This is Part 21.
Thanks to an ally in an anti-Common Core group, I’ve found, with great horror, a post that shows that they are already using the BrainCo brain scanners in the United States already at Catholic Memorial, a college preparatory school for boys grades 7–12 in West Roxbury, Massachusetts:
Everyone agrees: students learn best when focused and a good teacher keeps them captivated.
But, what if educators could precisely measure what teaching practices captivated students most? And, what if students received specific training to train their focus?
In November, we partnered with BrainCo Technology to take an active step in answering this two-fold question. BrainCo, a brain-machine interface company founded by scientists from Harvard University, provides headsets that measure the brain’s cognitive abilities.
Several members of our faculty volunteered to implement the company’s technology in their classroom with the consent of their students’ families.
Students hone their focus at the beginning of each class with a collaborative brain-based exercise. They “flex” their mental focus muscle to make an animated rocket ship fly, or a forest of trees grow tall. Students use this real-time feedback to see if they are getting their brains into a more focused state.
So, when students in Mr. Patrick Murray’s freshman computer science class built their own arcade games last week, BrainCo headsets measured which games captured students’ attention most.
Even In the middle school, Ms. Ellen Eberly has noticed an immediate impact in her eighth grade class. She says it best:
“The presence of BrainCo in my classroom has heightened my student’s awareness of the importance of ‘one’s focus’ with respect to their learning. More specifically, they are learning strategies to control the level of their focus and they are finding such awareness as personally empowering. The percentage of my students completing assigned tasks has only increased.”
According to this article, it appears that BrainCo has a ton of Chinese investors and also, in addition to working with China and that Catholic college prep school, is also working with some school in Long Island, NY: https://www.edsurge.com/amp/news/2017-10-26-this-company-wants-to-gather-student-brainwave-data-to-measure-engagement?fbclid=IwAR0dvV1hbgYHW7cnwazGwQgMH0Smegp6dna9dvJmE55EiOE_By_CAwdMXoY
Here are some posts from the anti-CBE group:
at this point you have to take matters in your own hands, i wouldnt start a charter school that accepts federal funding which has requirements like the state assessments which are aligned to the federal national standards and data mine students. if you start a school i would suggest offering fulltime and part time options and bring in the homeschooling community and teachers that have left the system. join together their is a ton of knowledge and expertise you can use.
and market that you can offer a tech free education which does not use children as guinea pigs in an experiment
Even the Barney charters (Hillsdale) take public dollars, correct? Your suggestion is the only way to ensure there is freedom to teach your children without any government interference or control.
“The initiative, which has said it wants to support 50 charters nationwide by 2022, is backing a local effort to open the Chicago Classical Academy in 2018. While Hillsdale’s charter initiative is privately financed, the proposed new school would be funded by Chicago Public Schools.”
… “”I think the citizenry is eager to have choice. Parents want choice,” Kilgore said.”
Also remember Iserbyt warned us several times about the Heritage Foundation and other conservative groups.
I dont know about you but an education aligned to the federal national standards which forces students to be data mined is not a choice that we want. Educational liberty not school choice is what we should be promoting.
here is an informative page on how charters are funded in each state
“Eric Coykendall, associate director of the Barney Charter School Initiative”
““The Barney Charter School Initiative takes no position for or against the Common Core,” Coykendall replied.”
So then look up the particular charter they discuss you will find this …
“Core Knowledge Sequence — a specific, K-8 grade-by-grade core curriculum of common learning; Core Knowledge (CK), Riggs Phonics, and Singapore Math align with the PA Core Curriculum that requires academic progress and growth in grades K- 8, and builds foundations of knowledge in the early years that prepare students for the rigor of high school and the goals of career and college ready. “
This is just one example.
Look out Iowa homeschoolers! Big Brother is planning to pay you a visit if this bill passes:
Looks like Indiana is implementing the globalists Career Pathways scheme: https://www.industryweek.com/talent/indiana-adopts-national-employer-driven-education-program?NL=IW-07&Issue=IW-07_20190116_IW-07_576&sfvc4enews=42&cl=article_2_b&utm_rid=CPG03000016462832&utm_campaign=32182&utm_medium=email&elq2=f4ec033ea1d740d1964eb1ac679413ca#__prclt=LTnbhOTH
Here is a post from an Alaska anti-Common Core group:
Parnell: Administrative Order 266 20130826
Fixing Regulations and Statues to make sure the state can receive Fed funds. (Ccore and new AK DL)
Objectives
This Order is intended to accomplish the following objectives:
Minimize the cost, time, and burden to the affected public of complying with State regulations and encouraging State agencies to work with all stakeholders, to meet the objectives of Alaska Statutes;
Reduce administrative cost and burden;
Ensure that State regulations are consistent with Alaska Statutes and limited to carrying out the statutory purpose;
Further the State’s interest in preserving our State’s rights in adopting regulations to implement federal programs and to receive federal funds.
Background and Purpose
For many years, State agencies responsible for implementing State statutes and federal mandates have not consistently
Reviewed, overseen, amended, or repealed existing regulations to streamline program operations and create efficiencies;
Considered and communicated with the affected public regarding the cost and impacts of proposed new regulations; nor
Modified proposed regulations in response to concerns raised by the affected public.
The public is best served when State agencies operate under direction such as REGS to ensure that regulations are up-to-date, clearly and plainly written, carry out the statutory purpose, take into account the costs imposed on individual Alaskans and those doing business in the state, particularly small businesses, and allow State agencies to facilitate implementation of a law in the most reasonable and cost-effective manner possible.
And another post from this group:
Parnell: Administrative Order 261 20111205
Educational Data collecting and sharing needed for Ccore
Background and Purpose
AS 14.43.840, enacted by the Legislature in 2010, directed State agencies and the University of Alaska to share data in order to report to the Legislature on outcomes of Alaska’s educational systems. Currently, Alaska’s educational programs operate without the benefit of specific outcome data that demonstrate whether programs and interventions are effective in meeting State and policy goals. Reliance on one-time studies, framed within the interest area of a single entity rather than longitudinal studies designed to meet key public policy objectives, is inadequate and an inefficient way to measure program success or return on investment.
Alaska’s three educational agencies – the Department of Education and Early Development, the Department of Labor and Workforce Development, and the Alaska Commission on Postsecondary Education – administer various programs in which K-12, postsecondary, and workforce/ employment data is collected. This Administrative Order constitutes direction authorizing the agencies to share unit record data among the agencies, to the extent permitted and under the conditions required by applicable statutes and regulations, to facilitate the evaluation of education program outcomes.
The EDS policy will reduce barriers to sharing unit record Alaska education pipeline data, while protecting personally identifiable information. Specific benefits and results include:
Enhanced ability for education agencies to share data while ensuring Family Education Rights and Privacy Act (FERPA) compliance;
Enhanced ability to measure the impact of educational programs – concrete outcomes in terms of postsecondary and career success, resident hire, etc. – rather than just program costs and inputs;
Enhanced efficiency for agencies relative to data management; and
Enhanced protection of personally identifiable information through shared agency data governance and management protocols.
Here is a post from the Texas anti-testing group:
I am seriously considering homeschooling my 2 boys next year!!! I have a now 4th grader and 6th grader!!! My 4th grader has been behind for 2 years because of the constant pressure of the STAAR from school and teachers!!! Granted he did pass last year! He is still be considered as behind!! I would rather teach them myself!!! Open to opinions and help!!! Please let me know if this has been a consideration to any of you guys!!
And some replies to this post:
My kids are in 4th and 6th. I have considered homeschooling. I just have to develop confidence and research in my ability to do so.
I feel the exact same. It’s frustrating to say the least
I withdrew my daughter Friday afternoon and started homeschool today.
I’m a former public school teacher, and when I had children, homeschooled them because of stuff like the STAAR…
Let me know if I can help you.
I founded the community homeschool center 10 years ago. We have five kiddos, ages 10-17.
Never have had them in public school- all Geniuses. 😉
We still give them standardized tests. It’s just on our schedule, not the systems.
Here is a post from the Utah anti-Common Core group:
I’m sad for Midvale Elementary tonight. The school is fighting for its life and being forced to adopt federal Social Emotional Learning (SEL) reforms. For those who haven’t studied the roots of SEL reforms, it’s about teaching children from a worldview of racism, discrimination and sexual rights. Planned Parenthood is a major backer of SEL. Minority children are always targeted first.
Here is a post from a friend of mine:
Memes are hugely popular with kids, especially teens. Never to skip a chance to generate more data…FB has created #LOL.
“After Facebook Watch, Lasso and IGTV failed to become hits with teens, the company has been quietly developing another youthful video product. Multiple sources confirm that Facebook has spent months building LOL, a special feed of funny videos and GIF-like clips. It’s divided into categories like “For You,” “Animals,” “Fails,” “Pranks” and more with content pulled from News Feed posts by top meme Pages on Facebook. LOL is currently in private beta with around 100 high school students who signed non-disclosure agreements with parental consent to do focus groups and one-on-one testing with Facebook staff.”
And another post from this friend:
Oh Look: A (purposely?) biased hit piece in The Hill against state student privacy law, from the Future of Privacy Forum, gets called out by teacher Mercedes Schneider. Note that FoPF is funded by many Silicon Valley and BigData grabbers. Expect more of these op-eds to pop up all over the country, in their campaign to weaken state privacy laws in favor of a weaker, tech-friendly, federal law.
And yet another post from this friend:
OMG. This is terrifying.
Mouse hovers, clicks, AI, hidden algorithms to measure a student’s cognitive abilities. It is a marriage from hell: College Board/AIR joins McKinsey.
“From the looks of Imbellus’ employment opportunities and McKinsey and Co.’s plug, Imbellus assessment will involve testing the thinking one uses while playing games. An excerpt from the 2018 McKinsey paper indicates as much and includes a word on Imbellus’ assessment aspirations:
We designed each scenario in the assessment based on a set of problem-solving constructs and workplace activities wrapped in a natural world setting. For example, in one scenario, users may be researching and evaluating an infected species in desert terrain. As users play through a scenario, we test them on both their cognitive process and product by capturing their telemetry data. These hovers and clicks are captured as evidence to make inferences about their cognitive processing. …
LOS ANGELES, Jan. 14, 2019 /PRNewswire/ — Imbellus, an assessment company pushing the bounds of simulation-based measurement, today announced the appointment of Dr. Sean P. “Jack” Buckley as President and Chief Scientist. Dr. Buckley, formerly Senior Vice President of Research at the College Board and Commissioner of the National Center for Education Statistics, joins Imbellus from his most recent role as Senior Vice President of Research and Evaluation at American Institutes for Research (AIR).
“Jack has an extensive track record of leading interdisciplinary psychometrics, learning science, data science, and engineering teams to help the world measure student achievement and growth,” said Rebecca Kantar, Founder and CEO of Imbellus. “His move demonstrates a commitment to the next generation of high-stakes assessments, and we are thrilled to welcome him as a champion of our novel approach.”
This quote from about 7min mark of Imbellus video: “Imbellus will build an abstracted but true to life simulation of the natural world and will be able to evaluate human potential…: and predict outcomes.
And some replies to this post:
Hard to listen too because she talks so fast. And she seems so incredibly young and arrogant. https://www.youtube.com/watch?v=r4zVktAXafE
This is pretty consistent with what we are seeing with SEL data capture via gamified platforms-“people analytics” and Knack. Of course we know the future is very little college and mostly job access via competency badges-many of which will be tied to having the proper mindset-and of course there is impact investing profit in the SEL interventions.
The hedge fund people are ALL about gamification.
Wehrbach is BIG into Gamification and Blockchain-both. At Wharton.
http://knowledge.wharton.upenn.edu/article/how-gamification-taps-into-what-makes-us-human/
Here are some posts from a Rhode Island anti-Common Core group:
I recently discovered that Catholic HS Mount Saint Charles is moving over to Summit learning. Basically learning by computer modules with the teacher as facilitator. $14k for that lovely perk. YUK! The parent is thinking of leaving the school for another NOT using this type of learning!
what no one is talking about is the removal of the role of parents as primary educators. They will no longer be able to review exact curricula and lessons before the semester begins. Data collected and algoriths will generate lessons for each student on demand.
That is a key factor. As a retired teacher of ELA, I am appalled and disgusted by the poor quality of the digital teaching materials and the misguided belief that algorithms can do better than professionally trained teachers.
alorithms already ruining lives ..
quality has been degrading for years parents should compare what is being used to what could be used it speaks volumes.
Here is a post from a Minnesota anti-Common Core group:
HF 116 authorizes school boards to renew expiring referendums via the school board, not the voters.
It is my hope that the boy doesn’t comply with this because this kind of evil assignment SHOULD NOT be complied with:
Someone in an Alaska anti-Common Core group mentioned something called Real ID and how it might tie into the Alaska data mining bills I mentioned earlier. I went to their FB page to see if they said anything more about it and found this:
REAL ID Problems…
I’m posting CA’s REAL ID issues because the REAL ID is a problem and the finale of this progressive system is now here. It began in 2005 at the National level hidden in an NDAA bill. It violates both the US and Alaska Constitution and therefore oaths of office. It started in Alaska in 2014 with the new Alaska DL which was in violation of statute but implemented anyway. The legislators and governors did nothing to stop it. If fact, the majority ushered it in.
You know something is wrong when you explain this to a 16 year old, who has not yet been conditioned, and watch the look on their face especially when you tell them about the sensitive data being collected (facial recognition photos) and who it is shared with (GEMALTO, company from the Netherlands who does this for over 80 different countries). Add to that it is being done without their knowledge or consent.
Unfortunately this article was written to show the inability of the CA DMV Director to implement the program and not show the resistance from the legislators or the people. However, it does brings up more examples of why the REAL ID Act is wrong.
Governor Dunleavy is well aware of this problem and I expect to see Alaska leading the way in protecting the privacy of it’s people which is currently NOT being done.
Noted in the Article…
• AUTO-REGISTER Remember the ballot measure that passed, Automatic voter registration for PFD applicants, and the problems that resulted from that? Hope you didn’t vote for that? When these type ballot measures appear on the ballot, one should always question where they come from and what is the motive. Apparently, auto-registering is not just being done in Alaska.
… “During Shiomoto’s tenure, the department struggled to implement new laws, including the state’s Motor Voter program — which launched earlier this year to automatically register people to vote when they visit the DMV. The department announced in September that it had improperly registered thousands of Californians through the program.”
• WHY? Why does one need a “REAL-ID or PASSPORT” to travel within their own country? Think through these things carefully. The REAL ID was rejected by several states because it violates the constitution, property rights and privacy rights. It was recommended from the “American Administrative Motor Vehicle Association Best Management Practice” that new ID’s be implemented to reduce and eliminate fraudulent licenses. Notices were sent out to all Alaskans stating this new DL was not part of the REAL ID. It was later stated (3-years later) in public testimony that all the data necessary for the REAL ID was being collected currently with the new Alaska DL. We were lied to. Also, the DEADLINE Date continues to be delayed depending on the states ability to implement the program. No state has taken a stand against it. Know that no other state has a stronger constitutional protection for privacy than Alaska.
… “The DMV has also faced increased challenges with issuing federally-mandated Real ID cards, which are required by Oct. 1, 2020 for people who want to board airplanes and enter other federal facilities without a passport. The agency cited Real ID as a major cause of rising wait times this summer. “
When asking the Common Core Diva my thoughts on this matter, she replied:
there was a Real ID Act passed in 2018. Look at the US Dept of Homeland Security. Interesting that FEPA stayed in Senate Homeland Security Committee for about a year.
Do a search with “real ID FEPA” count the States you see.
I found this post on a page of a friend of mine:
I worked on a grant proposal that included one of these…preschool kids were the guinea pigs…very disturbing.
And here is a post from this friend herself:
Well whatdya know? The linking of our data – WITHOUT OUR CONSENT – is already underway. And it will be SUPER-CHARGED with the passage of FEPA (HR 4174,) They’ll “transform” something, alright…
“The two companies said they were brought together by the joint recognition of a need and an opportunity to fully integrate healthcare delivery to make it cheaper and more efficient ‘through data-driven insights.'”
And some replies to this post:
They have been taking baby steps towards this goal??our 2 youngest kids are adopted via DCF. They are doing phenomenal in school and are extremely well adjusted given the trauma they faced from birth to age 2/3. A couple years ago Florida legislature passed a bill that allows DCF to share information with the DOE. It makes me ill that they have extracted this data. The biological parents were the worst society has to offer. Are our kids going to have to live in that shadow through out their lives? And I’m sure they are building algorithms around these kids to try and see what their outcomes will look like. ??
Yep. They are trying to PREDICT who will commit crimes. And DATA can’t be questioned. IT IS SICK!
I have worked so hard to protect the privacy our 2 youngest for this very reason. I feel like it’s been tossed out the window. I wish we could return to home schooling. Not possible at the present.
And so much for HIPPA!
And another post from this friend of mine:
As if the IRS data spying isn’t bad enough, add to this the river of data and the Orwellian Federal DATABASE created by FEPA (HR 4174). This bill allows the Federal Government to combine ALL of your data (education, gun ownership, income, law enforcement, medical, etc.) and to penalize you for it, under certain circumstances! SOMEONE with a lot of resources and a concern about preserving America’s privacy needs to challenge the unconstitutional law in The Courts!
Here is a post that I found in an Ohio anti-Common Core group:
Take a look…Elementary School Lesson Plan
Here is a post from a Washington anti-Common Core group:
SB 5082 – 2019-20
Creating a committee to promote and expand social emotional learning.
Sponsors: McCoy, Hasegawa, Kuderer, Saldaña
Brief Summary of Bill
Creates a permanent committee to promote and expand social emotional
learning (SEL) with certain duties and members.
Requires the Office of the Superintendent of Public Instruction to align the
programs it oversees with SEL standards and to integrate the standards
where appropriate.
Social Emotional Learning Indicators Workgroup In the 2017 Operational Budget, ESSB 5883 Sec 501 (31) directed OSPI to convene a workgroup to build upon the work of the social emotional learning benchmarks work group established under section 501(34), chapter 4, Laws of 2015 3rd sp. sess. The work group must identify and articulate developmental indicators for each grade level for each of the social emotional learning benchmarks, solicit feedback from stakeholders, and develop a model of best practices or guidance for schools on implementing the benchmarks and indicators.
The workgroup will submit recommendations to the education committees of the legislature, and the office of the governor by June 30, 2019
Authorizing Legislation
ESSB 5883, Sec 501 (31) – 2017
And another post from this group:
SB 5395 – 2019-20
Concerning comprehensive sexual health education.
Sponsors: Wilson, C., Randall, Keiser, Saldaña, Takko, Mullet, Wellman, Das, Nguyen
By Request: Superintendent of Public Instruction
Companion Bill: HB 1407
HB 1407 – 2019-20
Concerning comprehensive sexual health education.
Sponsors: Stonier, Goodman, Orwall, Jinkins, Santos, Davis, Ortiz-Self, Dolan, Wylie, Pettigrew, Riccelli, Senn, Cody, Sells, Frame, Pollet, Hudgins, Stanford, Doglio, Fitzgibbon, Slatter, Bergquist, Robinson, Macri, Kloba, Peterson, Thai, Fey, Appleton
By Request: Superintendent of Public Instruction
Companion Bill: SB 5395
And some replies to this post:
And now we have to get written permission to excuse our kids, and we have to put into writing requests to see said curriculum.
So it wasn’t that way before? Usually parents put things like that in writing anyway.
my parents never had to, and before I had yanked my daughter out of public school, I had made it clear she was not going to be involved.
Schools are not even required to tell the parents unless the parents write a request is what I am getting. Who pays these guys? Oh, right, the taxpayers do…
So sad the world today with all the hate and kids are confused even more with genders etc and just trying to fit in. Oh and I forgot social learning and data mining. Along with outpstient clinics seeing patients at school. Of course their medical record is no longer confidental. They want a global world. Hopefully, we see the corrupt government go down. Along with the IRS Fed and Department of Education!
Here is a post from Alice Linahan:
Did you know…
The YOGYACARTA PRINCIPLES (YPs) are a detailed manual for implementing gender ideology worldwide; free choice of gender, sexual orientation, and identity.
“A group of “renowned human rights experts,” having no official authorization of legitimization formulated these principles in 2007 at a conference in Yogyakarta, Indonesia. In March of that year, they presented them to the public at the United Nations (UN) building in Geneva to lend them a glow of authority.
The YPs are a “new tool for activists.” They are furnished with a 200-page handbook called ‘An Activist’s Guide to the Yogyakarta Principles’, which translates the Yogyakarta Principles into political action.”-
The Global Sexual Revolution: Destruction of Freedom in the Name of Freedom by Gabriele Kuby https://www.barnesandnoble.com/w/the-global-sexual-revolution-gabriele-kuby/1123115450?type=eBook
Fact: The key to the YPs enforcement is admitting “sexual identity” into the constitution as an anti-discrimination criterion.
The principles demand that all countries of the world take totalitarian measure to change their constitutions, laws, social institutions, education systems, and their citizens’ basic attitudes in order to enforce…
Fact: The Obama administration, in an October 2010 “Dear Colleague” letter, Office of Civil Rights (OCR) issued guidance on clarifying that Title IX (9) protects LGBT students from harassment on the basis of sex stereotypes.
OCR wrote unequivocally that “Title IX’s sex discrimination prohibition extends to claims of discrimination based on gender identity or failure to conform to stereotypical notions of masculinity or femininity and OCR accepts such complaints for investigation.”
Fact: According to the YPs definition of “sexual orientation” and “gender identity,” it is a matter of feeling- that is, of a person’s arbitrary, purely subjective self-definition- what one’s gender is.
The activists’ guide adds: “Requiring a person to subscribe to a particular identity group would only perpetuate the oppression that the rights are seeking to combat.”
https://www.facebook.com/AliceL.Linahan/photos/a.195964974086936/740492692967492/?type=3
I am reading Gabriele Kuby’s book, ‘The Global Sexual Revolution: Destruction of Freedom in the Name of Freedom’. Chapter 5 is titled Totalitarian Acess: The Yogyakarta Principles where she gives important information. Here is a link to The Yogyakarta Principles website.
And a reply to this post:
the one word change in Title 9 shifted the agenda
YES IT DID!! I find it really interesting the timing of the Yogyacarta conference and Obama’s Title 9 word change.
Here is a post from the Texas anti-testing group:
Hi there,
New member here. I have a 5th Grade daughter who is dyslexic. She was diagnosed in 1st grade, and has been receiving 504 accommodations since. She had a representative from her upcoming junior high come to the school last week and was told if she doesn’t pass this stupid STARR, that she will not be allowed any electives. She came home nearly in tears. She’s very artistic and wants to do art or orchestra, and I think it’s ridiculous to take that away over a test. She did not pass math STAAR in 4th grade. What are my options here?
And some replies to this post:
Opt out, refuse prep classes next year. Take electives like normal.
How do I refuse? Who do I need to speak with? I’m sitting here holding her schedule wish list, and don’t know what to write. They’re having an electives fair tonight at the junior high, and I don’t want her to feel like there’s no reason to get excited.
For the electives fair and request forms act like she is going to be taking fun electives.
For the opting out, read through our main article
This STARR TEST is a nightmare 2 of my grandchildren have Dyslexia, are ADHD, Are on the 504, but still are told they need to pass Reading and Math or stay in the same grade they are in the 7th and 8th grades. I read here that patents opped out or their children are absent on the day of the test and they still go to the next grade! I’m very worried that my grandchildren won’t pass. I feel that if we opt out the administration will be against us and my kids will be outed out ?? . They both took electives but they won’t be going to them they will instead be going to tutoring ( I don’t have a problem with that cause I want them to pass!
My daughter went to the school counselor, there was a form to sign – elective was given.
Many times art and music are more important than tutoring just over a failed assessment.
My 5th grader isn’t taking it. I will keep her home those weeks of testing.
STAND YOUR GROUND! DO NOT let them lie and bully you into anything. You CAN opt out. She CAN choose her electives. She CAN be promoted. Some schools will lie. Go to the link that was shared with you in the comments. Do NOT back down. Once they figure out you know you’re rights and they can’t bully you they will back down.
And another post from this group:
EOC’s, has anyone taken that on yet? Is it the same exact process as with the STAAR? I don’t know why skipping EOC’s intimidates me more than the STAAR. This will be my first year to skip both. I informed the elementary at my daughters ARD meeting and they showed as much support as they possibly could in their position- so grateful!
My son is in 9th grade and their intimidation/consequence game is on a whole other level at the high school. Any additional tips are greatly appreciated.
And some replies to this post:
I told the folks at my son’s high school that it was their job to get him through his classes, and let me worry about the graduating part…we’ll see if they freak out on him as STAAR days get closer, but so far, so good.
I plan to do the credit evaluation and transfer in when the time comes for my son, also in 9th grade.
Know your options!
Here is a post from Alice Linahan:
pparently, Scott Placek with “Texans Take Action Against the STAAR” does not like anyone questioning proposed legislation his law firm supports, that is making its way thru the Texas legislative process; that may have dangerous unintended consequences.
We as parents need to ALL be asking ourselves, why this law, HB 736 (amending the current Texas Education Code) is needed in the first place? Why are Texas students failing the STAAR (in Algebra 1 passing is in the 30s) or needing an alternate pathway to graduate or receive a diploma?
What Scott and others will NOT seem to do is acknowledge the facts… And if questioned, they personally attack or remove anyone from their group who will not comply with their agenda. (RED FLAG)
We watched these same tactics used when they passed HB5 that set up the pathways to graduation. Now every 8th grader has to decide what they want to be when they grow up.
Yet, the marketing to get HB5 passed was “Get rid of the STAAR!!”
When it comes to legislation proposed this session regarding STAAR assessments, it is important to understand…
Our traditional public schools, with locally elected school boards, have been set up to fail; intentionally!
This video is from the Women On the Wall- “Can I See the Solutions” Conference back in 2014. Listen to this short clip and ask yourself, why would state-mandated standards, curriculum, and assessments (CSCOPE) (College and Career Readiness Standards) be designed knowing students would fail before the “system” would work?
https://youtu.be/cp-8ckuprGc
Who should be held accountable for an education system designed to fail students? Isn’t that what an attorney, working with parents needing to navigate around the invalid STAAR assessments and test failure be asking?
Should it be students and teachers in public schools? Or, the legislators who have mandated the harmful Common Core-aligned College and Career Readiness standards shift in our public schools?
When former Gov. Rick Perry, and former Attorney General Greg Abbott, and former Senate Education Committee Chairman Dan Patrick, along with the Democrats, go around saying they stood against Common Core in Texas; here is proof they are NOT being honest. When they, (Texas Leadership) requested a waiver from the federal government from the mandates of No Child Left Behind (NCLB) they knew full well we were aligned to the Common Core National Standards. They just call them “College and Career Readiness Standards.
Here is a link to the documented proof. (See pages 13 and 14)
If we do not address this directly, parents will continue to be deceived into thinking the problem has been fixed with the passage of state legislation like Representative Brooks Landgraf’s HB736, when in fact, it simply digs us deeper in the hole and sets the stage for the next scene in the take over of public education; The Next Generation of Assessments and Accountability. Of which, the number one recommendation in online adaptive assessments and instruction.
Quoting Rep Landgraf “When it comes to the public school system he wants to take the STAR exam and replace it with something that could still hold schools accountable.”
Is this bill setting the stage for the Next Generation of Assessment and Accountability known as “personalized learning” meaning online daily assessing and remediating via online adaptive computer algorithms?
Representative Landgraf came into office in 2015, does he have any idea of the battles fought by parents against CSCOPE, a curriculum management program that locked the system to fail Texas students in place. In fact, Ector ISD, in his district, back in 2011 spent $1.7 million to expand CSCOPE as noted here: https://www.oaoa.com/news/education/ecisd/article_98bbdf11-f50c-5370-9773-b39a999191f4.html
The new system being put in place is known as the P-20W (Pre-school through the Workforce) digitally based system of assessments and instruction. Legislation passed at the federal and state level has been passed to lock this system in place like a set of gears.
The P-20W system restructure has been put in place over many years. Most notably, with the passage in 2014, of the federal Workforce Innovation and Opportunity Act (WOIA) and then in 2015 the Every Student Succeeds Act and in 2018 the Foundations for Evidence-Based Policy Making Act (FEPA), making all the state and federal agency’s data, legally, “interoperable”.
When reading Landgraf’s HB 736, as it states, in current the Texas Education Code (TEC) that Landgraf’s bill does NOT eliminate…
, “AA Job Corps diploma program shall: (1)A A develop educational programs specifically designed for persons eligible for enrollment in a Job Corps training program established by the United States Department of Labor; (2)A A coordinate educational programs and services in the diploma program with programs and services provided by the United States Department of Labor and other federal and state agencies and local political subdivisions and by persons who provide programs and services under contract with the United States Department of Labor; (3)A A provide a course of instruction that includes the required curriculum under Subchapter A, Chapter 28; Chapter 28 are the Common Core-aligned College and Career Readiness standards aligned to the Federal mandates in ESSA.
THIS BILL EXPOSES THE CURRENT TEC IS COMPLETELY UNCONSTITUTIONAL!! And, the Third-party public-private partnerships!!
Additionally, it exposes the power granted to the appointed Commissioner of Education Mike Morath, per existing law, he writes the rules and regulations for the laws passed to amend the TEC. There are pieces in there that was “predicted” back in the mid ’90’s.
Data mining and tracking in full force!!
It would be very interesting to know what think tanks, non-profits or trade organizations helped Rep. Landgraf in drafting HB736?
Please take note of the purpose behind Common Core-aligned College and Career Readiness standards put in place by President Obama and promoted and funded by Jeb Bush’s ExcelinEd.
Shifts Education Philosophy– from an education of Opportunity (Equal Opportunity) based on academics; reading, writing, math, and history to an education of equity (Equal Outcomes) based on attitudes, values, beliefs and behaviors.
Broadened Impact – The Common Core-aligned College and Career Readiness ESSA Mandated National Standards expand the target from K-12 (Kindergarten through 12th grade) to a P-20W (Pre-school through College, Trade or Graduate School) system.
Testing Based Outcomes- The Common Core-aligned College and Career Readiness National Standards shifts from the “Mental” (Academics and Knowledge-Based Tests) to “Behaviors” (Performance Standards and Competency for the workforce).
Adjustments to Ideology– Change American’s worldview from nationalism into globalism and allows for a government controlled economy known as ”Dirigisme” or the more common use–a dirigiste economy. It means essentially a state-directed economy.
Dismantle traditional public schools– in favor of charter-like structures (public/private partnerships) that will be forced to generate student data for global corporate profit and state control.
In the P-20W system of education students are seen as “investment vehicles”, not the next the next generation of Americans who are taught reading, writing, math, and history.
And another post from her:
When reading Landgraf’s HB 736, as it states, in current the Texas Education Code (TEC) that Landgraf’s bill does NOT eliminate…
, “AA Job Corps diploma program shall: (1)A A develop educational programs specifically designed for persons eligible for enrollment in a Job Corps training program established by the United States Department of Labor; (2)A A coordinate educational programs and services in the diploma program with programs and services provided by the United States Department of Labor and other federal and state agencies and local political subdivisions and by persons who provide programs and services under contract with the United States Department of Labor; (3)A A provide a course of instruction that includes the required curriculum under Subchapter A, Chapter 28;
Chapter 28 are the Common Core-aligned College and Career Readiness standards.
THIS BILL EXPOSES THE CURRENT TEC IS COMPLETELY UNCONSTITUTIONAL!! And, the Third-party public-private partnerships!!
Additionally, it exposes the power granted to the appointed Commissioner of Education Mike Morath, per existing law, he writes the rules and regulations for the laws passed to amend the TEC. There are pieces in there that were “predicted” back in the mid ’90’s.
Data mining and tracking in full force!!
And two replies to this post:
I do not disagree that legislation affecting education is unconstitutional. Who’s bringing suit? What group is raising money to sue the state? Maybe we should focus on a gofundme for donations?
**My small city has broken TOMA and violated FOIA laws – they do it continually without any fear of retribution, because City Hall knows the only way to enjoin their efforts is by a resident bringing a suit with the county and/or the OAG. The same applies to our state legislation and legislators – they aren’t going to listen intently until they are sued.
the Texas Education Code I am referring is the co-ordination with the Federal Labor Department.
The federal government has NO constitutional role.
And another post from Alice Linahan:
It would be very interesting to know what think tanks, non-profits or trade organizations helped Rep. Landgraf in drafting HB746?
Please take note of the purpose behind Common Core-aligned College and Career Readiness standards put in place by President Obama and promoted and funded by Jeb Bush’s ExcelinEd.
Shifts Education Philosophy– from an education of Opportunity (Equal Opportunity) based on academics; reading, writing, math, and history to an education of equity (Equal Outcomes) based on attitudes, values, beliefs and behaviors.
Broadened Impact – The Common Core-aligned College and Career Readiness ESSA Mandated National Standards expand the target from K-12 (Kindergarten through 12th grade) to a P-20W (Pre-school through College, Trade or Graduate School) system.
Testing Based Outcomes- The Common Core-aligned College and Career Readiness National Standards shifts from the “Mental” (Academics and Knowledge-Based Tests) to “Behaviors” (Performance Standards and Competency for the workforce).
Adjustments to Ideology– Change American’s worldview from nationalism into globalism and allows for a government controlled economy known as ”Dirigisme” or the more common use–a dirigiste economy. It means essentially a state-directed economy.
Dismantle traditional public schools– in favor of charter-like structures (public/private partnerships) that will be forced to generate student data for global corporate profit and state control.
In the P-20W system of education students are seen as “investment vehicles”, not the next the next generation of Americans who are taught reading, writing, math, and history.
Representative Landgraf came into office in 2015, does he have any idea of the battles fought by parents against CSCOPE, a curriculum management program that locked the system to fail Texas students in place. In fact, Ector ISD back in 2011 spent $1.7 million to expand CSCOPE as noted here:
The new system being put in place is known as the P-20W (Pre-school through the Workforce) digitally based system of assessments and instruction. Legislation passed at the federal and state level has been passed to lock this system in place like a set of gears.
The P-20W system restructure has been put in place over many years. Most notably, with the passage in 2014, of the Workforce Innovation and Opportunity Act (WOIA) and then in 2015 the Every Student Succeeds Act and in 2018 the Foundations for Evidence-Based Policy Making Act (FEPA) making all the state and federal agency’s data, legally, “interoperable”.
And some more posts on this page:
I’ve not seen anyone saying this will end STAAR, it won’t. But, it does appear to eliminate the high-stakes associated with the test. In my case, that will allow my straight-A student, who doesn’t take the STAAR (and therefore “fails”) to not have to suffer through threats of consequences or actual consequences. (e.g. “you’ll be held back if you don’t pass!” or “You’ll have to take them in high school or you won’t graduate!”)
to your very important point.
Parents need understand that students have been set up to need this bill to be passed.
What this is doing is setting the scene for the Next Generation of Assessments and Accountability which are online adaptive assessments and daily instruction. Just as you said, your daughter in class is making straight-A.
The appointed Commissioner of Education who writes the rules and regulations for these bills once they are passed is in complete control. Not the Parents and certainly not students.
So, what are the changes / amendments we should push for in this bill? Are there reps who are sympathetic to these concerns who might step up as a co-author to push needed changes?
My student is forced to use technology at school and I can already see that it’s replacing good old fashioned teaching. Currently it’s iPads, next year it will be Chromebooks. I hate them – turns her into a technology-zombie. The school refuses to give us a non-tech option although some teachers are sympathetic to my concern and adapt the assignments away from the tech. Ultimately, what would be an ideal course of action going forward?
I think the answer lies in protecting students from the data mining and adapt assessments that are created to give power to an algorithm vs a teacher.
The first step is educating legislators and parents as to the existing law that gives power to the commissioner vs local districts and parents.
We need to limit the commissioners power…while we correct all the mistakes he’s made.
Only thing I can tell you is to call the switch board in Austin and tell your representatives was such a Bill Zedler and Tony Tinderholt for districts 94 and 96 2 vote against this bill we want Star gone next STAAR not star gone and we want Morath asked to resign and we want someone who will be fair and who is important and likes to be educating children not getting the best price for books or tests because it’s not right someone who is actually been an educator should be in that role not someone who has been a bureaucrat
Here is a post from a friend of mine:
Silicon Valley is banking on education; here’s the playbook.
http://global-future-education.org/
And some replies to this post:
“We believe that Math, English (or local language), science, and social studies (“The MESS”) is no longer the right foundation of – or primary organization of – education for all. “
George Carlin
“They spend billions of dollars every year lobbying — lobbying to get what they want. Well, we know what they want — they want MORE for themselves and less for everybody else. But I’ll tell you what they don’t want. They DON’T want a population of citizens capable of critical thinking. They don’t want well-informed, well-educated people capable of critical thinking. They’re not interested in that, that doesn’t help them. That’s against their interests. That’s right. They don’t want people who are smart enough to sit around the kitchen table and figure out how badly they’re getting by system that threw them overboard 30 ‘ years ago. They don’t want that. You know what they want? They want OBEDIENT WORKERS. OBEDIENT WORKERS. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly ** jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime, and the vanishing pension that disappears the minute you go to collect it. “
21st Century skills (SEL) to replace traditional Math, English, Science and Social studies (“MESS”)
__–
hmmm. There are some familiar names here. Alison Hawver McDowell, I believe you have written about many of these folks, yes? http://global-future-education.org/join-us/
I know of Prensky and Engle. Engle was superintendent of a local s d where he bought in Prensky to create their strategic plan
Engle was Very community – tech driven…and then he resigned.
where did he resign from?
I have not researched this but Yong Zhao is dirty and associated with NLET.
is this related to anytime anywhere learning?
Looks like it to me. Looks like decoupling “education” from school, and also redefining education in a way that (oddly?) mirrors impact investing… part of their pitch is that kids can make a “positive impact in a measurable way!” … also, I didn’t recognize all the players, but yong zhao is on there and is a total wolf in some pretty weak sheeps clothing … and we know which way UNESCO has gone too …
Look at the founder’s bio and his books… all digital game based data crap. This is just more of the same, repackaged once again …
same with Esther Wojciki, a CORE member. “Dr. Wojcicki is considered the most influential educator in contemporary times[8] and her pedagogical and epistemological philosophy is being adopted by local Silicon Valley schools, national and global educational programs.[9][9][10] Woj is the pioneer of Moonshot Thinking in schools and her influence in technology enabled schools”
https://en.wikipedia.org/wiki/Esther_Wojcicki
Hmmm… David Engle. CORE member.
interesting. He was supe for Pt Townsend SD a very small coastal town. They had never passed a levy or bond, and he was able to pass a giant 41 million dollar bond to rebuild the elementary school. It’s designed for CBE. Then they passed a tech levy-that the SD can not afford. It even states in the levy that there was only enough money for four years but there no money to replace the required 4 yo devices. He retired after that and I’m sure the district will be filing bankruptcy soon.
BTW the town has less than 21,000 people.
wow. Sad for the town and the students. When a Supt is financially irresponsible with taxpayer/district money, is there no legal recourse?
nope, the towns voted for it after a slick PR firm made shiny glossy brochures.
“The Mess”
Yeah, it’s a MESS alright. We have got to just stop them. I just had a suggestion tossed out at me that we do a nationwide testing strike.
If that included all the online ones also, it might disrupt things.
oh did you see IEN survey?
Here is a post from an Idaho education page:
Learn more about what Idahoans say about their public education system.
And here are some replies to this post:
Wait, what? Base teacher and school effectiveness on student achievement. Isn’t that what we did all through the No Child Left Behind era? That was over 14 years of Outcome-Based “Accountability” and what did we learn?
Nothing that we want to openly and clearly talk about, I guess…?…Well, maybe “we” do but the powers that be don’t seem to want to.
And it sure looks like we need to talk more about charter schools. Their popularity nationwide has dropped as more problems have come to light so I’m very surprised to see 75% of Idahoans being reported as favoring them….Does that mean they want more charters, more expansion of school choice without local control of costs?
We are going to end up like Ohio and Michigan.
Here’s the Ohio information I was looking for.
Enrollment based funding is perfect for charter expansion. So if Idahoans want more charters and a de facto voucher system in the works—- just DO NOTHING about the Terry Ryan supported Ohio plan for Idaho.
The $17.1 million awarded to Bluum (by DeVos) to support charters here will run out about the same time the “hold harmless” part of the new funding formula.
Want to destroy traditional schools? This sure will rock the foundation.
Questions 37-41 Ask: “When it comes to each of the following, do you think Idaho should expand, reduce, or leave things as they are? And then they were asked about internships and work experience, online learning, pre-K, and Vocational education classes.”
Were the people being “surveyed” given a list of the current options available? How would someone know that options need to expand if they don’t even know the current options?
When I speak with people, I’m always surprised by how little they actually know about the options available in their local public schools. Dozens of times I’ve had people say to me something like, “The schools need to offer vocational classes.” And when I tell them the Boise schools has the Dennis Technical Education Center since 2000, they are always surprised and most have never heard of it. And then when I engage further with them and ask why their student isn’t taking courses there, it is apparent that they want more vocational classes for other peoples’ kids, not theirs.
I want less government interference in the classroom. I want teachers to teach and not prepare our kids for state mandated testing. I want our teachers to be paid and given state benefits like every other state employee so they can actually afford to get the healthcare they need and so that they’ll stay in Idaho to teach our kids, instead of every great teacher quitting or moving away.
How about the clearly leading aspects of this question? “Charter schools are public schools that have a lot more control over their own budget, staff and curriculum, and are free from many existing regulations. In general, how much do you favor or oppose charter schools?” The question left out that charters pull money from traditional public schools and virtually every long-term study has found that students do not perform any better at charter schools.
This, ahem, “survey” is simply more propaganda from the Albertson’s Foundation. It is; however, very slickly packaged. Kudos to the marketing people.
Please go check out the questions for yourself:
The question also leaves out that these charters don’t have to take students with special needs nor provide transportation. A more accurate question would be, “Charter schools have fewer poor, brown kids. In General, how much do you favor or oppose poor, brown kids?”
Yeah well. We’ve heard from this group before. The nonpartisan public opinion research firm The Farkas Duffett Research Group conducted the research for this study, which was facilitated by Idaho Education News and paid for by the J.A. and Kathryn Albertson Family Foundation. The FDR Group conducted 1,000 phone interviews with a randomly selected representative sample of Idaho adults at least 18 years old.
Maryland high schools are giving out free condoms: https://wtop.com/howard-county/2019/01/maryland-county-set-to-offer-free-condoms-at-high-schools/
Here is a post that I found in an anti-Common Core group:
From the Common Core Diva, Lynne Taylor:
Just about the time FEPA was passed, House Ed/Workforce Cmte announced a new round of preK development grants.
These grants landed in 45 States and territories. In various Depts and offices; from a university to social services, to workforce boards, community college boards, governor’s office, HHS (state level), and, oh yeah…state education depts.
The trail of CCSS Machine educrats is deep, the research subjective. The goal: all little learners in all families. Why?
ESSA ‘student success’ and ‘family engagement’ for across the board workforce alignment. In home visits are part of the package!
Link:
https://commoncorediva.wordpress.com/2019/01/23/a-hunting-we-will-go/
No, despite what George Mason High School in Falls Church, VA may tell you, they are NOT perfectly normal:
Here is a post from a New York anti-Common Core group:
1st Grade.
Posted in my local moms group for help.
I hate it!
And some replies to this post:
You use the 5 now. For 3+5=8. It’s insane
Yep, still doing it in 3rd. Simple math that could be mastered is made so much more complicated than it needs to be. I hate it too.
This makes me SO ANGRY!!!!!
Common core math is age inappropriate and a disaster. I hold an MA degree in education and the math curriculum across the country is beyond description, it is just horrible. Parents need to stand up against it
I think parents should refuse to let their children be taught this nonsense, my kids are out of school now in college but if they were still in i would refuse to let , them be taught this garbage and i would teach then math the right way, I don’t think it’s against any laws to refuse to have them learn common core math, it’s just a pocket liner for king cuomo !!
I live in a small district in Western Colorado. My children are grown and I have grandchildren. My oldest granddaughter learned math using Saxon math, so did my grandson and his oldest sister. Our district was a late comer to Common Core. They adopted Go Math, which is just off the charts age inappropriate, confusing and badly written those are some of the better qualities of the curriculum. I retired from teaching a few years ago, so volunteer in my youngest granddaughters 3rd grade class, this way I can watch the curriculum, I meet with the Superintendent, who happens to be a neighbor about the math curriculum regularly. I use Saxon math to help my granddaughter understand the basic math concepts. It is not about kids or learning its about putting money in the states pocket, following the feds mandates. The problem I face, parents will complain to me in person after school or on Facebook, but will not show up to a meeting so that we can organize and go to the board. It is easy to complain on Facebook, but harder to take that complaint where it will do some good
Math… Divides family’s as a whole?? parents taught 1 way, children taught another way…. But the schools want family connect night?? teach my kids how I was taught and everythingwill be perfect again! Can we build a wall around common core ???????????
Exactly! I used to say that CC took the harmony from my home and family, a harmony I had worked hard to instill.
Too many steps to do this way. Why?? The old way works just fine. This just confuses them. Then they have to learn the right way anyway. What a waste of time plus parents have trouble helping their kids. SMH
I’ve had the painful task of being a substitute teacher down here in Florida where the common core is used. I understand that New York is going to abandon Common Core but I shudder to think what may be next.
My degrees are in mathematics and physics and I am appalled with this set of quote-unquote standards.
This whole program which is Nationwide and one-size-fits-all although people may argue to the contrary was dreamt up by Bill Gates one year after UNESCO entered into an agreement with Microsoft.
Since 2009 with early adopters we have Shunk to an appalling level behind Nations that barely have flush toilets and electricity.
Mister Gates put 5.9 billion dollars into this.
By the way there is no share button for this and it just a shame.
I will be returning to Upstate New York shortly and I will once again be a substitute teacher because it gives me freedom.
It would be wonderful if we returned to the old curriculum of algebra geometry intermediate algebra and trig and then maybe AP Calculus which really isn’t very rigorous anywhere.
I have talked I have proctored the regents many years ago and although I work primarily as a research mathematician are computer scientist and engineer in my career I don’t see how we can get out of this unless we abandon this set of Standards which is really not a set of Standards at all.
But I will keep trying to make sense.
I teach you the fundamentals and do not introduce things until students have sufficient maturity to not just passively understand them but to actually comprehend these all too important basic foundations
New York is all in on CC. They renamed it, as many states have done to fool parents. It’s still the same crap, just called The Next Generation Learning Standards.
4 HOURS spent in one evening on SECOND grade math is WAY too long. This garbage needs to go!!
It is insane wait till your baby is in 3rd. We are doing multiplication/division. The book had the nerve to ask to do long division using bar models. I give a 20 min math time slot for homework. If hes not done, we stop and if he has a meltdown then a note is sent. And my son is actually the highest leveled in the class. He has no issues. But the issue is that he finds this math annoying. He can look at the problems and do them in his head. He says im bot drawing circles and boxes. Its ridiculous
my notes get ignored or when I just tell her to do it the normal way… If you get the answer right what difference does it make how you got it? These methods we’re tools when I was a kid. Now they have names and they’re required to remember all the names and insane methods over really knowing the math….
And all my kids help me at my farmers markets and do this quick math in their heads helping customers…. So when they struggle with it in class it drives me mad!
I hate that they send this kind of work home because parents do not understand it. They were not taught this way, but playing with numbers in school should be seen as fun. I do think this is to abstract for 1st grade, but perhaps the desire to play with numbers and instill a sense of numbers needs to be done before a fact is memorized. Once it is memorized it is too hard to see beyond the “answer”.
This drove my son nuts too. He knew his math facts and could add, subtract and multiply super easily (not counting fingers). He was a little wiz. Just keep going over the math facts with her/him. They need that foundation. I get why they are doing this, but I think they are still too young and it just frustrates most of them. My son used to love Fact Freaks, I highly recommend that site to practice.
I’m a first grade teacher who is being forced to teach this. I hate it, too!!!!
That comes close to causing an anxiety attack for me. Oh the memories from doing this with one of my kids years ago
… The sheer torture….
Same here. My son is graduating in June. It’s a little PTSD-sh for me.
I taught my kids the way I was taught and then would write a note on her paper saying there was no need to do it this way as she was taught the correct way to do it.
Too many steps= too many chances of errors
Exactly!! One of the many problems with common core. My son understands the math. But sometimes he makes a mistake along the way with all the steps. Needless to say, he’s not doing well in math. Damn shame!
This is crazy!!!! As a high school math teacher his makes my hair stand on end.
I have to actually reteach all the content from every unit to my first grader. Not only do I have to teach her the math functions, memorization and problem solving strategies I have to work with her in the format of the Eureka worksheets so she is familiar with their wonky expectations. This is a child who has a highly elevated IQ, has the ability to follow verbal and written instructions and focus on classroom expectations.
Is the skill addition or subtraction? I teach 6th grade math and they cannot add or subtract using the standard algorithm!
What the ever luvin….. They go from 15 to 10 with no transition? And a teacher was A OK schlepping this onto a child 72 months old?
Ridiculous curriculum! Kids are just learning what it means to add and subtract so why not complicate it by adding 10 more steps!
I work in a Kindergarten class as an Aide. This is being taught already in Kindergarten. They spend a good hour or more on this Math every day. Yep, already stressing the little kids out at 5 yrs old.
it’s so sad! This is such a horrible way to teach young children math. The old way wasn’t broken and children learned fast. This version is abuse. It dumbs down our children. Once these kids graduate from high school, they won’t be able to add or subtract especially if they work as a cashier. I’ve seen them take a calculator to see what the change is an certain transactions or when I say how much I am getting back, they look at you like how did you do that so fast! Yeah these kids are in trouble
One word: ABUSE.
Here is a post from Alice Linahan:
This is what “Education Reform” (Common Core aligned College and Career Readiness) has done to America‘s children. It is beyond shameful! Legislators do you see what the consequences are of what YOU have legislated!!
___________________
UPDATE: It seems that, so far as I can find, Scott Placek and his law firm are NOT promoting STARR and that he and Alice Linahan just had a disagreement about how to handle a bill in Texas.
______________________________
Here is a post from the Texas anti-testing group:
I have searched and have followed this page for almost 2 years. Lurker, learner, first time poster. Anyhow my now 8th grade came home with a “PGP” personal graduation plan. Since he “failed” staar last year. (Pretty much had been following but to scared to opt out so told my boys I don’t care if you just bubble in w/o reading the questions) well that is what my now 8th grader did. They tried to pull him from Art at start of year and I called school and politely requested him to be placed back in art class since i did not agree with staar. No issue from school (Conroe ISD) today he brought home this PGP since he did not pass. Why do they care what an 8th grader plans on doing AFTER HS grad? And do I (or he) really need to fill this out?? As you can see he already filled parts out prior to giving to me. Should I email the counselor and tell her that he will not be returning this form? Toss in trash? He also said there “were a ton of kids” called down to be given the same form. Ideas, comments or help. TIA (side note: this page is amazing)
And some replies to this post:
State law requires??? Normally state law and state assessments in the same question is made up. Ask them where it says they must complete it.
thank you! That is what ticked me off! After following this page the word “required” always makes me mad! I’ll contact counselor!
My child failed every single one in middle school and we never filled one of these out! I would email principal and ask for a written copy of this law.
I had to do one of these for my son in La Porte ISD. It’s stupid.. kids have no idea what they want at 8th grade.
that’s what dad and I were just talking about. What 8th grader knows what they want to be or where there what to go to college or jr college! I mean mine know that he wants to go to a trade school but not sure what to do yet (even tho he put welding )
I’m in Conroe ISD. CISD is a special kind of District when it comes to STAAR. Rogue admins everywhere. What school?
irons JH
don’t send it back. Keep it tho. Don’t let ur kids participate in STAAR. There is NO mandate to PARTICIPATE in STAAR. None. It is IMPLIED. Feel free to DM me. I’ll help you.
I have to fill these out for any student that is considered “at risk” for not graduating. It can be for any number of reasons. We just fill it out as best we can and move on. Nobody takes it too seriously.
Just SMH at this. The Staar assessment does not show who will or who will not go to college or graduate from high school. This is just a scare tactic they use with public school students. Colleges and employers could careless about the Staar. While PS students are stressed out about taking the Staar, private school and homeschool students (Staar not required) are graduating and going to college, trade school, etc.
Actually, STAAR and the new “adaptive” online tests, like MAP Growth, do evaluate whether students are at risk of not completing HS and/or college. I just read another recent article about a company working on new tests that they’d like to replace SAT/ACT. The tests won’t just assess what you know, but will also assess how you know by “hovers and clicks.”
Here is a post from Alice Linahan:
As Robin Eubanks, author of Credentialed to Destroy stated on her blog InvisibleSurfsCollar.com .
“The model of Next Generation Learning and Competency-based is to get rid of traditional tests altogether, opting out may be the proverbial jump from the frying skillet into the fire itself. Let’s quote an April 2013 Next Generation Learning Challenges (NGLC) document called “The Pathway to Possibility” on the new type of “measures of learning” desired.
“Different approaches to learning and revised definitions of success require new metrics that accurately reflect both the process [of personal change] and the product [the changes in the student] of learning and attainment. Such a shift would mean enormous changes in measurement design by itself, but that level of change is compounded by new thinking about the role of assessment in learning, both in the United States and internationally. Rather than being used primarily (often solely) for summative purposes–e.g., an on-demand final exam–assessment is increasingly understood to be an essential, ongoing, highly integrated component of the learning process.”
Embedded then in classwork like gaming or the online software increasingly ubiquitous in classrooms, this change the student capability goes by the names “assessing for learning” and “formative assessment.” If parents are unaware that changing how the student perceives the world from the inside out is the new purpose of curricula and what happens in the classroom, they may miss that the Opt Out hype aids this always intended transition. I personally believe that the pain of constant testing has been deliberately heightened precisely so that frustrated parents will proclaim no more objective measuring of what is happening in the classroom. It’s too frustrating for the kids. Then the real extent of the psychological shifts and the lack of real factual knowledge will be easy to miss. At least until the transformation is irreversible.
It’s just a matter of social science theory and our children and society itself are the intended guinea pigs for real-world testing. Wish we could opt out of this. Maybe we can if enough people are aware in time.”
And here is a post on her wall:
ESSA also continues the requirement that states administer assessments aligned with their standards. For mathematics and reading or language arts assessments, this must be done
in grades 3–8 and once in high school. For science assessments, this must be done once in each of the three grade spans (3–5, 6–9, and 10–12).
page 24
‘(2) ACADEMIC ASSESSMENTS.—
‘‘(A) I
N GENERAL
.—Each State plan shall demonstrate
that the State educational agency, in consultation with
local educational agencies, has implemented a set of high-
quality student academic assessments in mathematics,
reading or language arts, and science. The State retains
the right to implement such assessments in any other
subject chosen by the State.
‘‘(B) REQUIREMENTS
.—The assessments under subpara-
graph (A) shall— ‘‘(i) except as provided in subparagraph (D), be—
‘‘(I) the same academic assessments used to
measure the achievement of all public elementary
school and secondary school students in the State;
and ‘‘(II) administered to all public elementary
school and secondary school students in the State;
‘‘(ii) be aligned with the challenging State academic
standards, and provide coherent and timely informa-
tion about student attainment of such standards and
whether the student is performing at the student’s
grade level;
‘‘(iii) be used for purposes for which such assess-
ments are valid and reliable, consistent with relevant,
nationally recognized professional and technical testing
S. 1177—25
standards, objectively measure academic achievement,
knowledge, and skills, and be tests that do not evaluate
or assess personal or family beliefs and attitudes, or
publicly disclose personally identifiable information;
‘‘(iv) be of adequate technical quality for each pur-
pose required under this Act and consistent with the
requirements of this section, the evidence of which
shall be made public, including on the website of the
State educational agency;
‘‘(v)(I) in the case of mathematics and reading
or language arts, be administered—
‘‘(aa) in each of grades 3 through 8; and
‘‘(bb) at least once in grades 9 through 12;
‘‘(II) in the case of science, be administered not
less than one time during—
‘‘(aa) grades 3 through 5;
‘‘(bb) grades 6 through 9; and
‘‘(cc) grades 10 through 12;
Here is a post from the Texas anti-testing group:
I have to vent, but I also have a question.
We recently moved to a new school district and everything about the school year revolves around staar assessment. The principal had an assembly just to let the kids know that they received and “A” rating last year and were expected to do the same again this year. I recently found out that every student is forced to participate in “intervention” for math and language arts for one block, 2 days a week. I was never told about this or even asked permission for my kids to be in it or not. Our old district did not put so much emphasis on it and never gave you a hard time if you kept your kids home or even “opted out”. If they thought your child needed intervention they called and asked permission first, if you say no, they would say okay, no problem. I’m actually nervous about even keeping them out the week of testing this year, the move has been hard enough on them, I hate to put a target on their backs ??
I’ve searched this page for anyone else in the district, but only found 1 person ??
My question….are there any other districts out there that are allowed to do this? Is this even legal?
And some replies to this post:
What school district?
Barbers Hill
I would ask for everything in writing. I don’t think they can “force” intervention anymore than any other district They obv just haven’t had the experience with parents opting out as MISD.
yes, I get the feeling no one wants to say or do anything against the grain around here. They really don’t seem to want much, if any, parent involvement in the Jr high. I have no idea what is going on.
Apparently they’ve been doing interventions all year, I only just found out about after the kids told me they had to take online staar tests in istation last week
Is what legal? Our last district double blocked math for every single kid, for the entire year, in order to boost their math STAAR scores.
Put kids in intervention when they dont need it and without notifying the parents.
They are double blocked (not back to back) for math and LA, that I understand and like. But for one block of math and one block of LA, 2 days a week they have intervention for every student. And apparently this is also when they give Istation tests to collect data. Our old district only pulled kids that didn’t pass staar the year before and would call the parent to get permission first.
Here is a post that someone from an anti-Common Core group sent me that further explains part of how the education system in America was fundamentally transformed:
Read The Leipzig Connection
Here is a post from a Michigan anti-Common Core page:
another scary video from MDE about their control of your child’s academic and psychological well being
Here is a post from a Utah anti-Common Core group:
I’m passionate, but not easily shaken. However, as I’m reading through an education report, my heart is racing and tears continue to fill my eyes. I’ve known all of this for years, which is why I am so passionate about educating people, but I want to run through the streets screaming at the top of my lungs for parents to get their children out of the system! What’s happening in education is NOT an accident. It is part of a United Nation’s document created in 1992 known as UN Agenda 21. George W. Bush was an advocate of New World Order and he signed us into this agreement. As a result, education is being used to transform humanity!
90% of American children are having their minds shaped by those who oppose God, individual freedom and self-government because of Agenda 21, and they placed education at the heart of their plot. In “Rescue Mission” Planet Earth – A Children’s Edition of Agenda 21, an image shows storks carrying around babies, while a pagan god appears bewildered and troubled. “The planet groans every time it registers another birth”, suggesting that babies are somehow bad for the planet and that the gods are upset about people being fruitful and multiplying. And we wonder why NY just passed a law that abortion is legal right up until birth. It’s NOT an accident people! IT IS PART OF THE PLAN!
In an interview, whistleblower Charlotte Iserbyt, a senior policy advisor in Reagan’s Department of Education said, “You think the purpose of education is reading, writing and arithmetic. The purpose of education is to change the thoughts, actions and feelings of students”. In her book, “The Deliberate Dumbing Down of America”, she documents the deliberate plan to dumb down American children, and SIDELINE PARENTS. Parents, that is why you can’t help your children with their math. THEY DON’T WANT YOU TO!
Bottom line, the secret weapon of those seeking to transform our society is indoctrination while deguising itself as education.
(More to follow.)
Here is a post by the Common Core Diva on someone’s timeline in reply to a post about a new college entrance exam called the Classical Learning Test (CLT):
My reservations surround a lot of this. CLI ( Classical Learning Initiative) is the parent of CLT (exam). However, the CEO has written and published articles for a NC based Ed policy group which can be tied to the Koch Brothers. On the board is Hillsdale, which doesn’t sound bad til you see how badly they are using charters, which are P3s ( public private partnerships), thus fascism.
I would approach with much discernment. The CCSS Machine has purposed to undermine ALL educational choices ( thus the curriculum and testing).
I was referring to the CEO of the Test, not the Conversations.
the CCSS Machine is already in colleges. With the HEA being rewritten and used to align the last bits of cradle to grave, we should be not only fighting back, but warning others that all the curriculum and assessments will be unified to support the cradle to grave. This means that all citizens are to be impacted. I am not alone in this concern, nor research bearing this ugly truth out. Lamar Alexander will have the HEA passed before he leaves Congress.
as far as avoided agenda and aligned tests in Community Colleges,please read my article about the president if their national group
Here is a post of someone from California:
If this PROPOSED HEALTH FRAMEWORK is not stopped:
Instruction about gender or sexual orientations will be implemented through the option of the Framework and is exempted from parent notification and opt out requirements.
Pre-K-third graders will be taught that genders are unlimited and ever-expanding, rather than confined to two biological genders. (Chapter 3, Line 1847, the draft recommends the book Who Are You?)
Children will learn the terms asexual, pansexual, polysexual, and much more. (Chapter 6, p. 35-36, Line 938)
Instruction and materials on sexual health content MUST affirmatively recognize diverse sexual orientations including examples of same-sex relationships and couples. (Chapter 5, Page 22 of 106, Line 603-608)
PARENTS WILL NOT NEED TO BE NOTIFIED at any grade level (and there is NO OPT OUT) when teaching these gender ideologies and sexual orientations as long as human reproductive organs are not being taught at the same time?
IF this Framework is adopted “AS IS” in May 2019, gender teachings could be taught IN ALL GRADE LEVELS in the context of anti-bully assemblies, Diversity Week, story reading, Social Studies, library books, English Language Arts, and of course required Sex Education/Health classes for Middle School and High School.
WHAT DOES THIS SAY ABOUT PARENTAL RIGHTS?
And another post from this person:
Spoke to a teacher at church today who agrees that education has changed, and the biggest change is the emphasis placed on test scores. One of her special ed students scored 77% last year so the student was removed from the SPED program. His recent scores were 27%. Depending on their accommodations, most SPED students have the state exam read to them, which gives them a huge advantage. If fact, most of them outscore their peers, but the results are not valid. How can comprehension be accurately tested when the test is read to them?!
It is not a standardized test. Your children’s scores hold no merit! It is ALL about data collection!
Here is a post from someone from Texas:
There is a reason more states are spending more money to place young children in front of computer screens. It is called the “Childhood Workforce Index.” Texas may not yet have the Index, but, I expect to begin hearing about it soon.
https://scontent-ort2-1.xx.fbcdn.net/v/t1.0-9/50951866_10216424791039531_2040814437236998144_n.jpg?_nc_cat=101&_nc_ht=scontent-ort2-1.xx&oh=89c22612c433a6865bc46b20cf03aa52&oe=5CFCEB1C
I was able to find what she was talking about:
And another post from this person:
If you care about kids in education, please note: “HB 736 does not end STAAR testing in Texas!” The purpose of the language changes the graduation and promotion requirements.!”
In other words, some children will be left behind and no one will be able to complain! Personalized education is driven by computer algorithms that change the content and the rate of academics. If your RATE is ALWAYS SLOWER and CONTENT is ALWAYS LOWER, a student is incapable of reaching the same end. This bill effectively guts the requirement students meet performance thresholds to be promoted or graduate.
And some replies to this post:
It is nice that it removes the punitive aspect that hinders some kids from receiving their diploma…
a diploma that does not guarantee the student has not even been exposed to the expected body of knowledge. The TEKs, as much as I dislike academic skills being broken in to line items, no longer have to be met.
Employers and universities will use digital badging to determine students’ credentials. The skills gap is designed to further differentiate less worthy members of society. And make no mistake, this is about determining the worth of humanity to the work force.
Why we homeschool.
But ALL State and National (accredited and accepted) tests are aligned to the Common Core (Federal) Standards. We know that the College Board (SAT) and the ACT “lent their expertise” (their own words) to create the Common Core State Standards. We know those tests have changed from aptitude (intellectual intelligence) to an achievement (of a set of standards) tests.
For example: The SAT was previously referred to as the Scholastic Aptitude Test, then the Scholastic Assessment Test, and now simply the SAT. It is a standardized test used for college admissions. Social norm assessing is contained throughout.
And we know teachers do “teach to the test.”
The intent of “No Child Left Behind” includes those in the homeschool system. (And, no, I don’t wear a tinfoil hat. ??)
If at all possible, parents of and homeschoolers should become (if they are not) and remain vigilant to the attempt by the “no child left behind” education reformers to infiltrate homeschool the way that so many of the State of Texas legislation bills worked to weasel the fake accountability assessment measures into the homeschool sector.
Choose the Classic Learning Test. It was created by homeschoolers to be an alternative for those opposed to the shift being levied against us all by the College Board and the ACT. It is accepted at almost 150 colleges and universities, including Hillsdale College, Liberty University, St. Thomas Aquinas, and Thomas More College https://www.cltexam.com
Learn more about why Jeremy Tate created the CLT, please listen:
https://www.agencybasededucation.org/interview-jeremy-tate/
NOTE that the CLT is not accredited or accepted by any Federal or State education entity.
It looks like California is going to try and make kindergarten mandatory:
Based on this article here of JB Pritzker’s agenda and one bullet point being to lower the mandatory school enrollment age from six to five, it may also be in the works in Ilinois as well:
Watch out for the schools in Clark County, Nevada. One of the districts has a principal that is pushing teachers to push the gender-confusion agenda:
Here is another post from the Common Core Diva:
Warriors, the 116th Congress barely has one month’s “work” under its belt and already, 96 data related bills have been introduced.
Currently, 6 are education based and four will tie back in some way. The rest of the 86? Three are healthcare related. Two have 2nd Amendment implications. One will mess with property rights.
Now, consider all this in light of the recent passage of FEPA which feeds off citizen Data.
You really think the “Swamp” has your best interest at heart?
Here is a post from Wrench in the Gears:
The game of impact investing is based on the model of carbon credit trading-there must be some negative future threat (that can be measured and quantified) against which to take a cost off set for an early intervention. That is where the impact investors take their profit. That monitoring structure is what enables ongoing surveillance of oppressed communities-to track “outcomes.” That is why they need interoperable data warehouses-a place to put the monitoring (surveillance) data. You can’t pretend pre-k is a cost-off set for prison or addiction if the data is kept separate. I speak more of the in this post. It’s an important concept.
Here is a post from a Nevada anti-Common Core group:
For those that know me well, and especially for those of you whose children I tutor, you know I HATE sight words. Whole language, the memorization of words, was first exposed as quackery over 150 years ago when it was first tried in Boston under Horace Mann. The dangers of whole language has been exposed several times since then, by Rudolf Flesch and Dr. Samuel Blumenfeld. In “Crimes of the Educators,” the late Dr. Blumenfeld called the whole word approach “the most confusing, irrational and nonsensical reading program ever invented by so-called educators.”
On October 26, 2018, the New York Times exposed this in a piece headlined “Why Are We Still Reading the Wrong Way?” And yet “sights words” are still mandated in government schools across America, starting in kindergarten. The memorization of “sight words” is producing life-long reading disabilities in tens of millions of American children. It has also produced a hatred of reading.
According to the government’s OWN National Assessment of Education Progress (NAEP0, almost two-thirds of high-school seniors are not even proficient in reading.
The whole word method is pure stupidity and we can thank UNESCO, (United Nations Educational, Scientific and Cultural Organization), former Secretary of Education Arne Duncan, and Obama for forcing whole language and Common Core on America.
And some replies to this post:
Excellent post! We pulled our children out of Catholic school recently where sight words drills ( as well as MAP tests and learning to read by using Common Core aligned textbooks and apps ) are required in kindergarten.
its terrible private schools falling for federal funding and those that do not but still fall for aligned curriculum.
ou need to get that Catholic school a copy of the February 4 “The New American” so they can read what education is doing to their students.”
And remind them, Luke 17:2 Amplified Bible (AMP)
It would be better for him if a millstone were hung around his neck and he were hurled into the sea, than for him to cause one of these.
I found information about a bill pushing for home visits in Minnesota:
Here is a post from a Minnesota anti-Common Core group:
Grant announcement from the MDE for coordination of Early Learning Systems. This works with HF 1 for prenatal care, home visits, Birth to 3 education, and all-day Pre-K. “The Minnesota Departments of Education, Health and Human Services, along with the Children’s Cabinet, will study and plan for how to best coordinate policies, programs and resources across departments. Grant funding will be used to conduct a statewide needs assessment with stakeholder and community feedback, take a comprehensive look at multi-agency data systems for early learning programs, and build a strategic plan to better coordinate Minnesota’s early care and education system.”
Here is a post from a Massachusetts anti-Common Core group:
Question please- I refuse the MCAS test for all of my children. I just received a letter saying that my child was chosen to participate in the NAEP exam. Curious your thoughts… thanks!
And some replies to this post:
Hhmmm… I do know the wording sounds enticing, like “your child has been chosen”. I think I would read more into it before refusing/accepting though.
I agree with [name redacted]. Something sounds fishy to me
The NAEP is the National Assessment of Educational Progress and if I were you, say no!
“Unlike your state’s assessment, which is mandatory for students, NAEP is voluntary.” https://nces.ed.gov/nationsreportcard/parents/
I am sorry. I should have been more clear. The middle school was selected to participate and my child was selected to take an assessment in mathematics, reading or science. My inclination is to say no but was curious your thoughts! Thanks!!!
I would say no!
I’d say no. I declined for my elementary aged child several years ago.
Just a comment to say that my grandson took MCAS and did so well he won a four year tuition free scholarship to any Mass college or university………..just saying.
that’s the Adams scholarship and it does provide money for students which is great but what the “catch” is is that the state colleges and universities will charge a very low tuition for these students which is 100% covered and then kill them with fees. For example, UMass charged approx $1700 per semester for tuition and then $17k is fees that were not covered. You are right, though; it may be something if interest to some parents.
https://www.metrowestdailynews.com/article/20151123/news/151128800
All children have been selected or chosen. I got the same crap when my son was “selected” to participate in PAARC several years ago. I kept him out of school during the test, brought him in late and told them why. Only then was I told it is optional. I had the letter with me and asked them to show me where it says that. The cop out answer was that person didn’t write the letter. It’s called lying by omission. I say no to the unknown test.
Here is a post from an Alaskan anti-Common Core group:
Does anyone know anything about the NAEP testing? My child is supposed to take it next week and I’d like more info to know if I should allow it or not. Thanks!
And here are some replies to this post:
Opt out
EdWeek article on NAEP- NonCognitive aspects
‘Nation’s Report Card’ to Gather Data on Grit, Mindset
SARAH SPARKS JUN 02, 2015
The nation’s premiere federal testing program is poised to provide a critical window into how students’ motivation, mindset, and grit can affect their learning.
Evidence has been building for years that these so-called noncognitive factors play a role in whether children succeed both academically and socially. Now, the National Assessment of Educational Progress, often dubbed the “nation’s report card,” is working to include measures of these factors in the background information collected with the tests beginning in 2017.
“Teachers self-report spending 10 percent of their teaching time on noncognitive skills. That’s more time than students spend on any subject other than English and math—more than they spend on arts, for example,” said Chris Gabrieli, an adjunct lecturer with the Transforming Education project at Harvard Graduate School of Education and a co-founder of the National Center on Time & Learning in Boston.
“It’s not a question of whether schools are going to do more working on noncognitive factors,” he said, “it’s of whether we are going to have any instrumentation at all that lets us know which things are working and which things are not.”
Researchers from the Educational Testing Service described the project at a symposium here last month at the annual conference of the Association for Psychological Science. The background survey will include five core areas—grit, desire for learning, school climate, technology use, and socioeconomic status—of which the first two focus on a student’s noncognitive skills, and the third looks at noncognitive factors in the school. These core areas would be part of the background survey for all NAEP test-takers. In addition, questions about other noncognitive factors, such as self-efficacy and personal achievement goals, may be included on questionnaires for specific subjects to create content-area measures, according to Jonas P. Bertling, ETS director for NAEP survey questionnaires.
Careful Wording
Researchers tested different variations of the questions with 140 students in grades 4, 8, and 12 from a representative sample of ethnic and socioeconomic backgrounds in a three-state area around the District of Columbia. Students were led through a 90-minute interview, in which they answered the survey questions and then discussed their individual thought process in responding.
For example, students across all grades showed no difference in how they rated themselves on questions that asked them about their mindset in different contexts, and they reported preferring general questions rather than those specifically about school, said Jan M. Alegre, an ETS researcher.
“A majority of students preferred questions that went beyond a simple yes or no, whether they did something or not,” she said.
Small changes in phrasing make a difference in how well students respond to the questions. For example, “4th graders didn’t know what ‘thinking abstractly’ meant. … Students had difficulty describing what experiencing failure meant and what it meant to be committed,” Ms. Alegre said. As a result, the researchers changed survey questions asking whether students had “experienced failure” to “making mistakes” and changed “committed to goals” to “continue to work toward my goals.”
The background questions will go through a third and final round of review in spring 2016, before the questions are administered beginning with tests in 2017.
Not for Accountability
Schools will not be judged based on the NAEP noncognitive measures of their students, but other such tests for accountability purposes may be on the horizon.
A coalition of seven California districts that have received waivers from some federal accountability requirements are developing a new accountability system, in which 40 percent of a school’s evaluation will take into account school culture and students’ social and emotional learning. Within the latter section, researchers are completing the field testing of growth mindset, self-efficacy and self-management, and social awareness measures with 9,000 students and 1,000 teachers. Mr. Gabrieli said the new measures are expected to be in place next year. He is helping to develop the new measures.
However, while poor performance on academic accountability measures can lead to sanctions in many districts, coalition schools with poor ratings for noncognitive skills will simply be paired with a higher-scoring mentor school.
As measures of noncognitive skills become more ubiquitous, Mr. Gabrieli said, it will be important to track disparities between students’ reports of their mindset and tenacity, and teachers’ observations of them.
“I have often seen in data collected in smaller samples this tendency for teachers to rate students on separate [questions] basically the same, as if they have one view of Johnny as a good kid or less-good kid,” Mr. Gabrieli said. “It’s hard to get teachers to follow the rules of ‘this construct is about self-regulation and that one is about interpersonal skills.’ ” ***
What grade and school? 4th?
8th Birchtree
Nooo!! They won’t tell you what’s in the test!! My daughter never did one. My daughter never did any surveys either. Or map, amp, peak etc. in fact she never did any standardized test from 6th grade until now and she is a senior this year. Never was held back or failed. Don’t let the teachers or admin bully you.
Here is a post from a Utah anti-Common Core group:
Pretty easy for me to see how school shootings and stuff happen now. My third-grade grandson has a kid in his class who’s been diagnosed with Asperger’s or some such, and the kid is the terror of the class. One day all the other kids had to go out in the hall because he was having a tantrum and throwing desks around and such. My grandson has been stabbed in the head with a fork and had a deep bite on his arm (all the way through his jacket) from this kid, but apparently there are no repercussions, consequences, or restrictions on this kid . . . no discipline, no telling his parents he’s not ready to be in society . . . nothing. Wait until he’s in the 10th grade and brings a gun to school. (I know, I know . . . then we can blame the guns). You can teach a rat to avoid pain. When/where I went to school, there were no “resource” people and no psychologists. This kid would have been taught a lot very quickly with the first incident, and if the parents whined, he might not even be in school any more. But that was so barbaric, right? You bet . . . barbaric. Uh huh.
And here are the replies to this post:
You’re saying that with an incident that big with a child attacking another that there was no consequence? No removing that child from the classroom or moving classrooms for your grandson for his safety? I hope that’s not the case. It is sad but there are a lot of kids with sensory issues or on the autism spectrum on heavy doses of medications that instead of making them do better make the situation worse. What a scary situation and I can see why you’re upset. I hope they are working to resolve this
Yeah, apparently the principal, Dr. Ms. So&So is walking on eggs, and figures the best approach is to do nothing, and maybe just discuss it a little more. I think my daughter is considering threatening them with a lawsuit if it continues, because that’s the only language they understand. If my grandson retaliates, he’ll be even more of a villain than he already is for having the audacity to be in the wrong place at the wrong time. I don’t need a Ph.D. in child psychology to tell someone that, again, you can teach a rat to avoid pain. I told my daughter that my grandson is whole lot more patient than I would be, because the perpetrator would get a whole heavy dose of education in a very short period if he tried his stuff with me. My youngest daughter met her junior high principal on her first day there, which was his first day also. He saw a kid hit the floor at her feet, and ran over and asked what happened. She told him that she warned the kid not to step on her shoes, and he did anyway, so he got an uppercut to the solar plexus. The principal went ballistic and say, “We don’t fight here!” Her response was, “Tell him that . . . because if he steps on my shoes again, I’ll hit him again.” She cemented a pretty good relationship with the principal from that day forward.
I would see with throwing a fork (or purposefully stabbing), and biting hard enough to break skin clearly this kid had escalated way out of control. I’m sure that was scary for all of the kids in the class. Was this an isolated event or an ongoing problem? Here in Utah they have a special school (I think there’s a few) that specializes in autism. For this particular kid that may be a better fit. It’s too bad that discipline in general has taken such a dramatic shift. No one can discipline without getting in trouble. You can watch YouTube videos of teens completely beating the crap out of teachers and they can’t even fight back
I am sorry your grandson, daughter and yourself are having to go through this. Although I very much feel for the other child’s family and their daily struggles also. It is a hard situation. The school is not helping anyone by not doing anything. There are many options for special needs children to still get an education, get socialized and also have the behavioral interventions they need in place, unfortunately most public schools do not fully if at all accommodate these children and families the way they need, but do accommodate in not intervening in situations such as yours. I hope for your grandsons, daughters and your sake that something will be figured out very quickly and no more harm will come from the behavioral outbursts.
He’s not ready to be in society?… can’t disagree more with that statement.
My son having autism and meltdowns does not make him a child who will bring a gun to school.
Removing the other children is the safe decision if the child was destroying the classroom.
Exactly one of the reasons I removed my son from public school in 6th grade…he had to deal with some severe situations that I had no control over…I’d rather choose who he spends time with and with whom and what he learns, than roll the dice and “hope” my child’s psyche isn’t damaged too much as my older children’s were…
And I’m not talking about kids on the spectrum, I’m talking about kids that have difficultcult home situations who come to school calling everyone the F -bomb and who think it’s ok to physically harm my kid…I spent more time trying to protect my son than he was able to learn, and yes the kids were reprimanded, but that didn’t change the damage done, and after this child’s two older brothers had incidents in middle school, where they finally retalliated, and one got detention, and the other one was threatened with suspension, I could see the writing on the wall for the youngest one…
We have an education system that is afraid to discipline for fear of consequences. Are you aware of Restorative Justice? Obama implemented it which is why children are allowed to carry on like this in school. All they have to say is, “I’m sorry.” When RJ was first implements, a high school in Oakland, CA set a girl’s hair on fire and all she had to do is apologize! Completely insane!
Here is a post from a Minnesota anti-Common Core group:
2019 MN ED Lobbyists & Legislative Goals
The Minnesota House and Senate invited interested organizations to present their legislative goals for the 2019 session. Sadly, every one of the following organizations are aligned with Common Core and Fed Ed-Led Reforms. Almost all are state affiliates of a national organization as well as an international organization. Let that sink in!
The lobbyists make up a very high percentage of who is speaking with your legislators, perhaps stopping in every week. Because they are paid lobbyists, this is their job unlike our MACC volunteer citizen lobbyists. Education makes up 41% of the state budget.
I found this post in an Oregon anti-Common Core about the Oregon home visit bill:
SB 526 is a dangerous Oregon Senate bill which could end up sending licensed health care providers into homes throughout Oregon without consent.
It appears that SB 526 is connected to a proposal by the Governor and would only be for newborns. But the bill itself is written very broadly and could include every home in Oregon.
SB 526 authorizes the Oregon Health Authority to “study home visiting by licensed health care providers.” It does not specify any limitations on what types of home visit programs could be considered.
Specifically, mandatory programs are on equal footing with voluntary programs as far as the study and its recommendations are concerned, according to the bill language.
Kate Brown is asking this program to be implemented statewide. It’s not a study of what’s currently in place. It’s in addition to what’s already in place. Bloomberg/Gates are behind FamilyConnects and intention is to make mandatory. The program is currently only in one town, as a testing ground. They are asking for $4 million which does not include $2 million from Gov Brown for existing home visiting programs (in 17 counties and not included in this new program, would be in addition).
Here is a post from a New Hampshire anti-Common Core page:
OUTRAGEOUS
DEMOCRATS in NH are attempting to REMOVE the PARENTAL RIGHTS provision in NH state law.
Parents fought for a decade to make sure that schools had to get their consent before their children could participate in the controversial and invasive surveys. Democrats are rolling back that important law by repealing the OPT-IN requirement.
It is CRITICAL that parents show up to the hearing at the Senate Education committee on Tues 1/29 at 10:15am
LOB room 103 (building behind the State House in Concord)
It’s important to get parents to this hearing. If you cannot make it, send an e-mail to:
Jay.Kahn@leg.state.nh.us, Jeanne.Dietsch@leg.state.nh.us, Jon.Morgan@leg.state.nh.us, Ruth.Ward@leg.state.nh.us, David.Starr@leg.state.nh.us, tricia.melillo@leg.state.nh.us
And another post from this page:
Implemented under Governor LYnch
Facilitated by Governor Hassan
Supported by the BIA (Business Industry Assoc.) and Reaching Higher NH
AND…SUPPORTED by EVERY SUPERINTENDENT in NH without question.
WE need people in positions of power to learn how to think critically.
And yet another post from this page:
ALERT
The House Education Committee will be taking up proposed legislation to establish a commission on mental health education programs.??The duty and the role of public education is to teach academics, NOT to treat children for their mental health. The State should be taking no role in developing any mental health program in our local public schools. This should be a local decision, decided by the local community. This is a serious overreach.
??Please attend the hearing on January 16th at 10:15am ROOM 207 at the Legislative Office Building in Concord. ??Read the text of the proposed legislation here:
We’ve already seen school administrators ignore their lawful obligation to acquire informed consent from parents/guardians when screening and treating New Hampshire children.
Teachers have expressed that they are uncomfortable and unqualified to subjectively assess and treat students for mental health in their classroom. (DESSA/Plymouth State Project)
Our schools should not be turned into mental health treatment centers. Instead, a child who needs intensive therapy should be referred to outside mental health organizations. They are mental health professionals who are educated, trained, and licensed in the mental health field.
New Hampshire residents recently voted for an amendment to the New Hampshire Constitution that says: “An individual’s right to live free from governmental intrusion in private or personal information is natural, essential and inherent.” Children in our public schools should be free from this kind of intrusion.
If you cannot make the hearing, please send written testimony to the members of the House Education Committee:
mel.Myler@leg.state.nh.us
dluneauNH@gmail.com
linda.tanner@leg.state.nh.us
beshaw3@comcast.net
patricia.cornell@leg.state.nh.us
tamara.Le@leg.state.nh.us
art.Ellison@leg.state.nh.us
Sue.Mullen@leg.state.nh.us
Cole.Riel@leg.state.nh.us
mark.Vallone@leg.state.nh.us
steve.Woodcock@leg.state.nh.us
ladd.nhhouse@charter.net
glenn.cordelli@leg.state.nh.us
Here is a post from Alice Linahan:
WARNING…
Texas Mental Health Consortium SB 63 is coming…
“In a sometimes rare occurrence, all 31 members of the Texas Senate have signed on as co-authors of SB 63, which creates the Texas Mental Health Consortium. This Consortium will be made up of an advisory board of representatives from the state’s health-related higher education institutions, and nonprofit organizations which focus on mental health. The Consortium will work together to find ways to improve early identification and access to mental health services, addressing psychiatry workforce issues, promote and coordinate mental health research and strengthen judicial training on juvenile mental health.”
Texans are we really okay with this? Think 2nd Amendment!!
Here is a little history lesson, and if you don’t think this could happen in the US, remember the Common Core-aligned College and Career Readiness standards here in TEXAS are based on the learning theories of Soviet psychologist Lev Vygotsky’s Theory of Social Development. LOOK IT UP!!
FYI- The Federal law… Foundations for Evidence Based Policy Making Act (FEPA) signed into law on Jan. 14th makes all agencies data bases legally interoperable. Making all data collected on a student from Birth through the workforce accessible to the government and their 3rd party contractors.
This is a complete violation of privacy. The data collected on that child will follow them for the rest of their lives.
Now, in America, a child’s past will dictate their future, controlled by the government.use@joepitre.com
bob.elliott@leg.state.nh.us
rgboehm@comcast.net
dan.Wolf@leg.state.nh.us
docrlf@yahoo.com
docrlf@yahoo.com
rep.alicia.lekas@gmail.com
More free speech sacrificed on the altar of political correctness: https://www.dailywire.com/news/42751/high-school-students-disqualified-debate-after-ashe-schow
And free speech is lost, not just for students, but for teachers as well: https://www.dailywire.com/news/42741/suspension-high-school-teacher-who-showed-fox-news-ashe-schow
Here is a post from an Ohio anti-Common Core group:
From Karen Bracken
If you are not familiar with the UN Convention on the Rights of the Child (which has been ratified in every country except the US and Somalia) then you will see where this is coming from and where it is leading. Parents have no rights over their children. NONE. If a child runs away at 10 you cannot go after them. You cannot determine a religious belief for them and they can be admitted to a hospital without you ever knowing. I have a friend in Canada and she has told me some horror stories. Under this treaty the UN also has control over your welfare program. This is one reason why Obama wanted to get many more people on the welfare list. Obama and Hillary both tried (unsuccessfully) to get this ratified in the Senate. Since when does the government or a hospital decide when a parents rights begin and end??
Here is a post from Alice Linahan:
WARNING…
Texas Mental Health Consortium SB 63 is coming…
“In a sometimes rare occurrence, all 31 members of the Texas Senate have signed on as co-authors of SB 63, which creates the Texas Mental Health Consortium. This Consortium will be made up of an advisory board of representatives from the state’s health-related higher education institutions, and nonprofit organizations which focus on mental health. The Consortium will work together to find ways to improve early identification and access to mental health services, addressing psychiatry workforce issues, promote and coordinate mental health research and strengthen judicial training on juvenile mental health.”
Texans are we really okay with this? Think 2nd Amendment!!
Here is a little history lesson, and if you don’t think this could happen in the US, remember the Common Core-aligned College and Career Readiness standards here in TEXAS are based on the learning theories of Soviet psychologist Lev Vygotsky’s Theory of Social Development. LOOK IT UP!!
FYI- The Federal law… Foundations for Evidence Based Policy Making Act (FEPA) signed into law on Jan. 14th makes all agencies data bases legally interoperable. Making all data collected on a student from Birth through the workforce accessible to the government and their 3rd party contractors.
This is a complete violation of privacy. The data collected on that child will follow them for the rest of their lives.
Now, in America, a child’s past will dictate their future, controlled by the government.
Here is a post from a Utah anti-Common Core group:
UPDATED JANUARY 2019
Opt-out forms: https://www.schools.utah.gov/assessment
Parents may exercise their inherent rights to exempt their children from state required assessments. Links 1 & 3.
SAGE test results may NOT be used to determine student grades or grade level advancement. Links 2 & 4.
Schools may NOT reward students for taking the SAGE test. Links 1, 3, & 4.
Schools may not punish students for opting out. Except the Civics test is required for graduation. Link 2 & 4
An LEA may request, but MAY NOT REQUIRE, a parent to meet with a someone regarding the parent’s opt-out request. Link 3
Links to documentation:
(1) Utah Code 53G-6-803 – See subsections (1)(a) & (9)(a) & (9)(c ):
(2) Utah Code 53E-4-303 – See subsections (4):
(3) Utah Administrative Code R277-404-7 – See subsections (2)(a)(b), (3), (8), & (6):
(4) Standard Test Administration and Testing Ethics Policy For Utah Educators (page
2) https://www.facebook.com/groups/utahnsagainstcommoncore/
And a reply to this post:
Hey everyone! I just found out that in Davis School District children are given an email/internet account in KINDERGARTEN!!!! But supposedly they “are not taught to use it till 33rd grade”! I am not even on with my child havi g their own email until age 16! I talked to the district and they said I can have my children’s email and internet account deleted and do all paper asignments BUT my child will be “different” and possibly made fun of because he is not doing what everyone else is doing! Any information, input and advice needed!!!
Here is a post that was shared in the Utah anti-Common Core group:
That’s a lot of money — and to put kids’ info in a database without restrictions on who can access it is a big red flag.
They call Christian schools “unsafe”. So what does that make public schools?
I found a post from a Michigan anti-Common Core group that shows that the mental health screening/profiling is going in the works there as well:
This calls for teachers to psychologically profile children with NO reprecussions for inaccuracies. In today’s day and age, that is dangerous.
patriotmongoose 
