, we can all agree on the importance of reducing suspensions and keeping our kids in school, and hopefully, keep working together to make it the reality for all the students in our state.”
Because the rule changes are so comprehensive, they are being phased-in during the next two school years. This will give school districts time to implement new procedures; train staff; and engage with parents, families, and the community.
Starting in 2018–19, for example, the new rules will not allow schools to suspend or expel a student from school for absences or tardiness. Starting in 2019–20, additional conditions and limitations on the use of suspension, expulsion, and emergency expulsion will go into effect. (See Questions C2 and C3 in the “Technical Q&A” for more information about when the new rules go into effect.)
Districts must give a suspended or expelled student the opportunity to receive educational services. The new rules require that the student be allowed to continue to participate in the general education curriculum; to meet educational standards; and to complete subject, grade-level, and graduation requirements.
“Every day students are suspended or expelled is a day their education is disrupted,” Reykdal said. “The new rules will minimize that disruption.”
State law requires that a student expelled or suspended for longer than 10 days (called a “long-term suspension”) has a “reengagement plan” in place before they return to school. District officials must meet with the student to create the plan within 20 days of the suspension and no later than five days before the expulsion or suspension ends. The new discipline rules provide that a school district must hold the reengagement meeting sooner if the family requests an early meeting.
Here is a post from Alice Linahan:
Folks do not be fooled by TX Commissioner Mike Morath and the New A-F Report our on public schools.
Morath is promising a lot of things and says exactly what each person he needs, wants to hear. ALL while he is behind the scenes negotiating deals that will eliminate teachers in the classroom.
Case in point- The Social Impact Bonds (SIBS) used for Math Innovation Zones where the teacher in the classroom is replaced by software programs like Reasoning Mind. Folks Mike Morath get’s a BIG FAT F in my opinion.
SORRY, I will not be FOOLED BY Commissioner MIKE MORATH.
I encourage you to read this article: http://www.voicesempower.com/the-facts-behind-21st-century…/
It is important for you to connect a dot to The Human Capital and Economic Opportunity Global Working Group (HCEO). It is run by James Heckman, Stephen Durlauf, and Robert Dugger.
The HCEO operates out of the Center for the Economics of Human Development (CEHD) at the University of Chicago, and its fiscal sponsor is the Institute for New Economic Thinking (INET), an entity that emerged in the aftermath of the global financial crisis of 2008.
INET funds research, grooms young economists, and convenes gatherings promoting the work of its 1,100+ experts. George Soros pledged $50 million from Open Society to create INET as a vehicle to explore “new thinking and new rules for the world economy. Heckman, Dugger, and Durlauf are all involved in the operations of INET.
In February 2018, economist James Heckman held a working group of social scientists to discuss new types of assessments that are being designed to capture data about children’s social-emotional traits and predict and modify the future behaviors of students.
James Heckman worked closely with Flávio Cunha who is now a Professor of Economics at Rice University in Texas. Together they wrote… “Estimating the Technology of Cognitive and Noncognitive Skill Formation,” a paper published in Econometrica that they wrote with Dr. Susanne M. Schennach.
During Texas’ last legislative session, Commissioner Mike Morath, as heard in this video was the brains behind Sen. Van Taylor’s Math Innovation Social Impact Bond (SIB) legislation (SB1318). Rep. Tan Parker (HB2014) carried the house bill. Knowingly or not, they are pushing George Soros’ agenda. Here is a link to Testimony on (HB2014): https://www.youtube.com/watch?v=AlFkvjXx91k
Please note, in the testimony on Mike Morath and Van Taylor’s SIB, it is Flávio Cunha, who wrote the white paper with Heckman, that is the so-called expert and invited guest from Rice University, who is testifying for the Math innovation SIB in Texas.
Here is a post from a pro-homeschooling group:
So we are on Day 5 of Virtual homeschooling and IM so overwhelmed with the amount of work, I cannot imagine what my 3rd grader and 5th grader are thinking!! I don’t want to bring their attention to me being overwhelmed but, I don’t think I can watch them do this for an entire school year! They have live classes T/Th and assignments every day to do online, and some printed that have to be submitted to teacher, as well as exams. They each have 4 subjects to work in daily. My 3rd grader is going on her 3rd science experiment already followed up by 3 pages of written observations and a hand drawn illustration, and that was FRIDAYS assignment! We haven’t even gotten to Science yet and it’s 3:00 pm my time. Last week we worked until about 4 pm everyday!!!! I feel awful, like I’m failing them! I WANT this to be an awesome year for them, but I can’t see that happening now! I had huge plans for this year, daily exercise and making fun breakfasts and lunches following recipes, visiting farms and museums and state parks! We will never leave the house at this rate!!! I have emailed both of their teachers letting them know my frustrations, and I’m waiting to hear back to see what their advice for me is! Has anybody been through this before? It is our first year homeschooling! Thanks so much!!!
And here are the replies to this post:
This is the number one reason most of us do not recommend public school at home.
This sounds like online public school. When I started researching I knew immediately this wasn’t what we wanted for our son.
Can you withdraw them and deschool and do HS your way?
Unfortunately they advertise this as HS when it really isnt
It’s public school at home. It’s way overrated & nothing but a ton of busy work. It’s why we ditched it & went to 100% homeschooling.
The 7 months we used a virtual school were the longest months EVER!!
We were schooling all day, in the evenings, the weekends, and even during the holidays.
I never let us get more than a day behind and we were still barely treading water…. the live lessons took an hour away from when we could be doing lessons and then the portfolios! AGHHHH!
It will not get better.
Yep, this is how these programs work. You think 3rd & 5th are bad, try high school. My daughter did 2 mos when we were in the process of moving & selling a home. At 12+ hours a day, 7 days a week, she still couldn’t keep up. She even dropped her electives and it didn’t help. It was beyond ridiculous.
And THIS right here is why families need to know the distinction between public school at home and honest to goodness, parent led, parent created and most importantly parent-FUNDED homeschooling. PS at home and virtual schools COUNT on families being uninformed because they receive funding for you. Follow the money. So many families give up their first year of “homeschooling” out of frustration and feeling like failures and never even know they were never homeschooling to begin with. So what happens after that, they return their children to public school and are now antagonistic towards homeschooling. Real, traditional homeschooling gives freedom. There is so much out there when you cut the tie.Don’t give up!
Never heard anything good about it. I have a 3rd grader, who is a year ahead and we work how and when we want. I create my own curriculum. We use REAL books, not text books. We enjoy our lives and don’t answer to public school!
Sounds awful. School is designed for teaching 30-150 students at once, being able to switch teachers each year or each subject, and reporting progress to a variety of people. None of this applies to homeschool. Homeschool is basically private tutoring…and bringing school home would be kind of a nightmare…10x the work with 1/10 the learning.
Did you pay for this service? Can you drop out? That sounds like a horrible set up. I have quite a few people in my church who used virtual school (often just PS at home) the first year and found it awful. They were quick to move on at the end of the year.
I haven’t paid a penny!! Thank god!
Ahhhhhhhh I LOVE you guys!! After my post we jumped in the car and I had a talk with them, and asked them how they were liking what they were doing………not so great they said! I cried a tear or two and told them I was sorry and that mama will do whatever it takes to have an awesome year!! They were so sweet about it! We went to a park that has horses and fed them and pet them and talked about nature! It was beautiful! Thanks so much for all of the support! We are home now, they are swimming and I am researching! 🙏
I did it last year with my 3rd and 11th grader. It was too much. We started at 9am and would finish around 4. We could never do anything extra. There was no time for it. This year I teach my daughter 4th grade and my son 12th grade still does it. It is much more freedom to do it on your own. We have planned field trips, exercise and more. And no more headaches.
I looked up Florida Virtual School. It is tied to Competency Works and got $626,327 from Bill Gates in 2010. It is VERY Common Core/Fed Ed infested!
Here is a post from a Utah anti-Common Core group:
So frustrated! My son told his 7th grade teacher he was opted out of computer testing. She made him take the MAP test anyway. It tests his exile reading score. It’s none of the school or data company’s business what his reading level is now, halfway through the year, and at the end of the year. He’s at school to learn, not be a science experiment! Grrr!
Here is another post from said group:
The kindergarten KEEP assessment is being said that it can’t be opted out…????
And here are the replies to this post:
I think it should be included on the state opt out form because it is being administered statewide, but they said that it’s not technically a statewide test because not all schools are required to administer it. Only schools who receive funds for early learning intervention… I think it was?… have to administer the test. The only schools I could see that don’t are middle/high school charter schools. I think it needs to be changed. Also, it’s frustrating that parents are told they can’t opt out of it just because the state doesn’t include it on their list of assessments parents can excuse their child from. I don’t like the KEEP test because it was put in place for ridiculous (in my opinion) reasons & will be used to push children into school at earlier & earlier ages.
On a side note: We should all give Lisa Cummins a huge thank you because she fought hard to stop the social-emotional answers on the test from being reported to the state. If she hadn’t questioned it, everything would go directly to the state.
Um… what? What kind of social emotional questions?
Click the “Kindergarten” tab & it has all the info on the KEEP test there, including training videos that show how the data is reported to the state: https://schools.utah.gov/assessment/assessments
The social/emotional questions are on page 35: https://schools.utah.gov/…/4b53e429-20f6-4a86-87e1…
If it uses a computer and is paid for by the state then you can opt out.
You’re the parent. You have the natural right to opt out of anything you desire.
This is my answer to anything. You are not asking permission from someone with more authority than you. You are informing someone who has less authority than you.
Yes….I stated this to the teacher that I have had thru 3 kids now… she apologized and told me there is nothing I can do about it.
That’s when you show her just how wrong she is! You can do plenty. And, she and the school administrators need to check “which way they face” …do they face and serve parents and children? Or, do they face and serve big-government overlords?
You’re not asking her to do something about it. You’re telling her your kid’s not taking the test. She can’t make him pick up a pencil or log into the computer. She can’t kick him out of school. What can she do?
She can bully him into taking it. Humiliate him into his peers. Kids get put in a terrible situation. We had the same problem and my kid gave in to the teacher because he was humiliated.
If they cannot be reasoned with, then the system is overtaking teachers’ conscience. They don’t realize it, but their freedom of conscience is being violated. They are being turned into bullies, for what? I would call them on the carpet for this.
How do parents awake more parents to the intrusion upon “the family as the fundamental unit of society?”
While I don’t agree with it, here’s what our kinder teacher told us:
It will let me know where I need to begin my instruction for her as well as help me know which reading group to place her in. You will get a printout (in the next couple weeks) with the results from the test. It is also a state mandated test. There is no opt out option for the KEEP test. I have confirmed that with my building administrator and the district and they said that every kindergarten student in the state of Utah must be given that test. Our hands are tied. That isn’t a decision made by me, our school, or our district. It is a decision made by the State Board of Education.
Entering her KEEP results into the state database is also mandated. Our hands are tied on that as well. As long as your child is registered in any Utah school for Kindergarten, the KEEP test must be administered and recorded. The KEEP test and Dibels are the only two state tests we give the students in Kindergarten. The Dibels test is one that you can opt out of if you have all of the paperwork filled out from the district before school starts. If you have more questions about this, my reading facilitator said she would be happy to talk to you about both the KEEP and the Dibels if you would like more information. However, on our end, our hands are tied with administering and recording the KEEP test.
Yep… I still won’t be making my child do it.
So if Teachers are required to use State provided/funded software to enter data for the KEEP test it should be exempt
Yes, it should be considered a state test adb they shouldn’t give you a hassle about opting out. Also, as a parent you can refuse.
What district is this?
We are in Cache County School District at a Title 1 school.
The teacher’s hands are tied. The parents’ are not. They are mandated to give the test. Your child is not mandated to take the test.
Here is a post from an anti-testing page:
“We live in Las Vegas and I am a retired CCSD teacher and my husband is a retired CCSD principal. We had to pull our granddaughter out of CCSD due to bullying by the administrators at her school. They denied her an evaluation vision therapy and we complained. They retaliated by blocking her access to her online homework and test study guides thereby impeding her education. We complained to the Board of Trustees and they retaliated the VERY NEXT DAY by coercing a classmate to write a false accusation of physical aggression. We discovered this and the child’s parents were furious and wrote a scathing email to principal stating she is never to speak to her child again! When we complained again they gave my daughter a NO Trespass so she couldn’t come on campus anymore. The school falsified her attendance to gain federal $$ and to make it look like she was there and support a web of lies they told. Fortunately we had proof to prove them wrong! Getting someone to care is a different story!! Hope our new Superintendent will get things done right!”
Here is a post from an Ohio anti-Common Core group:
My 5th grader came home from the first day of school and told us, they get 15 minutes to eat lunch and 15 minutes of recess….ridiculous! Wake up!
I don’t think I am going to survive the school year. My son came home upset and acting out. He said he got lunch detention for talking while switching classes. He lost his 15 minute recess too. This is the 2nd day of school! He started antagonizing his brother and being defiant to everything we said and asked, because of his bad day at school. This is the battlefield that is my life after work. Rewards, spanking, and taking away privileges does not work.
I feel like it is my fault for having to work and not being able to homeschool after 6pm at night, when we get home. This is why I fight. The school system is evil and people need to be woken up!
Some schools in Kansas City, Missouri have “gender neutral” (AKA trans) bathrooms: https://www.lifesitenews.com/news/missouri-school-district-installs-gender-neutral-bathrooms-in-elementary-sc?utm_content=buffer23f19&utm_medium=LSN%2Bbuffer&utm_source=facebook&utm_campaign=LSN